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1
Mulvey, Christopher. "The English Project's History of English Punctuation." English Today 32, no. 3 (April 27, 2016): 45–51. http://dx.doi.org/10.1017/s0266078416000110.
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The mission of the English Project (www.englishproject.org) is to explore and explain the English language in order to educate and entertain the English speaker, and 2015 was the year of punctuation for the Project because 6 February 2015 was the 500th anniversary of the death of Aldus Manutius. Aldus was a Venetian printer who shaped the comma, invented the semicolon and created italic fonts. He may have been the greatest punctuator of all time. We ‘punctuated’ the year by looking in turn at the full stop, the semicolon, the colon, the comma, the slash, the hyphen, the parenthesis, the exclamation, the apostrophe, the quotation mark and the question mark. Those twelve provide the fundamentals of English language punctuation, and all of them do more than one job. If we had a complete and unambiguous set of punctuation marks, we might need as many as 50, but the writing world does not want the trouble of such precision. In just same way, the writing world has never accepted the need for 44 separate letters to match the 44 separate sounds of the English language. Providing a separate grapheme (letter) for every phoneme (sound) is the linguist's business. Punctuation marks are ambiguous therefore. They suggest rather than define. They rely on context and the quick wittedness of the reader. If precision is needed, there are proofreader's marks. Merriam-Webster lists 42 of them, but proofreading is a special practice. Punctuation marks are a special set of symbols, and of symbols and signs there is no end. Punctuation marks are regularly appropriated by the devisers of computer languages. Punctuation marks can become logotypes – ‘a single piece of type that prints a word’. The exclamation mark can be made to work like &, $, or @. There are fuzzy edges to the subject of punctuation.
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Qadir, Elham M., and Hunar H. Padar. "Punctuation in English and Kurdish." Koya University Journal of Humanities and Social Sciences 5, no. 1 (June 30, 2022): 41–61. http://dx.doi.org/10.14500/kujhss.v5n1y2022.pp41-61.
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Punctuation, of paramount significance in written discourse analysis, is a highly developed system which modifies linguistic forms on phonological, morphological, syntactic and semantic strata in written texts. Nevertheless, until recently, it has not received ample attention due to remaining in the shade of prosody or grammatical relations. In the last few decades, strikingly, it has been established that a genuine conception of the written language is impracticable if punctuation is not taken into consideration. Meanwhile, cross-linguistic studies have been recommended by some scholars (e.g. Little, 1986; Krahn, 2014); thus, though some studies have been conducted comparing the English punctuation system with that of other languages, there is a dearth of studies exploring this crucial aspect of written discourse in English and Kurdish. Therefore, drawing on Krahn's new paradigm (2014) which treats punctuation as an independent linguistic feature of the written modality, the present paper aims to cross-examine the punctuation system in both languages in a quest for outlining any similarities and differences that the two languages uncover in this area. More specifically, the study seeks to answer these questions: how are the punctuation marks different or similar in English and Kurdish? Does the punctuation system exhibit the same level of complexity in both languages? Are all the punctuation marks manifested in English realised in Kurdish either and vice versa? The paper is purely based on a qualitative research approach. The results show that the two languages bear significant similarities and differences in the manifestation and employment of punctuation symbols. Yet, the punctuation system in English is more complex than Kurdish. Punctuation in the static and dynamic axes instantiates an area of considerable divergence between the two languages-though some similarities are predominant.
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Bayraktar, Murat, Bilge Say, and Varol Akman. "An Analysis of English Punctuation." International Journal of Corpus Linguistics 3, no. 1 (January 1, 1998): 33–57. http://dx.doi.org/10.1075/ijcl.3.1.03bay.
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Punctuation has usually been ignored by researchers in computational linguistics over the years. Recently, it has been realized that a true understanding of written language will be impossible if punctuation marks are not taken into account. This paper contains the details of a computer-aided exercise to investigate English punctuation practice for the special case of comma (the most significant punctuation mark) in a parsed corpus. The study classifies the various "structural" uses of the comma according to the syntax-patterns in which a comma occurs. The corpus (Penn Treebank) consists of syntactically annotated sentences with no part-of-speech tag information about the individual words.
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Nsakala, Lengo M., and Roger K. Matondo. "Punctuation in English and Its Interlanguage Effects." ITL - International Journal of Applied Linguistics 159 (January 1, 2010): 52–78. http://dx.doi.org/10.1075/itl.159.03nsa.
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Abstract This article discusses the manifestations of interlanguage punctuation from a short dialogue in which the subjects of the investigation had to restore missing punctuation marks. The testees realized a meagre score in the task, leaving out punctuation marks where they were compulsory, inserting punctuation marks where they were not needed, and placing punctuation marks where others were required. This state of affairs emanated from a poor command of these orthographic devices. The sample was composed of four groups of students of English, and the one-way analysis of variance conducted on their performance showed a significant difference across the groups. Such a situation proves that although punctuation is under-represented in grammar classes, students manage to acquire incidentally personal information on this area in their target language development. However, the knowledge acquired is inadequate to satisfy the specifications of punctuation in a piece of textual material. It was also observed that students encounter more problems with non-terminal than with terminal punctuation marks. Therefore, systematic instruction is recommended in order to promote students’ control of these devices in text production and in text reception.
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Čorboloković, Saša, and Valentina Gavranović. "A comparative-contrastive analysis of punctuation use (and spelling) in Serbian and English." Zbornik radova Filozofskog fakulteta u Pristini 54, no. 1 (2024): 67–84. http://dx.doi.org/10.5937/zrffp54-42777.
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The paper investigates punctuation rules and their application in Serbian and English, focusing on the examples that comply with different normative solutions in the two languages. The main goal of the research is to compare and contrast the results obtained from a survey done by a group of seventh-grade primary school students. The paper aims to determine how well the respondents apply punctuation rules in Serbian and English, to examine whether there is interference in the application of rules, and to investigate to what extent the detected errors illustrate the tendency of spreading pseudo-norms that violate the orthography of both languages. The results show that the respondents use punctuation marks with more precision in Serbian than in English. The percentage of incorrect answers to each question and the types of errors indicate interference and the creation of hybrid forms that are incorrect in both languages, which represent the creation of pseudo-norms. Furthermore, the results show a greater influence of the application of the rules adopted in the Serbian language on the English language, which can be interpreted by the bigger number of Serbian classes and clearly stated topics within the syllabus of the Serbian language course.
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Hannay, Mike, and Caroline Kroon. "Acts and the relationship between discourse and grammar." Functions of Language 12, no. 1 (March 22, 2005): 87–124. http://dx.doi.org/10.1075/fol.12.1.05han.
