Journal articles on the topic 'Grammar, Comparative and general – Aspect'
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1
Korbozerova, Nina. "PRINCIPALS OF THE COMPARATIVE GRAMMAR: VERB IN THE SPANISH AND UKRAINIAN LANGUAGES (ASPECT)." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 40 (2021): 15–20. http://dx.doi.org/10.17721/2663-6530.2021.40.02.
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At the current stage of the development of linguistics, the triple scientific interest is updated towards the theory of the comparison of languages, towards the theory of translation and towards intercultural communication as a consequence of the cardinal changes in the political and cultural life of the society. The important place in translation theory is occupied by grammatical problems. To make the correct grammatical transformations, the translator/interpreter must thoroughly know the similar and distinctive features between the original language and the language of the translation, which is the object of comparative grammar. In general, the grammatical categories adequately reflect the conceptual framework of the world, manifesting its basic invariants. In grammatical categories there are several differences that are the cause of semantic differences in consequence of specific worldviews and particular linguistic world pictures. For example, when comparing the categories and grammatical forms of the Spanish and Ukrainian languages, there is a lot of difference between the number and gender of the suative noun. In addition, in the Spanish language there is the category of determination/indeterminacy that is manifested in the presence/absence of the article, while in the Ukrainian language there is the grammatical case in the noun. The most significant differences between the two languages analyzed are observed in the grammatical categories of the verb, particularly in aspect, tense, mood and voice.
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Driel, Lodewijk van. "19th-century linguistics." Historiographia Linguistica 15, no. 1-2 (January 1, 1988): 155–85. http://dx.doi.org/10.1075/hl.15.1-2.09dri.
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Summary In this paper an attempt has been made to draw a picture of linguistics in the Netherlands during the 19th century. The aim of this survey is to make clear that the influence of German linguistics on Dutch works of the period is characteristic of the development of Dutch linguistics in that century. Emphasis has been placed on the period 1800–1870; three traditions are distinguished: First of all there is the tradition of prescriptive grammar and language instruction. Next attention is drawn to the tradition of historical-comparative linguistics. Finally, by about the middle of the century, the linguistic views of German representatives of general grammar become prominent in Dutch school grammars. Successively we point to the reception by the schoolmasters of K. F. Becker’s (1775–1849) work; then Taco Roorda (1801–1874) is discussed, and the relationship between L. A. te Winkel (1809–1868) and H. Steinthal (1823–1899) is presented. In conjunction with Roorda’s work on Javanese the analysis of the so-called exotic languages is mentioned, an aspect of Dutch linguistics in the 19th century closely connected with the Dutch East Indies. It is obvious that the German theme is one of the most conspicuous common elements in 19th-century Dutch linguistics, as Dutch intellectuals in many respects took German culture as a model.
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TZVETOMIRA, TZVETOMIRA. "WHEN AND HOW YORDAN PENCHEV EMBARKED ON THE PATH OF TRANSFORMATIONAL-GENERATIVE GRAMMAR." Journal of Bulgarian Language 69, PR (June 29, 2022): 313–29. http://dx.doi.org/10.47810/bl.69.22.pr.21.
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The text argues that the first research work by a Bulgarian linguist in the framework of Chomsky’s Transformational-Generative Grammar (Chomsky 1957) is Yordan Penchev’s 1964 paper “Constructions with the Preposition Освен”. With Chomsky being American, his framework could not be acknowledged openly as a theoretical model in Bulgaria for ideological reasons. Its application in Penchev’s paper is proven indirect-ly, using seven criteria. Two of them, fulfilled in (Penchev 1964), are discussed extensively in the paper in view of their specific features. The first of these criteria – the use of key transformational and generative terms by N. Chomsky in Penchev’s paper, is elaborated in the form of a comparative table. A burst of generative-transformational terms is noted and the techniques of this terminological transfer are commented on. According to the other criterion ‒ analysis following N. Chomsky’s transformational or phrase-structurе rules ‒ two model-theoretic aspects of Penchev’s text are discussed, the generative and the transformational aspect, with the aim of evaluating the first rules of this kind to have ever been formulated by a Bulgarian linguist. They are considered in contrast with those defined by Chomsky and with regard to the new ideas they introduced in Bulgarian syntax. Тhe perception of Penchev’s article by the then readers is also analyzed. Keywords: Bulgarian Transformational-Generative Grammar, Yordan Penchev, exceptive but-phrases, Bulgarian language
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PYE, CLIFTON, and BARBARA PFEILER. "The Comparative Method of language acquisition research: a Mayan case study." Journal of Child Language 41, no. 2 (March 26, 2013): 382–415. http://dx.doi.org/10.1017/s0305000912000748.
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ABSTRACTThis article demonstrates how the Comparative Method can be applied to cross-linguistic research on language acquisition. The Comparative Method provides a systematic procedure for organizing and interpreting acquisition data from different languages. The Comparative Method controls for cross-linguistic differences at all levels of the grammar and is especially useful in drawing attention to variation in contexts of use across languages. This article uses the Comparative Method to analyze the acquisition of verb suffixes in two Mayan languages: K'iche' and Yucatec. Mayan status suffixes simultaneously mark distinctions in verb transitivity, verb class, mood, and clause position. Two-year-old children acquiring K'iche' and Yucatec Maya accurately produce the status suffixes on verbs, in marked distinction to the verbal prefixes for aspect and agreement. We find evidence that the contexts of use for the suffixes differentially promote the children's production of cognate status suffixes in K'iche' and Yucatec.
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Boyko, I. V. "CONSIDERATION OF MORPHOLOGICAL DIFFERENCES IN TEACHING RUSSIAN GRAMMAR TO MONGOLIANS." Siberian Philological Forum 16, no. 4 (November 30, 2021): 20–30. http://dx.doi.org/10.25146/2587-7844-2021-16-4-89.
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Statement of the problem. Russian and Mongolian languages are unrelated, multi-structured, differing from each other in all linguistic aspects, first of all, in grammar. However, unfortunately, their systemic comparative description is still lacking. Besides, the Russian language which used to be compulsory for study as a foreign language in all educational institutions nowadays is studied only in the 7th-9th grades of comprehensive schools. All this negatively affects the Russian language teachers training, many of whom have linguistic and speech competencies insufficiently formed; therefore, in our opinion, the approach to teaching Russian grammar in the Mongolian audience should be improved. The purpose of the article is as follows: on the basis of the comparative characteristics of verbs, nouns and prepositions, to predict the most acute zones of interference in the construction of syntactic structures and to help avoid negative mutual influence. As a result, the main areas of interference are determined. This is, firstly, the structural mismatch of Russian one-piece sentences with their Mongolian equivalents and, secondly, syntactic models with determinants in general and with subject-object ones, in particular. Knowing this will allow the teacher, when planning, to devote more time to these structures, consistent continuous work with them, which ultimately will help the formation of linguistic and speech competence.