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In modelling the discourse–grammar interface, a central question concerns the status of discourse act as the minimal unit of discourse organization and its relation to units of grammatical structure. This paper seeks to clarify the notion of act by defining it as a strategic rather than a conceptual unit, and by setting out a classification of strategic acts. Illustration is then offered for the position that discourse acts are to a very considerable extent realized in English by intonation units and punctuation units. This is done by considering how punctuational variation and cases of intonation/syntax mismatch can be explained in terms of the specific discourse contribution of the units concerned. Although the correlation between discourse acts and intonation/punctuation units remains problematic, in that there may not be a 1 : 1 correspondence, it is still attractive — at least for English — to see the linguistic correlate of acts in intonation and punctuation units rather than in syntactic structures. The paper finishes by considering the implications for the formalizing of relations between discourse, semantics and syntax in Functional Discourse Grammar.
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de Ataide Melo, Cecil L. "Punctuation in English & Portuguese Translations: When Every Point Counts." Meta 35, no. 4 (September 30, 2002): 720–31. http://dx.doi.org/10.7202/003625ar.
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Abstract This is an investigate study on the frequency of punctuation use in Brazilian Portuguese and American English translations. Six textual pairs were selected, each representing a particular genre of translation. Punctuation was divided into two contrasting categories. Under terminal punctuation were placed marks which came at the end of sentences and caused the next word to be capitalized. Under internal punctuation were included marks which appeared within the sentence limits. 1692 marks in 622 sentences were carefully tabulated and constituted the corpus of this project. Results indicated that Portuguese texts were considerably more populated by various punctuation marks than their English counterparts. Frequent rhetorical pauses, tolerance towards longer and more complex sentences, and occasional use of double punctuation invited a higher ratio of marks per sentece in the Portuguese texts. In the last part of the paper, a number of conventions governing punctuation usage in the two languages are discussed, providing a direct application to the training of translators and students of foreign language composition and rhetoric.
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Sun, Kun, and Rong Wang. "Frequency distributions of punctuation marks in English." English Today 35, no. 4 (December 17, 2018): 23–35. http://dx.doi.org/10.1017/s0266078418000512.
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The analysis of punctuation in philology is mainly carried out with a view to better understand the meaning of the literature concerned. Punctuation is generally believed to play the role of ‘assisting the written language in indicating those elements of speech that cannot be conveniently set down on paper: chiefly the pause, pitch and stress in speech’ (Markwardt, 1942: 156). Most of us often ignore the importance of punctuation in writing systems and tend to believe that punctuation only depends on tradition and the personal styles of writers. In fact, punctuation marks may contribute significantly to the clarity of expression. Many linguists associate punctuation with intonation, but the truth is more complex than that – punctuation marks may affect orthography, morphology, syntactic relations, semantic information, and can even influence textual structure.
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Krstić, Višnja. "RENDERING PUNCTUATION: MILOŠ CRNJANSKI’S SEOBE IN MICHAEL HENRY HEIM’S TRANSLATION INTO THE ENGLISH LANGUAGE." Nasledje Kragujevac XIX, no. 51 (2022): 141–53. http://dx.doi.org/10.46793/naskg2251.141k.
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A signature feature of Miloš Crnjanski’s famous novel Seobe (Migrations), written in the Serbian language, is the author’s seemingly eccentric use of punctuation marks. Odd as it may seem, the paper maintains that such punctuation serves a literary purpose, as it reg- ulates the flow of narration and imposes a strict overall rhythm. Pre- serving the original punctuation becomes a major issue in translation, especially into English, owing to the discrepancy in morphosyntactic systems of the two languages. Michael Henry Heim’s translation of Seobe into English, entitled Migrations, does not follow the original punctuation pattern, thereby ignoring a series of wider implications of the syntactic, prosodic, and semantic kind. While calling for Seobe’s retranslation that would pay closer attention to Crnjanski’s punctua- tion, this paper argues that the key to the preservation of the novel’s distinct rhythm lies in keeping the however peculiar sentence struc- tures and accompanying punctuation – as long as the rules of stand- ardized grammars are respected.
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Wang, Caiwen. "Decoding and encoding the discourse meaning of punctuation." Babel. Revue internationale de la traduction / International Journal of Translation 64, no. 2 (September 10, 2018): 225–49. http://dx.doi.org/10.1075/babel.00032.wan.
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Abstract This exploratory research examines translation students’ use of punctuation, by applying Newmark’s (1988) classical idea of punctuation as a discourse unit for meaning demarcation. Data were collected from a group of 25 Chinese students studying specialised translation at a British university. The research focuses on the use of two punctuation marks in English: comma and period or full stop. The aim is to investigate how students of translation analyse the meaning of a source text with punctuation marks and how they subsequently convert this meaning into the target language again using punctuation marks. It is found that students generally do not automatically copy the punctuation marks of the source text into the translation. They will customize or modify the original punctuation marks according to their meaning analysis of the text and their knowledge of punctuation in source and target languages. Finally, we will discuss the implications of the research for translation education.
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Marqués Aguado, Teresa. "Punctuation Practice in the Antidotary in G.U.L. MS Hunter 513 (ff.37v-96v)." Miscelánea: A Journal of English and American Studies 39 (December 31, 2009): 55–72. http://dx.doi.org/10.26754/ojs_misc/mj.20099715.
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The study of punctuation practices in Old and Middle English texts has been traditionally neglected by many scholars on the grounds of their apparent ambiguity and lack of consistency. As a consequence, punctuation has been silently modernised in editions of Old and Middle English texts. Yet, recent studies have shown that there is certain regularity in the insertion of punctuation marks, and different methods have been put forward to modernise punctuation when required. The aim of this article is to analyse the punctuation system of the Antidotary contained in Glasgow University Library, MS Hunter 513 (ff.37v - 96v). To thisend, the uses of each punctuation mark will be discussed and classified in terms of the function they display. In view of these uses, functional equivalents will be proposed for the modernisation of its punctuation.
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Rodríguez-Castro, Mónica. "Translationese and punctuation." Translation and Interpreting Studies 6, no. 1 (June 23, 2011): 40–61. http://dx.doi.org/10.1075/tis.6.1.03rod.
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This paper analyzes the comparative usage of punctuation marks in translated (English>Spanish) and non-translated newspaper articles. Excerpts were extracted from the online International News sections published in the US and Mexico by Reuters and the Associated Press. Hypothesis testing and corpus-based descriptive statistics were used to study the frequency of usage of punctuation marks, such as commas, periods, colons, semicolons, en-dashes and em-dashes, as well as sentence length, in translated and non-translated texts in the context of journalistic writing. Results from the analysis reveal a tendency to carry over periods, colons and em-dashes from English source texts into translated Spanish texts, producing a source language residual effect or ‘translationese.’ Data gathered from concordancing tools also suggest a residual effect in the usage of commas and semicolons, as well as in sentencing. These results reflect, among other factors, a lack of adherence to style guide conventions.
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Ryabova, Marina Yu. "Graphic-Stylistic Expressivity in Media Discourse." SHS Web of Conferences 50 (2018): 01151. http://dx.doi.org/10.1051/shsconf/20185001151.