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Г. Н., Чиршева,, and Пахомова, М. А. "English interference in the Russian speech of a six-year-old bilingual in a Russian-speaking environment." Cherepovets State University Bulletin, no. 6(111) (December 27, 2022): 189–200. http://dx.doi.org/10.23859/1994-0637-2022-6-111-16.
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Работа посвящена анализу особенностей интерференции английского языка в русской речи шестилетнего билингва в русскоязычной среде. Высказывания ребенка с проявлениями межъязыковой интерференции рассматриваются на фонетическом, морфологическом, лексическом и синтаксическом уровнях, а также в лингвокультурном аспекте речевого поведения ребенка. В результате сопоставительного и количественного анализа установлено, что наибольшую активность в речевой деятельности ребенка проявляет грамматическая интерференция, как морфологическая, так и синтаксическая. The paper focuses on the analysis of English interference in the Russian speech of a six-year-old bilingual in a Russian-speaking environment. The authors study the child's utterances containing inter-lingual interference at phonetic, morphological, lexical, and syntactic levels, as well as in the cultural aspect of the child's speech behaviour. The results of comparative and quantitative analyses show that the most powerful influence which the child's Russian speech experiences is that of the English grammar, at both morphological and syntactical levels.
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Volkova, M. Yu. "PECULIARITIES OF COMPARATIVE ANALYSIS OF THE ORIGINAL AND TRANSLATION OF E.SETON-THOMPSON’S SHORT STORY ‘THE ВIOGRAPHY OF A GRIZZLY’." English and American Studies 1, no. 16 (September 7, 2019): 111–18. http://dx.doi.org/10.15421/381915.
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The role of Ernest Seton-Thompson as a writer who started the genre of animal short-story and his contribution into the national Canadian literature are discussed in the article. Peculiar features of animal-personages from his short-stories which are close to people were singled out. The peculiarities of the literary translation which aim is to reflect ideas, feelings transforming the author’s images with the help of another language material, the main features that make it different from a classical one were stated. Contemporary scholars who scrutinize this aspect in modern translation studies were found out. The notion of adequacy in the process of a literary text translation, the necessity and strive of the translator to reflect the sense, embodied in artistic images, to preserve genre and style and structural-compositional peculiarities of the original text in the context of comparative analysis of the literary text were noted. The differences between the original text of E.Seton-Thompson’s short-story “The Biography of a Grizzly” and its translation by М.Chukovsky were analyzed in the given article. The translation can be called adequate as some change of content and form of the original text by means of the target language did not impact into general perception of the short-story in its translation. The translator conveys the author’s ideas provoking reader‘s reaction to the story. М.Chukovsky preserved its content, the system of images and the author’s style and plot identity of the original text. Peculiarities of his translation, main structural-grammar and lexical transformations used in the translation were marked. Among the most frequently used transformation techniques actual division of the sentence, grammar changes, change of the sentence parts, concretization, generalization, addition, omission and antonymic translation are noted.
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SAFI, Khadidja. "THE VERBAL SIGNIFIERS IN ARABIC LANGUAGE-A STUDY IN THE IDEATIONAL COMPONENT AND THE INTERPERSONAL COMPONENT-." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 17–34. http://dx.doi.org/10.47832/2717-8293.7-3.3.
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Our familiarity with our teaching of Arabic grammar detect the state of phobia that infect the majority of students when they are studied the Arabic grammar (El-nahoo), but, when I analyzed this phenomenon as a teacher and - before - studying this science, I noticed that the beginner Arabic language learner may focus on the grammatical or morphological base independently of its linguistic and current context; as if His classical Arabic is other than the language used with its many names. From a dialect, to a daily language, etc, and it is in fact only one aspect of its development, and the strange thing is that the name of the language (Arabic) indicates "' Clarity' that may not be achieved with the same accuracy in other languages, and it is a miracle of rhetoric. The expression of the souls and their phenomena in this language may be in words with real connotations, and it is predominant in the language to achieve communication, and the meanings may arrive in a metaphorical form; some words deviate from the origin of their connotations using the linguistic and current contexts, and therefore it is clear that our understanding of language is not based on single words. Rather, by referring to the sentence or text in many times to determine the grammatical function of these words, and that is what has been suggested in this research to trace the actual functions based on the intellectual and reciprocal components, which are among the foundations of linguistic communication in all languages, including the Arabic language that is the subject of study. On the descriptive comparative approach in defining these functions, in order to be able to compare them with their interviews in French and English; To set the term and its origins first, and secondly to facilitate the translation of these verbs between the three languages.
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Bereza, Liudmyla, and Liudmyla Tkachenko. "Completeness of action in the Russian and German languages: comparative analysis." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu. Serìâ: Fìlologìâ 13, no. 23 (2020): 140–50. http://dx.doi.org/10.34079/2226-3055-2020-13-23-140-150.
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The aim of this research will be to conduct a comparative study of the category of aspectuality; that implies defining and analysing the whole complex of general and distinctive properties, characteristic of the languages under consideration, that is, Russian and German, revised in the comparative aspect. The research methods include descriptive method, distributive and introspective analyses. The authors indicate that today contrastive studies are especially relevant to identify common and distinctive features in systems of different languages. It is noted that actional and aspectual semantics, as well as the means of its expression, have become objects of study by linguists at the beginning of the 20th century. Attention is drawn to the actual domestic and foreign significant research in the field of aspectology of genetically unrelated languages, as well as languages that are in a distant genetic relationship. The form and tense of a verb are characteristics of temporality, since, for example, in the Slavic languages, the form organizes and determines temporal relationships. In contrast to the Slavic languages, in the Romance and Germanic languages, species relations are structured on the basis of temporal forms. The comparative approach to the study of time and species in languages belonging to different groups makes it possible to better understand the specifics of species-temporal relations. It is pointed out that the grammatical category of the species as a binary category is represented only in some languages. The need to distinguish between species as a grammatical category inherent in the Slavic languages and as a broad functional and semantic category that exists in all languages is emphasized, since it represents the entire complex of linguistic means that express the nature of the course of action. In the process of analyzing some texts, it was concluded that the absence of a grammatical category of the species in the German language does not indicate the absence of a corresponding concept. During the research, the authors came to the conclusion, that when studying the verb tense, it is necessary to take into account several other factors, apart from the verb forms: the context, the lexical, lexical-grammatical, grammatical and syntactic components, considered within the framework of their interaction in speech, since the functional-semantic field includes interacting means, united by the common function of expressing the semantic attribute of aspectuality, namely, grammar, lexical-grammatical and lexical means.