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The article deals with the analysis of graphic-stylistic means of the language, such as punctuation, functioning in modern English based on the language material of literary and media texts (on-line site of The Guardian). The aim of the paper is to reveal some actual functional characteristics of punctuation marks compared with their traditional syntactic and stylistic usage. The linguistic analysis is conducted within the methodology of semantic and syntactic interpretation and description. The following new functional usage of punctuation marks is described: the playing (ludic) function (creating an ironic, comic or parody effect in communication) and the expressive function emphasizing the semantics of an element in a communicative context. The importance of the undertaken analysis is to show the necessity of studying the English punctuation functions from the point of view of modern theory of communication and media linguistics as well as with an empirical educational purpose of teaching the English grammar.
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Marqués-Aguado, Teresa. "An analysis of the punctuation of the Middle English "Letter of Ipocras" in London, Wellcome Library, MS 405." Journal of English Studies 17 (December 18, 2019): 233. http://dx.doi.org/10.18172/jes.3571.
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Punctuation in early English has been traditionally considered to lack consistency and systematicity, as shown in the relevant literature. Yet, recent research has uncovered that individual texts followed particular punctuation practices regarding signs and functions that were relatively systematic and consistent, even if they were also quite frequently text-based. In line with this, the present article explores the punctuation practice found in a copy of the Middle English medical text called Letter of Ipocras, the one held in London, Wellcome Library, MS 405. This contribution first reviews research on punctuation practices in Middle English texts and discusses the functions that historical punctuation has been reported to perform. Then, a cursory description of both the manuscript and the text is offered. Next, the punctuation signs found in the text are described and discussed, and their various functions at different levels illustrated with the help of examples. The article closes with a reflection on the global function of the pointing practice of the text, which veers towards the grammatical and pragmatic functions.
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Ma, Jiayue. "A Study of the Impact of Peer Review on Academic English Writing among English Majors." SHS Web of Conferences 168 (2023): 01005. http://dx.doi.org/10.1051/shsconf/202316801005.
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Peer review is a hot topic in the research of writing teaching for English majors. At present, there is still great controversy in the academic community about its feasibility and effect. To fully sort out the impact of peer feedback on different contents in English writing, grasp its advantages and disadvantages in teaching, and put forward some implementable suggestions to improve teaching and make peer feedback better serve the teaching, this study used semi-structured interviews as the main method and questionnaires as the supplemented survey to survey eight students majoring in English in a university of foreign languages in Northeast China. The study founds that peer review mainly includes mutual evaluation of nine parts, such as vocabulary, grammar, punctuation, sentence coherence, and article structure, and mainly focuses on the surface content of language, such as vocabulary, grammar, punctuation, etc. In addition, the study found that despite some shortcomings, peer feedback is still a promising way to 2nd language writing feedback, which can enhance students’ critical thinking skills and many other abilities. Research shows that we should actively incorporate peer feedback in college English writing classes to fully exploit its teaching potential in English writing.
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Schou, Karsten. "The syntactic status of English punctuation." English Studies 88, no. 2 (April 2007): 195–216. http://dx.doi.org/10.1080/00138380601042790.
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Ivanova, Marina, Nataliya Mekeko, and Nadezhda Arupova. "The Rhetorical Structure of Students' Academic Presentation: Setting the Right Tone." Journal of Language and Education 9, no. 4 (December 30, 2023): 163–74. http://dx.doi.org/10.17323/jle.2023.18490.
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Academic writing skills are crucial to the enterprise of higher education. Written academic communication is closely related to the English language. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts. The present study researches the influence of digital support on students’ knowledge of academic writing punctuation in English. Due to the modern time challenges and the demand for distance and e-learning, traditional types of academic writing instruction in the classroom need to be supported by digital resources. The research combines two issues of teaching academic writing in English: punctuation learning as an element of writing skills and digital support in training process. The paper summarizes the results of an empirical study: training of punctuation in academic writing in two groups. The third-year students who studied the same subject, Academic English, with the same teacher at the same time in Peoples’ Friendship University of Russia took part in the experiment. The control group (consisting of 12 people) was applied a face-to-face and a textbook based methodology. The experimental group (consisting of 12 people) was trained not only with a basic text-book but also with digital support. The punctuation training course lasted 10 weeks. The level of knowledge and abilities in punctuation and personal perception of the course were measured with three final tests and students’ questionnaires. The results obtained indicate that digital support has considerable didactic potential as it influenced positively on experimental group students. Thus, digital practice should be applied permanently in university training process.
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Glushko (Ubushaeva), V. V., and I. V. Ubushaeva. "New Trends in English Punctuation in the second part of the XX th century." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 104, no. 4 (2023): 98–100. http://dx.doi.org/10.18411/trnio-12-2023-209.
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The correct punctuation in writing is very important for understanding the meaning of author's intention. Any person with a higher education must not only speak correctly, but also correctly use punctuation when expressing his thoughts. This article describes the study of punctuation of identical structures in two variants of the English language. Punctuation of these structures is not fixed in the rules and recommendations in English. The author made an attempt to establish a pattern in the use of a punctuation mark with two introductory words; in sentences in which the subordinate clause takes a position after an introductory adverb or phrase; with two predicates connected by a conjunction; with complex sentences in which two parts of the sentence are connected without a conjunction.
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Ghazala, Hasan. "Stylistic-semantic and grammatical functions of punctuation in English-Arabic translation." Babel. Revue internationale de la traduction / International Journal of Translation 50, no. 3 (December 31, 2004): 230–45. http://dx.doi.org/10.1075/babel.50.3.03gha.
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Punctuation marks are used in English systematically, and in an organised way, to perform certain stylistic, semantic and grammatical functions and achieve effects that can contribute to and affect meaning in some way and in variable degrees. So they are not used haphazardly nor regarded as a mere decoration that has nothing to do with the message of the text, be it a sentence, a paragraph or a long passage. They are meaningful and functional in different types of texts. Hence their importance in translation. In Arabic, however, the situation is completely different. Unfortunately, but not surprisingly, punctuation marks almost without exception are ignored, random or misused in all types of texts and contexts, especially in classical books — let alone translated works into Arabic — for no good reasons. This means that there is a big gap to bridge in translation from English into Arabic. This article is a modest attempt to do so. It stresses the importance of punctuation to the message in Arabic, and how to compensate for the loss of meaning incurred by neglecting it, for it entails stylistic, semantic and grammatical functions that are too significant to drop in translation. The argument in favour of the functionality of punctuation in writing and, hence, translation, is confirmed by a discussion of the most important and recurrent punctuation marks, with illustrative examples in both English and Arabic.
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Ivanova, Marina, Nadezhda Arupova, and Natalya Mekeko. "Digital Support for Teaching Punctuation in Academic Writing in English." Journal of Language and Education 8, no. 3 (September 30, 2022): 81–96. http://dx.doi.org/10.17323/jle.2022.13608.