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Irfani, Bambang, Meisuri, and Rohmatillah. "Speaking Performance of Islamic Boarding School and Public School-Based Graduates: A Comparative Study." JEELS (Journal of English Education and Linguistics Studies) 5, no. 1 (May 18, 2022): 97–113. http://dx.doi.org/10.30762/jeels.v5i1.74.
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This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.
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Patsyukova, O. A. "The idiomatic semantics of nouns derived from substantives with the suffix <i>-nik-</i>." Russian language at school 83, no. 5 (September 20, 2022): 77–83. http://dx.doi.org/10.30515/0131-6141-2022-83-5-77-83.
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Studying various aspects of idiomaticity manifestation is of great importance not only for word formation, but also for lexicology and grammar since this problem is common for different linguistic levels. Consequently, the research is relevant. Based on the analysis of nouns derived from substantives with the suffix -nik-, the paper aims to provide a systematic description of semantic idiomaticity. Research methods included observation, structural-semantic, and comparative analysis. The following sources of idiomaticity in a derivative were considered: an additional semantic component in the lexical meaning of nouns, the invariant derivational formant, the semantics of the motivating stems. The paper describes the nature of the idiomatic meaning extension, its scope and function in nouns. It is concluded that the idiomatic nature of derivatives is associated with the presence of an implicit (i. e. not explicitly expressed) component in the semantics of the word. Idiomaticity is also connected with the unmotivated incompleteness of the reflection of the word-building formant semantics and with the unmotivated incompleteness of the reflection of the derivational base semantics.
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Шпарева, Галина Ивановна. "PARCELING IN DIFFERENTLY STRUCTURED LANGUAGES: COMPARATIVE ANALYSIS OF SOURCES IN THE RUSSIAN, CHUVASH AND ENGLISH LANGUAGES." Bulletin of the Chuvash State Pedagogical University named after I Y Yakovlev, no. 4(113) (December 30, 2021): 107–12. http://dx.doi.org/10.37972/chgpu.2021.113.4.013.
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Статья посвящена сравнительно-сопоставительному анализу употребления парцеллированных конструкций в трех языках: русском, чувашском и английском. Цель статьи - определить структурные и семантико-синтаксические особенности парцеллированных конструкций в рассматриваемых языках. Актуальность исследования обусловлена недостаточной изученностью данного явления в сравнительном аспекте. В результате проведенного анализа автор приходит к выводу, что парцеллированные конструкции в исследуемых языках обладают рядом общих структурных и семантических характеристик. Так, обнаружено, что парцеллят во всех исследуемых языках может выступать в функции подлежащего, сказуемого, определения, дополнения и обстоятельства. Кроме того, установлено, что порядок расположения компонентов в парцеллированной конструкции зависит от интенций автора и может быть абсолютно свободным. Типичной позицией парцеллята в предложении является препозиция или постпозиция. Семантические функции парцеллированных конструкций в исследуемых языках идентичны. Обнаружены структурно-грамматические особенности чувашских и английских парцеллированных конструкций. В результате анализа автор приходит к выводу, что подлежащее и определение в чувашском языке, в отличие от других членов предложения, отчленяются гораздо реже. Отличительной чертой английских парцеллированных конструкций является абсолютное синтаксическое разнообразие парцеллятов: нарушая нормы английской грамматики, любой член предложения в своей синтаксической позиции может отчличаться знаками препинания и разбивать предложение на отдельные парцелляты. The article is devoted to the comparative analysis of the use of parcelled constructions in three languages: Russian, Chuvash and English. The purpose of the article is to determine the structural and semantic-syntactic features of parcelled constructions in the studied languages. The relevance of the study is due to the insufficient study of the phenomenon in the comparative aspect. As the result of the analysis the conclusion was made that parcelled constructions in the considered languages have a number of common features. Thus, the author found out that in all the studied languages the parcel can act as a subject, predicate, attribute, object or adverbial modifier. Besides, the order of the components in the parcelled construction in each studied language depends on the writing style of a particular author and can be completely arbitrary. A typical position of a parcel in a sentence is a preposition or postposition. The semantic functions of the parcelled constructions in the languages under consideration are identical. The author also discovered the structural and grammatical peculiarities of the Chuvash and English parcelled constructions. As a result of the analysis, it can be stated that the subject and attribute in the Chuvash language, unlike other members of the sentence, are separated much less often. A distinctive feature of the English parcelled constructions is the absolute syntactic diversity of parcels: violating the norms of English grammar, any sentence member in its syntactic position can be separated by punctuation marks and split the sentence into separate parcels.
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Liu, Xinyan. "The theory of the aspectuality of the Russian school in the focus of the Chinese linguistic school." Litera, no. 6 (June 2022): 209–16. http://dx.doi.org/10.25136/2409-8698.2022.6.38040.
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The subject of the research is the theory of aspectuality in Russian and Chinese languages: this theory defines the main ways to prevent linguistic interference (the consequences of the influence of one language on another) among students. The object of the study is the theoretical study of the verb of the Russian and Chinese languages. The author examines in detail the functional characteristics of the category of aspectuality in Russian and Chinese languages. In addition, he explores the meaning of aspectual forms in the system of Russian and Chinese languages, etc. Particular attention is paid to identifying patterns in the Russian and Chinese grammar, defining verbal grammatical semantics, comparing the languages with further description and systematization of aspectual meanings and means of their transmission. The main conclusions of the study are related to the specificity of the theory of aspectuality of the Russian school in the focus of the Chinese linguistic school. The Russian verb is the central section of the grammatical system, acting as the core of the sentence and denoting the variability of reality. In Chinese language, the verb serves as an important component of the part-speech system, correlates with the subject, expressed pronoun or noun. The author's special contribution to the study of the topic is to identify the functional and semantic characteristics of the category of aspectuality in Russian and Chinese languages. The scientific novelty of the study lies in the fact that for the first time, within the framework of the typological approach, a comparative analysis of the problems is made: the problems are connected with the category of aspectuality in Russian and Chinese languages, with the category of the aspect of the verb, with its internal form as a specific way of displaying and presenting knowledge about the world, a special «linguistic worldview».