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Background. Academic writing skills are crucial to the enterprise of higher education, because much of the academic communication is in writing. As a rule, foreign language learners face different problems with vocabulary misuse, grammatical errors, spelling, capitalization, punctuation and some others when write academic texts in English. There are various technologies for solving these problems. One of them is digital support, because traditional types of academic writing instruction in the classroom are not always sufficient.
Purpose. The present study researches the influence of digital support on students’ knowledge and punctuation skills in academic writing in English.
Methods. The paper summarizes the results of an empirical study: training punctuation in academic writing lessons for two groups of students. The control group was applied a face-to-face and a text-book based traditional methodology. The experimental group was trained not only with a basic text-book but also with digital support. The level of knowledge and abilities in punctuation were measured with three final tests.
Results. The results obtained indicate that digital support has significant didactic potential that is why it should be applied permanently in academic writing training process.
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Bystrova-Mcintyre, Tatyana. "Looking at the overlooked: A corpora study of punctuation use in Russian and English1." Translation and Interpreting Studies 2, no. 1 (January 1, 2007): 137–62. http://dx.doi.org/10.1075/tis.2.1.04bys.
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This study was designed to analyze the comparative use of punctuation marks in Russian and English newspaper editorials. The study was conducted using corpora of English-language editorials, taken from the New York Times in 2005, and of Russian-language editorials, taken from Izvestiia in the same year. Results indicated that the comma, colon, and the em-dash were used more often in the Russian corpus. The difference was determined to be statistically significant. The author then compared these results to the results of punctuation use in corpora of Russian and English literary texts. Again these punctuation marks were used more frequently in the Russian literary corpus than in the English one. At the same time, in both the Russian and English literary corpora these marks were used much more frequently than in the corpora of Russian and English editorials. In the second part of the article, the author attempts to isolate the reasons for the discrepancy in use of the colon by examining rules for its use as elaborated in authoritative Russian and English style guides. On the basis of this, the author suggests guidelines for the translation of the colon into English.
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Rodríguez-Álvarez, Alicia. "Teaching Punctuation in Early Modern England." Studia Anglica Posnaniensia 46, no. 1 (January 1, 2010): 35–49. http://dx.doi.org/10.2478/v10121-009-0027-0.
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Teaching Punctuation in Early Modern England Much has been written on the punctuation practice of late sixteenth- and seventeenth-century English writers in order to work out the ultimate function of marks of punctuation. The main point of discussion has almost ever been whether punctuation indicated syntactic relationships or represented speech pauses either to give emphasis in oral delivery or just to be able to breathe. The focus of this paper, however, is the theory rather than the practice, in particular, the set of rules and conventions used by schoolmasters to guide students in their use of stops. Thus, textbooks used at the time to teach reading and writing will constitute our main sources of information to achieve the following aims: (i) to offer a classification of the different marks of punctuation described, (ii) to establish the functions schoolbooks assigned to punctuation marks in general, and (iii) to assess the importance schoolmasters gave to pointing. The results of this study - which follows the works by Ong (1944) and Salmon (1962, 1988) - will contribute to shed light on the ever-lasting debate on the principles guiding Early Modern English punctuation usage.
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Heydarian, Seyed Hossein, and Hasan Hashemi-Minabad. "Translating punctuation between English and Persian and issues for the replacement of non-lexical items." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 19, no. 1 (June 11, 2021): 49–64. http://dx.doi.org/10.1075/forum.20009.min.
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Abstract The consideration of the importance of punctuation marks has widely been ignored in studies of translation. Here we report on a case study of English-Persian translation, in which we found that the attitude towards punctuation has not only been due to the different patterns used by different languages but also to the fact that some languages like Persian have never assimilated punctuation marks into the writing styles. Therefore, the meanings and functions of punctuation marks are worth investigating to enhance our understanding of what are termed non-lexical items in this paper. We show how unawareness of such differences could cause problems and complications in conveying the message. The main focus of this study is the survey of translation of punctuation into lexical items as a new tendency. This strategy will be considered as an intersemiotic approach illustrated through a comprehensive series of literary and non-literary examples.
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Barranco, Jesús Romero. "Punctuation in Early Modern English Scientific Writing: The Case of Two Scientific Text Types in Gul, Ms Hunter 135." Studia Anglica Posnaniensia 54, no. 1 (March 1, 2019): 59–80. http://dx.doi.org/10.2478/stap-2019-0004.
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AbstractAmong the different topics studied by palaeography, punctuation has traditionally been disregarded by scholars for being considered arbitrary and unsystematic (Salmon 1988: 285). However, some studies carried out over the last few decades have demonstrated that the English punctuation system underwent a process of standardisation which started in the Middle English period, from a purely rhetorical to a grammatical function. Moreover, it was towards the sixteenth century when a set of punctuation marks was introduced (i.e. the semicolon), a fact that restricted the functions of major punctuation marks up to that time, such as the period and the comma (Salmon 1999: 40). The present paper analyses the punctuation system in Glasgow University Library, MS Hunter 135 (ff. 34r–121v), a volume that is most suitable for such a study as it contains two different text types belonging to the genre of medical writing: a surgical treatise and a collection of medical recipes. The results confirm that the different punctuation marks are unevenly distributed in the texts under study and, more importantly, their main functions are found at different levels within the text.
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Pardede, Parlindungan, Ninuk Lustyantie, and Ifan Iskandar. "English Education Students' Thesis Abstracts Error Analysis." JET (Journal of English Teaching) 9, no. 3 (October 25, 2023): 361–75. http://dx.doi.org/10.33541/jet.v9i3.5266.
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Over the last decades, applied linguistics and language teaching/learning have investigated language errors committed by learners for both diagnostic and prognostic purposes. Initially, error analysis was conducted manually and involved a limited number of corpus. However, computer software advancement has facilitated much larger amounts of data analysis. This study aimed at analyzing the errors identified in undergraduate thesis abstracts written by 28 students of an English Education study program in Jakarta. Data were analyzed using UAM Corpus Tool. The results show that, successively, the types of errors most frequently committed in the corpus are: (1) grammatical errors; (2) phrasing errors; and (3) punctuation errors; while the rarest errors are pragmatic errors and lexical errors. These findings indicate that the students need to improve their mastery of grammatical rules, ability to prevent their first language interference, and skills to use correct punctuation to empower them to write more effective thesis abstracts.
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Mikhailovskaia, E. V., and O. V. Sapunova. "Contemporary methodology of teaching English punctuation: problems and new vistas." Vestnik of Samara University. History, pedagogics, philology 27, no. 1 (April 26, 2021): 95–102. http://dx.doi.org/10.18287/2542-0445-2021-27-1-95-102.
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The article outlines the way the English system of punctuation marks is presented in contemporary ELT research and practice. The following types of sources are considered and analyzed in the article: grammar books for teaching English as the first, second or foreign language; reference books and web-sites aimed at preparing students for IELTS and TOEFL; books belonging to the genre known as popular science; purely scientific works on punctuation in general and the semicolon in particular. The main goals of the research are to reveal the central tendencies in teaching English punctuation on the example of the so-called weighty stops of vertical segmentation, namely the semicolon, and to see whether they manage to present a certain norm of using the stop. Thus, the present paper focuses on the semicolon one of the most controversial stops in the system, which has been proved to function both at the syntactic and stylistic levels. It is shown that a formal / grammatical approach is the most common way to treat punctuation in ELT literature; however, it does not take into account stylistic and prosodic peculiarities of the stops and thus fails to show the whole spectrum of its usage, as well as its phonetic and stylistic potential. Consequently, such an approach should not be applied to English one of the languages exhibiting a semantic-stylistic type of punctuation. It is proposed that the approach to be used in teaching English punctuation most effectively is pragmalinguistics, since it exploits a wide range of methods and means of analyzing a text, and also considers and highlights all the aspects of using the stops (their syntactic function, stylistic capacities and prosodic characteristics). Moreover, the article poses the question that the current methodology of the approach has to be further developed.
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Al Khotaba, Eissa. "Cohesive Connectivity in Arabic-English Translated Texts by English as Foreign Language Students." British Journal of Applied Linguistics 2, no. 1 (May 14, 2022): 22–27. http://dx.doi.org/10.32996/bjal.2022.2.1.4.
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This research aimed to examine cohesive connectivity in Arabic-English translated text by English as foreign language students at the University of Tabuk for the academic year 2022/2023. The theoretical framework of the study is based on Halliday and Hasan's (1976) theory of coherence and cohesion shifts in translation. This qualitative study included 15 participants in their third-year English as foreign language students from the Department of Languages and Translation at the University of Tabuk in Saudi Arabia. Participants were selected purposively. Translated texts were the instrument used to collect data in this study. Results showed that students encountered cohesion and coherence problems in achieving written texts’ unity, particularly in assigning their concepts and implementing appropriate cohesive signals, punctuation, and spelling issues in their Arabic-English text.
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Sapunova, O. V. "PUNCTUATION AS A MEANS OF ORGANISING ENGLISH FICTION DISCOURSE." Voprosy Kognitivnoy Lingvistiki, no. 3 (2021): 96–102. http://dx.doi.org/10.20916/1812-3228-2021-3-96-102.
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The article considers the role of punctuation marks in delivering and perceiving the purport in fiction discourse. The core of the study is the interrelation between the punctuation arrangement of the text and its prosodic embodiment. Contemporary English fiction in both written and audio forms is exploited as the material for the investigation. The key goal of the study is to demonstrate the so-called ‘highlighting function’ of the semicolon (the stop of inner controversy) and to analyse its role in emphasising the text fragments of special prominence. Three major types of the function are discussed: bringing out particularization to follow, which appears to be vital for interpreting the purport; marking off the afterthought; bringing out the ‘effective’ conclusion - a concise and catchy phrase summing up the previous statement. The results show that in all the three contexts in which the semicolon signals the information significance, its typical prosody gets modified. Namely, the part of the sentence after the stop is largely produced in the higher section of the diapason as compared to the recommended parameter. Among other prosodic characteristics to be altered are timbre and tempo. Adding more expressivity not infrequently may enable the performer to highlight the clause to follow.
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ZHANG, JUAN, CATHERINE McBRIDE-CHANG, RICHARD K. WAGNER, and SHINGFONG CHAN. "Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language." Bilingualism: Language and Cognition 17, no. 2 (May 30, 2013): 347–63. http://dx.doi.org/10.1017/s1366728913000163.
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Longitudinal predictors of writing composition in Chinese and English written by the same 153 Hong Kong nine-year-old children were tested, and their production errors within the English essays across ten categories, focusing on punctuation, spelling, and grammar, were compared to errors made by ninety American nine-year-olds writing on the same topic. The correlation between quality of the compositions in Chinese and English was .53. In stepwise regression analyses examining early predictors at ages between five and nine years, tasks of speed or fluency were consistently uniquely associated with Chinese writing composition; measures of English vocabulary knowledge, word reading, or both were consistently uniquely associated with English writing quality. Compared to the American children, Chinese children's writing reflected significantly higher proportions of errors in all grammatical categories but did not differ in punctuation or spelling. Findings underscore both similarities and differences in writing at different levels across languages.
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Ali, Jamal Kaid Mohammed, S. Imtiaz Hasnain, and M. Salim Beg. "Linguistic Features and Patterns of Texting: Results of a Case Study at an Indian University." Theory and Practice in Language Studies 11, no. 4 (April 1, 2021): 403–11. http://dx.doi.org/10.17507/tpls.1104.10.
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The main objective of the present study is to explore the linguistic features which characterize English used by texters. It also aims to investigate if texting follows any specific pattern. As this study aimed to investigate the linguistic features of texting and their impact on the structure of Standard English, the data of the study were collected from a sample of ninety students. The morphosyntactic elements, phonological elements and code mixing elements were linguistically analyzed separately, providing some examples from the data collected for the study. Although punctuation has been discussed under both morphosyntax and phonology, its significant presence in the data prompted us to look into the pragma-semantic elements in the use of punctuation by the texters. Five sent emails, five sent SMS and five sent Facebook chats from each of the respondents were collected to test the linguistic features of texting. SMS are more deviated from Standard English than Facebook chat texts in some cases such as deletion of subject and deletion of punctuation. It is found out that email texts were less deviated from Standard English than SMS and Facebook chat texts. It was found out that the respondents deviated from the Standard English in all the aspects which were examined, i.e. in morphosyntactic and phonological structures, which indicated that it could be a threat to Standard English. This study proved that texting followed some patterns in some cases but it was randomly used in other cases and it is difficult to control and find fixed patterns followed.
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Petrus, Johannes, Ermatita Ermatita, Sukemi Sukemi, and Erwin Erwin. "An adaptable sentence segmentation based on Indonesian rules." IAES International Journal of Artificial Intelligence (IJ-AI) 12, no. 3 (September 1, 2023): 1491. http://dx.doi.org/10.11591/ijai.v12.i3.pp1491-1499.
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<p>Sentence segmentation that breaks textual data strings into individual sentences is an important phase in natural language processing (NLP). Each word in the string that is added a punctuation mark such as a period, question mark, or exclamation point, becomes the location for splitting the string. Humans can easily see the punctuation and split the string into sentences, but not machines. Basically, the three punctuation marks also perform other functions so that the sentence segmentation process must really be able to detect whether a word marked with punctuation is a sentence boundary or not. This research proposes a sentence segmentation system called segmentasi kalimat bahasa Indonesia (SKBI) or Indonesian language Sentence Segmentation by applying a set of rules and can be used in Indonesian texts and can be adapted for English. There are 34 rules built with a combination of 27 fairly complete features that contribute to this research. The experimental results for the Indonesian text show that the SKBI is able to achieve an F1-Score of 96.89% and 97.07% for English. Both need to be improved but now better than previous research.</p>
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Kurchinskaya-Grasso, Natalia. "Peculiarities and main characteristics of the legal English language." Litera, no. 12 (December 2020): 177–82. http://dx.doi.org/10.25136/2409-8698.2020.12.32071.