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Petkov, Christopher I., and Benjamin Wilson. "On the pursuit of the brain network for proto-syntactic learning in non-human primates: conceptual issues and neurobiological hypotheses." Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1598 (July 19, 2012): 2077–88. http://dx.doi.org/10.1098/rstb.2012.0073.
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Songbirds have become impressive neurobiological models for aspects of human verbal communication because they learn to sequence their song elements, analogous, in some ways, to how humans learn to produce spoken sequences with syntactic structure. However, mammals such as non-human primates are considered to be at best limited-vocal learners and not able to sequence their vocalizations, although some of these animals can learn certain ‘artificial grammar’ sequences. Thus, conceptual issues have slowed the progress in exploring potential neurobiological homologues to language-related processes in species that are taxonomically closely related to humans. We consider some of the conceptual issues impeding a pursuit of, as we define them, ‘proto-syntactic’ capabilities and their neuronal substrates in non-human animals. We also discuss ways to better bridge comparative behavioural and neurobiological data between humans and other animals. Finally, we propose guiding neurobiological hypotheses with which we aim to facilitate the future testing of the level of correspondence between the human brain network for syntactic-learning and related neurobiological networks present in other primates. Insights from the study of non-human primates and other mammals are likely to complement those being obtained in birds to further our knowledge of the human language-related network at the cellular level.
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Zbyr, Iryna. "HISTORY OF THE DEPARTMENT OF UKRAINIAN STUDIES AT THE HANKUK UNIVERSITY OF FOREIGN STUDIES: ACHIEVEMENTS AND PROSPECTS." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 15 (May 1, 2021): 3–8. http://dx.doi.org/10.30970/ufl.2021.15.3277.
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The article deals the achievements of the Department of Ukrainian Studies for 12 years of its work, as well as outlines the prospects for the future. The peculiarities of the education system in the Republic of Korea, the form of education, the attitude of students to the educational process, the problems of the first years of teaching the Ukrainian language at the Department of Ukrainian Studies at the Hankuk University of Foreign Studies are highlighted. Today there are 3 teachers and 2 lecturers and about 100 students at the Department of Ukrainian Studies. The education system in Korean universities is built on the American model: training lasts 4 years. The academic year coincides with the calendar year. The first semester begins on March 1 and lasts exactly 16 weeks, as well as the second semester begins on September 1 and also lasts 16 weeks. The Department of Ukrainian Studies trains only bachelors. The curriculum at the Department of Ukrainian Studies meets the requirements of the Ministry of Education and Science of Korea and the general university regulations on study at the faculties of regional studies. Disciplines taught at the Faculty of Ukrainian Studies include Ukrainian language (beginning, intermediate and advanced level), history of Ukraine, culture, literature, art, politics, economics, translation, as well as comparative disciplines related to Ukraine in local lore, philosophy and pedagogical aspects. Another aspect to focus on is the peculiarities of Korean students’ education and their attitude to education in general. Features of the Korean education system related to Confucianism, so Korean students: (a) prefer grammar-/vocabulary-based rote learning to higher-order thinking (problem-solving, critical thinking, etc.); (b) are passive absorbers of information, rather than active discoverers; (c) are unable to use the target language; and (d) have their ability for creativity and risk-taking burned out of them by a hierarchical, teachercentered, test-driven, memory-based education system. Special attention is paid to scientific and methodological activities (development and publication their own textbooks) and publishing activities at the Department of Ukrainian Studies, in particular, the Korean Journal of Ukrainian Studies (KJUS, 2020) – the first journal of Ukrainian studies not only in Korea but also in the world. Among the prospects that need to be addressed as a matter of priority are: certification of knowledge of Korean students, the problem of state scholarships (exchange programs at the expense of Ukraine) and support of Ukrainian studies centers abroad by state institutions of Ukraine. Key words: Department of Ukrainian Studies, Hankuk University of Foreign Studies, education system, Korean students, Ukrainian as a foreign language.
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Zykova, Svetlana A. "Linguistic and Cultural Study of the Implicit Negation in Spanish." Current Issues in Philology and Pedagogical Linguistics, no. 3(2021) (September 25, 2021): 41–51. http://dx.doi.org/10.29025/2079-6021-2021-3-41-51.
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The article considers the category of negation in Spanish as one of the most important components of its culture. Being a language universal and a fundamental category of any culture, negation realizes a great variety of communicative functions. Their study leads to a better understanding of the communicative behavior of the foreign culture representatives. The article presents different points of view on the nature of negation, by analyzing and summarizing different approaches made by different scientists all over the world to the study of this linguistic phenomenon, thus highlighting two main aspects of investigation of negation: formal (syntactical) and conceptual (communicative). When functional capacity of the category in forming negative meanings within real communicative process is studied, the importance should be given to the cognitive and pragmatic features, irrespective of the set grammar rules of negation. In this connection, the article analyzes those forms of negation which are not expressed grammatically. The author has selected and analyzed a number of speech patterns, conveying negative meanings in the process of communication and the following groups were singled out among them: affirmative exclamation, rhetorical question, ironic response. The author stresses that in spite of being manifested at all levels of the language, the implicit negation does not have any fixed marker of expression and it’s always difficult to differentiate it in the context. However, its profound study will help to understand better the communicative behavior of the foreign-language speaking participants in the dialogical interaction. The article examines the comparative aspects of the negation study at the confluence of Russian and Spanish speaking cultures, spotting the differences in the linguistic world pictures.
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Kolisnichenko, Natalya Nikolayevna, and Yevgeniya Matveyevna Yatsun. "FOUR BASIC METHODS OF TEACHING ENGLISH IN A CHRONOLOGICAL ORDER OF THEIR DEVELOPMENT: APPLICATION IN THE SYSTEM OF PUBLIC ADMINISTRATION TRAINING." UKRAINIAN ASSEMBLY OF DOCTORS OF SCIENCES IN PUBLIC ADMINISTRATION 1, no. 12 (February 14, 2018): 149–66. http://dx.doi.org/10.31618/vadnd.v1i12.88.