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This article examines the peculiarities of the legal English language as the object of translation studies. Currently, English language is dominant in international relations and business, and plays a significant role as legal language within the European Union. Legal English is a global phenomenon. This style of English language is used by the lawyers and other legal experts in their work. In the conditions of globalization of English language, it is necessary to be scrupulous about translation of the legal English in order to avoid inaccuracies in the entire system of international law. Therefore, the goal of this article consists in consideration of the unique characteristics of legal English associated with its origin, terminology, linguistic structure, linguistic peculiarities, and punctuation. The work employs descriptive method, comparative method, and method of applied comparative jurisprudence. The conclusion is made that legal English developed under the influence of languages previously used in the legal system, which is reflected in modern legal terminology and linguistic structure of the legal English language and requires attention in translation. Taking into account the aforementioned peculiarities would be of much help the legal translator in working with legal texts in English language.
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Derakhshan, Ali, and Roghayeh Karimian Shirejini. "An Investigation of the Iranian EFL Learners’ Perceptions Towards the Most Common Writing Problems." SAGE Open 10, no. 2 (April 2020): 215824402091952. http://dx.doi.org/10.1177/2158244020919523.
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Inasmuch as the fact that writing is a cognitively demanding task and as a step toward overcoming some of the barriers English as a Foreign Language (EFL) learners face during writing performance, this study attempted to investigate Iranian EFL learners’ perceptions toward the most common writing difficulties. To this end, 120 Iranian EFL learners from Golestan University, Iran, filled out a reliable and validated questionnaire. The results of the questionnaire and the semi-structured interviews ( N = 24) revealed that most of the participants agreed that for teaching grammar and punctuation, they should be embedded in a context and be integrated with the four skills. They also believed that teachers should use punctuation appropriately in their writings themselves and teach them to students explicitly. Besides, it was believed that through using mnemonics, students can better learn words spelling. The results of the interviews revealed grammar, spelling, punctuation, choice of words, organization, and familiarity with genres and rhetorical structures, negative transfer from Persian to English, and idiomatic expressions and collocations are the other factors that make the writing task difficult. Based on the students’ perceptions, the findings of this study can inform English language teachers to teach grammar, punctuation, and spelling by contextualizing them in an appropriate context, and they offer some practical implications for teachers, learners, material developers, and curriculum designers in this regard.
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Wong, Chor Yiu. "Tackling Issues of Court Interpretation through Listening Skills and Language Awareness of World Englishes." International Journal of Translation and Interpretation Studies 2, no. 1 (May 9, 2022): 60–67. http://dx.doi.org/10.32996/ijtis.2022.2.1.8.
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This article aims to address the issue of dealing with varieties of English, namely upper and lower class English, and the paralanguage (use of stress and punctuation) within translation and interpretation. The study will use some episodes taken from a popular BBC television series entitled ‘The shadow of the Noose’ and from the film noir ‘The Raging Tide’ as a context to introduce the importance of how stress, punctuation, and pauses can turn a hopeless court case, as described in The shadow of the Noose, into a winning case. This provides much insight for interpreters to take non-verbal clues into account in their process of rendering the meanings conveyed by the witnesses apart from the content of the message.
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Dahunsi, Toyese Najeem. "Graduate Employability and Communication Skills: An Investigation of Nigerian Graduates’ Proficiencies and Areas of Deficiencies in Written English." World Journal of English Language 7, no. 3 (September 30, 2017): 49. http://dx.doi.org/10.5430/wjel.v7n3p49.
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Nigeria is a West African country with English as second and official language. In this study, the proficiency levels of graduates of Nigeria’s higher educational institutions in English were investigated against ever-rising speculations that such graduates were unemployable because they do not have good communication and other employability skills. Essays written by 150 graduate job applicants were used for the research. Error Analysis was used for the identification and categorisation of errors in each essay, using grammar, lexis, punctuation and content as major categories. The first group identified (67%) had Low Proficiency Level, with poor knowledge of English grammar and grammatical applications; low vocabulary and high deficiencies in lexical selections; poor skills of punctuation, capitalisation, spelling, paragraphing and lettering; and shallow knowledge of common issues. The second group (23%) had High Proficiency Level, having fewer errors of grammar, lexis, punctuation and content relevance, adequacy, cohesion and coherence. The third group (10%) had Very High Proficiency Level, with a better mastery, understanding and applications of grammatical, lexical, punctuation and associated composition principles. A poor performance carry-over pattern in English at secondary school level was observed. This calls for serious remedial intervention by Government and all stakeholders to improve graduate employability.
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Criado-Peña, Miriam. "Punctuation Practice in Early Modern English Scientific Writing: The Case of MS 3009 at the Wellcome Library, London." Miscelánea: A Journal of English and American Studies 61 (January 25, 2021): 81–97. http://dx.doi.org/10.26754/ojs_misc/mj.20205140.
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The study of punctuation has traditionally been overlooked by some scholars for being considered haphazard and unpredictable. In medieval manuscripts, every scribe was free to use their own repertory of symbols. However, the establishment of the printing press along with the proliferation of professional scriveners resulted in a process of standardization of the system in such a way that by the end of the 16th century a repertory of punctuation symbols was fully developed (Salmon 1999: 15; Calle-Martín 2019: 179-200). The present study seeks to examine the punctuation system of a 17th-century recipe book housed in the Wellcome Library in London, MS Wellcome 3009. This paper has therefore been conceived with a twofold objective: a) to assess the inventory of punctuation marks in the text; and b) to analyze the use and pragmatic functions of these symbols.
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BRUTHlAUX, P. "The Rise and Fall of the Semicolon: English Punctuation Theory and English Teaching Practice." Applied Linguistics 16, no. 1 (March 1, 1995): 1–14. http://dx.doi.org/10.1093/applin/16.1.1.
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Fitria, Tira Nur. "ANALYSIS ON CLARITY AND CORRECTNESS OF GOOGLE TRANSLATE IN TRANSLATING AN INDONESIAN ARTICLE INTO ENGLISH." International Journal of Humanity Studies (IJHS) 4, no. 2 (March 31, 2021): 256–66. http://dx.doi.org/10.24071/ijhs.v4i2.3227.