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The article is devoted to the comparative analysis of the basic methods of teaching English in chronological order of their development. The following teaching methods are studied: grammar translation method, direct method, audio-linguistic method, communicative teaching method. The specific features of each method, their positive and negative characteristics are revealed. The peculiarities of their application in the system of training in public administration are considered. It is determined that training in the field of public administration corresponds to the activities of those who study, namely, public administration, both in terms of subject matter and linguistic content and language learning activities. In general, teaching / learning a foreign language is not essential, so teachers and students / students should only focus on certain aspects of a foreign language. Thus, general language learning should be combined with professional training. In groups with a sufficient level of language proficiency, it is immediately possible to begin a special vocational-oriented training. And, conversely, in groups with low and average English proficiency it is necessary to focus first of all on general language training, and then on professionally oriented. Grammatical material should always be developed and used in oral language. It is noted that an important role in the study of foreign languages is given to the assimilation of professional vocabulary. Assimilation of lexical units is carried out in order to develop the skills of oral communication and is aimed at the implementation of communication skills and an adequate response in typical situations of professional communication, both verbal (for compilation of messages on professional subjects) and written (ability to write resume, any documents, etc.). After all, the possession of the working or official languages of the community provides in practice wide opportunities for obtaining international experience in public administration, undergo internships, work in international projects, etc. In the context of broad international relations with other countries, it is important to communicate with foreign specialists, to develop professional-business and personal contacts with foreign partners, colleagues, to read different editions in the original language.
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Akimova, I. I. "REPRESENTATION OF THE MORPHEMIC COMPOSITION OF THE VERBAL WORD FOR LINGUODIDACTIC PURPOSES." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 168–77. http://dx.doi.org/10.21603/2078-8975-2018-1-168-177.
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The article deals with a number of issues related to the morphology of the Russian verb. The research was performed according to the "objective grammar" of the Russian language in the framework of the Functional-Communicative Grammar (M.V. Vsevolodova's School). The aim of the study is to correlate the morphemic composition of the Russian verb and the meaning of "perfective aspect" vs. ‘imperfective aspect" forms of the verb, to distinguish the actual correlation of the aspects and the phenomenon of the methods of verbal action (the so-called characterized verbs). The author proceeds from the premise that a clear understanding of the aspect will improve the method of cross-lingual matching as well as make Russian classes more effective for non-Slavic speakers. The factors of linguistic relativity, their content and means of expression, predetermine a need for a comparative analysis of the lexical-grammatical category of the verbal form embracing the methods of verbal action as a means of expressing the category of verbal aspect and the possibilities of expressing similar meanings in Chinese. The functional-communicative approach allows for a linguodidactic description, relevant for the entire language system (objective grammar); a comparative approach will remove many of the linguistic barriers of a foreign student whose mother tongue is an analytic language.
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Novospasskaya, Nataliya V., and Olesya V. Lazareva. "Linguistic Dominants of Grammar and Lexis." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 3 (October 3, 2021): 537–46. http://dx.doi.org/10.22363/2313-2299-2021-12-3-537-546.
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The editorial describes the principles of selection of the issues material and its continuity with already published research. The articles of the issue are devoted to new trends in the study of lexis and grammar in modern languages. Such tendencies of synchronic linguistics as comparative studies of the linguistic picture of the world, the axiological aspect in linguistics of word, text and discourse, as well as contrastive lexicography, translation studies, corpus linguistics, discourse practices and text studies are noted.
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Turkevych, Oksana V. "UKRAINIAN AS A FOREIGN LANGUAGE FOR GERMAN-SPEAKING STUDENTS: ACHIEVEMENTS AND PROSPECTS IN THE 21ST CENTURY." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 219–27. http://dx.doi.org/10.32342/2523-4463-2021-2-22-21.
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Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.
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Lehmann, Christian. "A survey of general comparative grammar." Journal of Linguistics 24, no. 1 (March 1988): 175–87. http://dx.doi.org/10.1017/s0022226700011609.
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Bondarchuk, Kateryna S., and Olha A. Chumachenko. "POSITIVE CHANGES AND INACCURACIES IN THE UKRAINIAN 2019 SPELLING." Alfred Nobel University Journal of Philology 2, no. 24 (December 20, 2022): 153–64. http://dx.doi.org/10.32342/2523-4463-2022-2-24-13.
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The aim of the article is to analyze Ukrainian spelling peculiarities, highlighted in the editions of 1993, 2007 (amended version) and 2019 years, which are related to the comparative aspect, particularly to orthography (methods of combining sounds and sound combinations which ensures the same type of words’ spelling). The work uses such approaches as induction and deduction, and the main methods of researching linguistic phenomena: descriptive method and variant dynamics of writing foreign words. In the study, using the application of comparative and contrastive methods, we have determined some features of literary language norms in the spellings of 1993 and 2007, which relate to minor clarifications, descriptions, the illustrative material alphabetical order, the selection of certain lexemes to denote concepts related to changes in society, and some modernized changes in spelling. It is proved that corrections were made to the spelling of 2007 not in relation to Ukrainian grammar and orthography but mainly in relation to illustrative material, and these examples sometimes do not correspond to literary language norms. The article analyzes some positive changes regarding to various subsystems, which truly corresponds to the Ukrainian language modern state, for instance, normalized spelling of borrowed words such as “top100” or “top-ten”, names of sites and other Internet services, and complex words with borrowed components (vice-, ex-, leib-, maxi-, midi-, mini-, ober-, unter-, stubs-, which now we write together). The spelling of such words like “проєкт” and “проєкція”, the principle of transmission of Russian and Belarusian names and some male surnames in the adjective form, the spelling of the pronouns “ви” and “ваш” with lowercase and uppercase letters have been standardized. It has been proven that there are no significant changes in 2019 Spelling: the vast majority of them are contradictory and even not entirely appropriate. Especially, this alternation concerns of “о - і” and “е - і” with verbose definitions that are too difficult for a schoolchild; some norms about the position of using prepositions and prefixes “у - в”, as well as prepositions “із, зі”. We have recorded some overcomplicated explanations regarding the lengthening of consonants, the use of a soft sign “ь”, etc. Innovations in the writing of foreign words have been studied in detail. Some of the new norms are clearly motivated, but some of them are too complicated, for example, the transfer of borrowed personal names including Arabic, Persian, Turkic and others. Irregularities in the spelling of various parts of the language have been identified, in particular regarding the features of the case endings of masculine nouns of the second declension of the singular; declension of Russian surnames with the suffixes “-ин, -ін, -їн” (parallel endings in the dative case form; use of a number of Russian surnames in the vocative case form). The authors moved the irregularity of some features quantitative and fractional numerals declension and their combination with nouns. The article contains authors’ critical comments regarding the clarity and accuracy of certain spelling norms formulation, for example, phonetic processes, the use of a soft sign “ь”, writing complex words, etc. Nouns declension peculiarities are analyzed, in particular those that determine the specificity of the Ukrainian language, its uniqueness. The proposed authors’ vision of formulations concretization about the quantitative and fractional numerals declension and their combination with nouns. In general, both positive changes in spelling norms and certain inaccuracies should be eliminated and refined.