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The objective of this study is to analyze the aspects of clarity and correctness in Google Translate’s ability in translating an Indonesian article from English into Indonesian. This research refers to qualitative research. Data used in this research is a published Indonesian article which is translated into English by using Google Translate. Based on the analysis, the researcher concludes that Google Translate is a machine translator, but there is always going to be potentially less clarity and correctness at the end of the translation product such as in Indonesian articles into English. Because English grammar is a complicated thing to be learned, people perhaps cannot expect more that machine translator understands every aspect of the way human beings communicate with each other. That is why the answer about the clarity and the correctness of Google Translate is that it still has a way to go before it can consistently, clearly, and correctly translate the language without errors. In the clarity aspect, there is still no clarity in English translation by Google Translate, even it translated the language word-for-word. In the correctness aspect, it refers to the mechanical rule in writing which is related to grammar, punctuation, and spelling. Some examples of non-correctness are related to grammar and punctuation errors. Machine translators have come a long way in a short amount of time, but some features still lack good translation such as in aspects of grammar and punctuation.
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Sari, Dian Purnama. "EXPLORING EFL STUDENTS’ SUBSTANCE ERROR ON DESCRIPTIVE ESSAY." EDUSAINTEK: Jurnal Pendidikan, Sains dan Teknologi 9, no. 2 (August 14, 2022): 537–50. http://dx.doi.org/10.47668/edusaintek.v9i2.544.
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This study reports on a research that analyzed substance errors in the writings of third semester English major, such as punctuation errors, typographic errors, dyslexic errors, and confusable. The technique used to collect data is a documentary technique and then the data were analyzed by using a descriptive qualitative method. By detecting punctuation errors through the four types of errors proposed by James (2013), educators can see the difficulties experienced by students and help overcome these obstacles by choosing strategies and innovative teaching methods that are appropriate to solve the problems of spelling errors faced by students. It was found that the most mistakes made by students were punctuation errors, while the least common was dyslexia. The results of this study are then recommended as input to make it easier for Indonesian learners to understand the target language, which in this study is English, especially in improving writing skill.
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Ajayi, Oyedokun Samuel. "Expository Details On Summary Skills in English Language for Beginners." International Journal of English Language and Linguistics Research 12, no. 1 (January 15, 2024): 66–74. http://dx.doi.org/10.37745/ijellr.13/vol12n16674.
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It is not everything said in the classroom that can be represented during an examination session that has a limited duration of which learners must answer questions on a particular subject, the study therefore provides expository tips that are necessary to assist learners in summary skills. Summary skills are important to propel learners to reduce lengthy passages into cogent manageable proportions without losing the vital contents. In achieving this, basic concepts like comprehension, punctuation marks, outlining, paragraphs and tenses are encouraged to be mastered by learners to aid their summary skill.
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Sattar, Ambreen, Fareeha Javed, and Sana Baig. "A Study of English Language Syntactical Errors Committed by Pakistani Higher Secondary Science Students." Global Regional Review IV, no. II (June 30, 2019): 521–35. http://dx.doi.org/10.31703/grr.2019(iv-ii).55.
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This study aimed to identify syntactical errors, find out the frequency of these errors and identify the causes of these syntactical errors in the writing of intermediate science students. Data was collected in the form of 12 written samples from intermediate students from two public sector colleges. The findings revealed that the most frequently committed error was punctuation error. On the other hand, the lowest committed errors were run-on sentences, object missing, and fragments errors. It was also found that the students committed a total of 232 errors. The syntactical errors identified in the corpus were: subject-verb agreement errors, word form errors, word order errors, object missing, run-on sentences, orthographic errors, fragments, punctuation errors, article errors, preposition errors and conjunction errors. Although both interlanguage and intralanguage influences were found to be causing syntactical errors, intralanguage errors were more prevalent compared to interlanguage errors in participants' writings.
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Fletcher, Rachel. "Englicious: Teaching English Grammar in Schools." English Today 31, no. 4 (November 2, 2015): 63–64. http://dx.doi.org/10.1017/s0266078415000437.
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Englicious is a new online library of resources for English language teachers that has been designed by the Survey of English Usage at UCL. It offers not only lesson plans and activities for use in the classroom, but a collection of Continuing Professional Development resources for teachers, all aimed at supporting the teaching of the new National Curriculum in England. There is a particular focus on spelling, punctuation and grammar (SPaG), and especially on preparing pupils for the Year 3 and Year 6 SPaG tests, but users will also find materials covering many other aspects of English Language at both a primary and a secondary level.
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Yuan, Yang, Xiao Li, and Ya-Ting Yang. "Punctuation and Parallel Corpus Based Word Embedding Model for Low-Resource Languages." Information 11, no. 1 (December 29, 2019): 24. http://dx.doi.org/10.3390/info11010024.
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To overcome the data sparseness in word embedding trained in low-resource languages, we propose a punctuation and parallel corpus based word embedding model. In particular, we generate the global word-pair co-occurrence matrix with the punctuation-based distance attenuation function, and integrate it with the intermediate word vectors generated from the small-scale bilingual parallel corpus to train word embedding. Experimental results show that compared with several widely used baseline models such as GloVe and Word2vec, our model improves the performance of word embedding for low-resource language significantly. Trained on the restricted-scale English-Chinese corpus, our model has improved by 0.71 percentage points in the word analogy task, and achieved the best results in all of the word similarity tasks.
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Ninčević, Siniša, and Željka Zanchi. "The Importance of Correct Punctuation and Capitalisation." Transactions on Maritime Science 1, no. 1 (April 18, 2012): 47–57. http://dx.doi.org/10.7225/toms.v01.n01.006.
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This paper concerns the correct usage of English capitalisation and punctuation. Devised as a sort of guide or manual, it is primarily intended for ESL learners. It lists a set of basic rules, as well as the accompanying examples, in order to facilitate their acquisition and to draw attention to the significance of the correct application of these rules since the failure to properly capitalise letters, omit, or to properly employ punctuation marks destroys the structure of the text and may lead to miscommunication between the writer and the reader, i.e., prevent the information from being properly conveyed, and your goals being properly met. Consequently, correct capitalisation and punctuation is an indispensable language tool in academic and scientific settings.
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Riba-Hrynyshyn, Oksana, and Yulia Kotous. "LINGUISTIC FEATURES OF INTERNET-DISCOURSE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 17(85) (June 22, 2023): 92–95. http://dx.doi.org/10.25264/2519-2558-2023-17(85)-92-95.
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The thesis is devoted to the study of the linguistic features of Internet discourse at the lexical, graphic, and grammatical levels. The changes that caused the active spread of social networks and websites in English are analyzed in detail. A well-grounded analysis of lexical-semantic and graphic means of online communication made it possible to understand the trends of popular social networks in more detail. The English language has been directly and powerfully influenced by online communication. Social consolidation factors have determined the main influence of the English language on the Internet in general. Being the territorial native language of the founders of famous websites and social networks, it is used most actively. English-speaking users were among the first to have access to virtual communication and laid the foundation for the creation, development and spread of the Internet language. This explains the special attention of linguists to English-language platforms. The general features of the Internet English language, which is characterized by changes at the lexical, grammatical or graphic levels, have been studied. The conducted linguistic analysis of posts on popular social networks revealed the following patterns of English-language Internet discourse, namely: 1) the use of a large number of neologisms (formed by affixation and word formation); 2) frequent use of acronyms and abbreviations; 3) pseudonyms (or nicknames) are an important feature of communication on the Internet or chat; 4) special cases of using punctuation marks, lowercase and uppercase letters, emoticons (smilies) and non-alphabetic graphic signs; 5) capitalization, hyphenation, various types of memes and gifs were detected; creolized memes are the most common; 6) at the grammatical level, frequent omission of punctuation and violation of grammatical norms of the English language. Interaction on the Internet often replaces real communication needs. Internet English reflects the general tendency to economize language and illustrates the creativity and originality of Internet users.
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Khan, Mohd Akram. "Investigating Errors in the Written Composition of Undergraduate ESL Learners at Aligarh Muslim University." JL3T (Journal of Linguistics, Literature and Language Teaching) 9, no. 1 (June 30, 2023): 1–8. http://dx.doi.org/10.32505/jl3t.v9i1.6050.
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This study investigated common English writing errors made by undergraduate ESL learners at Aligarh Muslim University whose first language is Urdu-Hindi. The study is carried out with the help of written compositions from 20 participants. The data were analyzed within a broader framework propounded by S. Pit Corder. The researcher concluded that the study's errors were in the form of spelling, copula, word choice, prepositions, verb tenses, plural formation, punctuation, subject-verb agreement, and articles. The reasons behind these errors were identified as interlingual and intralingual causes, whereas intralingual was the most significant factor, which indicates their inadequate knowledge about grammar. The findings of the study were spelling (19.35%), copula (14.51%), word choice (12.90%), prepositions (11.29%), verb tenses (9.67%), plural formation (19.13%), punctuations (8.60%), subject-verb agreement (8.06%) and articles (6.45%). So, based on above data analysis the most common type of errors was spelling that is 19.35% and the least common one was article that is 6.45%.,. The findings of the study have implications for the researchers of scientific papers, especially in the realm of English as a Second Language learning.
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Mahfouz, Iman Mohamed. "Word Shortening Strategies: Egyptian vs. Non-Egyptian English Tweets." English Language and Literature Studies 8, no. 3 (August 22, 2018): 27. http://dx.doi.org/10.5539/ells.v8n3p27.
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The language of Computer-mediated Communication (CMC) is known to deviate from standard language in many ways dictated by the characteristics of the medium in order to achieve brevity, speed as well as innovation. Together with the intrinsic features of CMC in general, the character limitation imposed by the popular social media platform, Twitter has triggered the use of a number of linguistic devices including shortening strategies in addition to unconventional spelling and grammar. Using two parallel corpora of English tweets written by Egyptians and non-Egyptians on a similar hashtag, the study attempts to compare the shortening strategies used in both datasets. A taxonomy for orthographic and morphological shortening strategies was adapted from Thurlow and Brown (2003) and Denby (2010) with particular focus on message length, punctuation, clipping, abbreviations, contractions, alphanumeric homophones and accent stylization. Given the scarcity of linguistic studies conducted on Egyptian tweets despite the vast amount of data they offer, the study compares the findings about tweets written by Egyptians in English as a foreign language to previous studies. The findings suggest that Egyptians tend to omit punctuation more frequently, whereas non-Egyptians favor abbreviations, contractions and clipped forms. The results also indicate that Twitter may be shifting towards longer messages while at the same time increasingly employing more shortening strategies. The study also reveals that character limitation is not the only factor shaping language use on Twitter since not all linguistic choices are governed by brevity of communication.
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Lotherington, Heather. "What Four Skills? Redefining Language and Literacy Standards for ELT in the Digital Era." TESL Canada Journal 22, no. 1 (October 1, 2004): 64. http://dx.doi.org/10.18806/tesl.v22i1.166.
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Over the last 15 years, the rapid development of information and communication technologies (ICT) has facilitated a revolution in how we use language. Online environments have facilitated creative and variable spelling using code hybridization and stylistic use of mechanical conventions such as punctuation and capitalization, lexical coinages, new genres and conversational shapes, new social networks, and digital identities. The traditional four-skills paradigm of text-based grammar study framing English-language teaching curricula no longer adequately describes language and literacies in the Information Era. This article examines changing language conventions in English used in online environments, theorizing directions for new and variable language conventions. The article makes the case that understanding relative language standards in digital environments is essential for teaching and testing appropriate and contemporary English language literacies.
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Ardin, Hardiani. "Analyzing Errors In Recount Text Written By The Third Year Students Of SMAN 1 Pinrang." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 1, no. 1 (March 25, 2017): 1. http://dx.doi.org/10.26858/jkp.v1i1.5040.
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This research aimed to find out the most frequent errors that the students made in writing recount text. This research used descriptive method with quantitative data analysis technique to answer the proposed question. The scope of the research was limited to the grammatical analysis and the mechanics of writing components to the forty recount texts written by the third year students of SMAN 1 Pinrang. The errors were classified into nine categories: errors in using verb form; subject-verb agreement; the use of article; the use of preposition; noun pluralization; the use of pronoun; the use of conjunction; spelling and punctuation. There were 704 errors that the researcher found. The research findings indicated that the most frequent errors made by the students were in using verb form, punctuation, preposition, spelling, noun, article, and pronoun. It could be inferred that the students have not mastered the grammar well. They face a lot of problems in English language generally and particularly in writing the English language.
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Fitria, Tira Nur. "Error Analysis of English Abstract in International Journal of Economics, Business and Accounting Research (IJEBAR)." Al-Lisan 5, no. 2 (September 6, 2020): 164–81. http://dx.doi.org/10.30603/al.v6i2.1335.
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This study aims to determine the types of errors and the most dominant type of errors in the International Journal of Economics, Business, and Accounting Research (IJEBAR) STIE AAS Surakarta, published in 2018. This study employed a qualitative method. The author used documents to collect data and analyzed the data by identifying errors, classifying errors, explanation errors, and tabulating errors. The research findings showed that the type of errors in IJEBAR was related to some aspects of writing, such as grammar, punctuation, and spelling. In the grammar aspect, there were 36 data or 50.70 %, which consist of some errors in class words (part of speech), for example in determiner/article (22 data or 61.11 %), verb (11 data or 30.56 %), preposition (2 data or 5.56 %), and noun (1 data or 2.78 %). There were 21 data or 29.58 % in the punctuation aspect, and in the spelling aspect, there are 14 data or 19.72 %. The most dominant type of errors found in IJEBAR is the aspect of grammar, as 36 data or 50.70%. Errors can be caused by a lack of language skills such as the learner's lack of knowledge of the target language's correct rules or an error in translating using specific translation tools. Therefore, in writing English abstract well and correctly, it should follow the language (English) rule, which refers to the correct grammatical, punctuation, and spelling aspect.