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Nesin, Yuri. "Analysis of the English Textbook «Enterprise 4»." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2021, no. 1 (134) (March 25, 2021): 55–60. http://dx.doi.org/10.24195/2617-6688-2021-1-7.
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Relevance of the study is substantiated by the need for the optimisation of foreign languages education in non-linguistic higher education establishments at economic faculties that are particularly influential on the process related to the acquisition and memorising of linguistic material. The purpose of the study is to analyse the English textbook «Enterprise 4» issued by the Publishing house «Express Publishing» as an effective means of communication. Special attention is paid to the correspondence of the content of the textbook to its aim, expediency of using the mentioned textbook at practical sessions at higher educational institutions at economic faculties by the students majoring in Hotel and Restaurant Business. The methods used are as follows: the methodological aspect of the textbook is stressed; the author emphasises a positive role of the data obtained and the introduction, underlining the aim of lessons for seekers of higher education. The scholar examines the usage of the most spread types of tests: asking-answering questions, translating, matching, completing, gap-filling, information transferring, recording, correcting, paragraphing, multiple choice, finding differences (similarities) and so on. Results: the article underlines the importance of the textbook’s functions, the necessity to include into the educational process such creative tasks as working out portfolios, group work, making notes, making up dialogues, organisation of discussions, presentations, role-playing. Unquestionable advantages of the “Enterprise 4” textbook are as follows: complete compatibility to the requirements of the teaching programs, prominent clarity of the material structuring, availability of technical support for the textbook users, visible scientific correctness in the contents and completeness in the revealing of the main issues, the use of up-to-date and generally accepted scientific terms. The lexical and grammar material is practice-oriented, its interactions with life is obvious. The textbook shows the ways to the differential approach to teaching new material; its content correlates with age characteristics of higher school students. The language of the mentioned material is clear and simple. One can trace comparative studies in the textbook (American English – British English reference book). Motivation of the youth’s learning activities, development of their interest to the subject by using the methods proposed in the textbook show the presence of problematic and searching tasks. The didactic adequacy of the tasks system given in the textbook, its capacity to facilitate students’ independent activities alongside the logic of the illustrative material layout and use are considerable advantages of the textbook as both a stand-alone and an additional information source. Conclusions: this article accents on further development of the four language activities at the English lessons – listening, speaking, reading and writing, as well as on four competences –linguistic, speaking, social-cultural and strategic (general learning) ones.
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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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Khaliman, Oxana. "The development of Alexander Bondarko’s ideas in the aspect of grammar of estimation theory." Przegląd Wschodnioeuropejski 8, no. 2 (November 1, 2018): 283–95. http://dx.doi.org/10.31648/pw.3587.
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The study of the functional particularity of grammatical units allowed to pay attention to their pragmatic importance in the discursive practice and communication. Based on the principles of linguistic functionalism, which is a basis of active type grammar, it is necessary to continue the study of grammatical units as one of the means of expressing evaluation in relation to their structural peculiarities with the communicative process. A. Bondarko is one of the founders of functional grammar. In his works he has created a systemic-functional description on the Russian grammatical system. Principles of the development of a dynamic aspect of the grammatical units functioning in the interaction with elements of different language levels are one of the postulates which underlie in the description of the expression of evaluative meaning by grammatical units, the principles of grammar of estimation. The article enlightens the principles of the theory of functional grammar, grammar of active type, that concern the problem of creation of grammar of estimation as a complex description of grammatical means for expressing estimation meanings; A. Bondarko’s ideas of functional grammar that are significant for the theory of grammar of estimation are described in the article.
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Ivanov, A. V. "M. V. Lomonosov’s Phonetic Terminology in German Translations (Exemplified by the Material of “Russian Grammar” and Its German Translation)." NSU Vestnik. Series: Linguistics and Intercultural Communication 20, no. 2 (June 11, 2022): 5–18. http://dx.doi.org/10.25205/1818-7935-2022-20-2-5-18.
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The article concerns the study of M. V. Lomonosov’s “Russian Grammar” sections which describe the phonetic structure of the Russian language, including segmental and suprasegmental levels, as well as the corresponding paragraphs in the German translation of this grammar made by Johann Stavenhagen in 1764. The main purpose of studying these text sources is selection of phonetic terminology used by Lomonosov and its comparison with German terminology in the structural and semantic perspective to establish conformity between Stavenhagen’s translation solutions and the author’s intentions in the terminological sphere. The relevance of the work is determined by the fact that at present there are practically no comparative studies devoted to the study of Lomonosov’s grammar and its translation into German in terms of parallel text metalanguage. Russian linguists have mostly focused on the original Russian text published in 1755, plenty of publications being concerned with its description and analysis, as well as with the historical and linguistic aspect of the German version of Lomonosov’s grammar design. The main research methods are those of vocabulary structural, semantic, definitional, and comparative types of analysis. While studying the selected Russian vocabulary, we have identified five thematically different terminological groups: 1) terms characterizing the suprasegmental level of utterance (intonation and prosody), 2) terms nominating articulation organs, 3) terms used to classify vowels and consonants, 4) terms of graphics and orthography, 5) units of articulation. Terminological units found in previous grammatical publications make up its main part. The author’s terminology, introduced for scientific use by Lomonosov himself appear to be a smaller part of the selected vocabulary. When translating the “Russian Grammar”, Stavenhagen primarily resorted to literal translation of phonetic terms employed by Lomonosov, and in some cases to a descriptive way of conveying the semantics of certain Russian terms in accordance with the norms of the German language of that time. A terminological comparative analysis allows identifying a number of orthographic and morphological doublets in the Russian and German phonetic terminological systems. The use of doublets agrees with the author’s and translator’s wish to make a grammar text more understandable to the reader.
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Capilupi, S. M., M. N. Kulikova, and A. A. Shumkov. "A Comparative Study of the Past Tense Aspects in Russian and Italian." Discourse 5, no. 5 (December 18, 2019): 123–35. http://dx.doi.org/10.32603/2412-8562-2019-5-5-123-135.
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Introduction. The problem of aspect categorisation in Italian, as well as in other Romance languages, is studied not so profoundly compared to what has been done in Russian linguistics. The Indo-European Presence – Aorist – Perfect in their aspectual meaning, which are the most independent forms, have turned to build the tense system both in Italian and Russian. The brightest aspectual meanings are expressed in the forms of the Past. The different perception of ‘completeness’ and ‘incompleteness’ aspects in these forms by the speakers of Italian and Russian is probably connected with the peculiarities of the tense formation on the deep level of the language system. So, additional grammar comments are needed. Methodology and sources. The main language unit is believed to be the semifinitive. Thereby we can facilitate the application of formal logical modelling to the description and explanation of syntactic phenomena. The material of the investigation is the surface structure of a predicate, which is formed, on the deep level, by a verbal semifinitive and a time specifier.Results and discussion. A scheme has been elaborated, demonstrating, how a verbal semifinitive becomes polarised by a time specifier. The whole range of aspectual variants, which may occur in a predicate due to the interaction of its constituents through their charges, has been shown. It is reasoned about a charge on participle II. The notion of polarisation is added to the notions of Indefinite or Perfect aspects to represent traditional grammar tenses more exact. This investigation allows to establish a correspondence of Italian and Russian tenses to different charge states of a semifinitive, touched by a specifier. It is rather admittable that the difference between incomplete and complete aspects in Russian is expressed by participles II, which are in complex semifinitives, and in Italian – by simple semifinitives.Conclusion. A comparative analysis of the verbal aspect category in Indo-European tenses, including the past ones, can be carried out, to our mind, both by stemming from the polarisation peculiarities of verbal semifinitives, and through investigation of literature translations, where correspondence is established on the level of language examples. In this case the genetic identity of Indo-European constructions has a chance to be represented as evidently as possible.
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Pornwiriyakit, Pornchai, and Warinthon Dandee. "Translation Problems Analysis and Application of the Grammar-Translation Method in EFL Class." Journal of Educational Issues 8, no. 1 (June 18, 2022): 572. http://dx.doi.org/10.5296/jei.v8i1.19825.
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This research aims to study the problems of translating word and sentence structures from English into Thai made by students and to solve the English-to-Thai translation problems occurred in the paper test. The samples consisted of 127 students majoring in English for International Communication at Rajamangala University of Technology Tawan-Ok. The research instrument was an English-to-Thai translation test covering grammatical and lexical aspects. The collected data were analyzed by using descriptive statistics with frequencies, percentage, mean, standard deviation and interferential statistics. The data were analyzed and compared the differences of scores obtained from the pretest and the posttest with a confidence interval at 0.05. The results showed that the samples made more mistakes of grammatical aspect than the lexical aspect before the experiment. The grammatical aspect was at the low level representing 16.38% while the lexical aspect showed 70.30%. After applying the grammar-translation method into the samples, the posttest results showed the better scores on English grammatical structures at 78.8% while the lexical knowledge at 97.53%. It is clear that the grammar-translation method made less translation problems.
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Fedorov, Aleksandr V. "CORRUPTION COMBATING: A COMPARATIVE LAW ASPECT." Russian investigator 1 (January 23, 2019): 74–80. http://dx.doi.org/10.18572/1812-3783-2019-1-74-80.
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The article is dedicated to the review of legal issues of corruption combating using a comparative method. The author notes the importance of such research for discharge of international obligations in the said sphere arising out of agreements entered into by the Russian Federation; the development of international cooperation in corruption combating; study of the most efficient anti-corruption solutions in place in other countries as to their possible use in the national laws. The publication reviews the issues of definition of such concepts as corruption, fight against corruption, corruption combating, criminal liability of legal entities for corruption-related offenses in various countries. Attention is focused on a comparison of the Russian and Chinese anti-corruption laws. The criminal, administrative, civil, disciplinary, economic and party types of the liability for corruption are singled out.
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Drozdova, Julia A., and Maria N. Zubkova. "Peculiarities of using exclamatory constructions in headlines of French economic articles." Verhnevolzhski Philological Bulletin 2, no. 25 (2021): 142–47. http://dx.doi.org/10.20323/2499-9679-2021-2-25-142-147.
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The following article is dedicated to certain grammar, lexical and stylistic particularities in headlines of French economic articles with exclamatory constructions. Authenticity of received results is ensured by the analysis of important corpus of factual material, headlines of French economic press articles of the last three years, chosen by continuous sampling method. Headlines of articles with exclamatory constructions clearly demonstrate a full variety of means to draw reader’s attention to the problems described in the text of the article. The authors specify strong interdependence of extralinguistic reality and lexico-grammatical means in headlines. The research shows that French economic press headlines with exclamatory meaning are the most frequent nominative constructions, but verbal elements are also present. The analysis helps to find out some regularities in the choice of verbal tenses and modalities, syntax construction in headlines of articles. The article highlights the most important lexical, grammar and orthographical expressive means used by authors in headlines of articles. The research results can be used in teaching of French press language and in special courses at the bachelor and master levels. It can be quite interesting to study grammar, lexical and stylistic means in exclamatory headlines of economic articles in contrastive-comparative aspect, based on the press of different countries.
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Hsiao, Yuchau E. "A Cognitive Grammar Approach to Perfect Aspect: Evidence from Chinese." Annual Meeting of the Berkeley Linguistics Society 17, no. 1 (July 25, 1991): 390. http://dx.doi.org/10.3765/bls.v17i0.1607.
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Pandžić, Zvonko. "Tense, mood and aspect in the first grammar of Croatian (Kašić 1604)." Historiographia Linguistica 31, no. 1 (July 30, 2004): 7–32. http://dx.doi.org/10.1075/hl.31.1.03pan.
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Summary This paper deals with the first Croatian grammar published in 1604 by the Jesuit Bartul Kašić (1575–1650). Within the framework of a multi-level approach of historical hermeneutics, the author investigates both the linguistic and the philosophical presuppositions of this grammar. After having established Kašić’s humanistic sources (Manutius, Giambullari, Linacre, Álvares, Gretser), the paper sketches the historical background of the grammatization process of Slavic languages in general. It then analyses the verbal categories of tense, mood and aspect within this humanistic tradition as well as the immanent semantics of Kašić’s work. The focal point of the paper is Aristotle’s definition of time that Thomas Linacre (1524) had reintroduced into the description of verbs and which was taken over by Kašić through the work of Giambullari (1552). This notion of time, however, served not only to portray verbal tenses in vernacular grammars but also those of Greek and Latin (Apollonius Dyscolus, Diomedes, Augustine, Priscian, etc.). As the author tries to demonstrate, Kašić’s work constitutes the genuine crystallising point of the so-called onto-semantic view of language and grammar. Furthermore, Kašić’s analysis of verbal moods is shown to follow the humanistic tradition and that of the grammatization of Slavic moods. Kašić’s attempt to relate the eminently important category of aspect in Slavic to ‘Aristotelian’ and ‘Varronian’ aspects of Latin grammar may be regarded as pioneering in the history of Slavic linguistics.
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Michaelis, Laura A. "The Comparative Conditional in Latin." Annual Meeting of the Berkeley Linguistics Society 18, no. 1 (August 25, 1992): 166. http://dx.doi.org/10.3765/bls.v18i1.1594.
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Shaffer, Barbara, and Terry Janzen. "Gesture, Lexical Words, and Grammar: Grammaticalization Processes in ASL." Annual Meeting of the Berkeley Linguistics Society 26, no. 1 (September 25, 2000): 235. http://dx.doi.org/10.3765/bls.v26i1.1138.
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Guci, Rizki Indra, Dewi Rochsantiningsih, and Sumardi Sumardi. "Focus on Form and Focus on Forms in Implicit Grammar Teaching Strategy." Indonesian Journal of EFL and Linguistics 6, no. 1 (May 19, 2021): 127. http://dx.doi.org/10.21462/ijefl.v6i1.347.
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Grammar instruction in foreign language teaching has been identified by most studies as one aspect that plays an important role in promoting the learning process of reading, writing, speaking and understanding a foreign language. Consequently, secondary and foreign language teaching of grammar is seen as a topic of debate. So academics and teachers seem to have been willing to work out the proper way of teaching grammar. This condition contributes to a likely cause of uncertainty for teachers and students, and then brings researchers to a rigorous theoretical discussion on the question of how grammar should be presented: explicitly or implicitly. The purpose of the present case study was to gather information into the implementation of the implicit grammar teaching strategy enrolled in senior high school. To this extent, interview sessions and observation were used to obtain all the data required for the study. The results, in a broad sense, confirmed that the teacher showed positive views on the implementation of the implicit grammar teaching strategy. However, classroom practices were quite different from the findings of previous related research consistent with the supremacy of either Focus on Form or Focus on Forms in the delivery of lesson materials. As an implication, this study encouraged Indonesian English teachers to start considering the implementation of implicit grammar teaching strategy so that students could be directed to the language acquisition cycle instead of the language learning.
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Hirliana, Wiwinda, I. Made Sujana, and Atri Dewi Aziz. "The Relevance of English Grammar Materials Used at Eed Study Program and Three-Dimensional Grammar Framework: A Case of Passive Voice." Jurnal Ilmiah Profesi Pendidikan 7, no. 3c (October 17, 2022): 1965–72. http://dx.doi.org/10.29303/jipp.v7i3c.849.
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Grammar is an important language aspect in both spoken and written language uses. However, most students at English Education Department Unram found it difficult to learn. It is shown in their TOEFL achievement. The failure may come from various factors, one of which is learning materials. This study is conducted in order to find out whether the course book used by the English Education students using Three-Dimensional Grammar Framework as this framework is created to achieve balance between grammar and communication because the objectives of learning grammar in university level have not been well achieved by the students. This study is qualitative research. The source of the data in this study is the course book used by EED students at University of Mataram entitled English Grammar 2 and focused on the passive voice materials. The data is collected by using documentation. The result of this study is the course book English Grammar 2 has applied the components of Three-Dimensional Grammar Framework such as forms/structures of passive voice have been presented completely as seen from the curriculum, meaning/semantic and use/pragmatic of passive voice have been presented. However, the uses of passive voice such as (1) when the non-agent is more closely related than the agent to the theme of the text, (2) when the non-agent is participant in the immediately preceding sentence, and (3) the speaker is being tactful and evasive are not presented.
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Rustiani, Ika, and Efransyah Efransyah. "AN ERROR ANALYSIS IN WRITING DESCRIPTIVE TEXT OF THE EIGHTH GRADE STUDENT OF JUNIOR HIGH SCHOOL IN CIANJUR." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 311. http://dx.doi.org/10.22460/project.v5i2.p311-315.
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Writing is one of the skills in English. The five components of writing that must be grasped are content, organization, vocabulary, mechanics, and grammar. English grammar is different from Indonesian grammar. Therefore, many students still have difficulty in writing texts by paying attention to aspects of writing. Especially in the grammatical aspect, there are still many errors made by students. The goals of this research is to find out kinds of errors in writing descriptive texts of the eighth grade students of junior high school in cianjur. The descriptive qualitative method was employed in this research. The research instrument was acquired from the students' tests. The result showed that the errors made by students based on Dulay (1982) was four type of the grammarical errors, they were omission (14 with percentage 18%), addition (27 with percentage 35%), misformation (33 with percentage 42%), dan misordering (4 with percentage 5%). It means that misformation was the most common grammar error type committed by students. Keywords: Writing, Error Analysis, Descriptive Text
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Sibgatullina, Alfiya Ashrafullovna. "WAYS OF EXPRESSING THE CATEGORY “DEFINITENESS - INDEFINITENESS” IN RUSSIAN, TATAR AND GERMAN LANGUAGES (COMPARATIVE ASPECT)." Russian Journal of Multilingualism and Education 13 (December 28, 2021): 66–75. http://dx.doi.org/10.35634/2500-0748-2021-13-66-75.
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The purpose of this study is to conduct a comparative typological analysis of the means of expressing the category “Definiteness / Indefiniteness” in German, Tatar and Russian languages and, building on this analysis, to develop a system of exercises that allow to show the specifics of using this category in the compared languages. The relevance of the study is dictated by the practical and theoretical significance of the co-study of different structural languages at school in the process of forming a multilingual student‟s personality. The article analyses the possibilities of a comparative typological method of studying foreign and native languages. Based on this method, a comparative characteristic of the German, Russian and Tatar languages is given in terms of morphological and genealogical classifications. Despite the fact that these languages, according to the presented classifications, are not related, the positive transfer of knowledge and skills, as well as language interference in the co-study of these languages are of great importance. The author considers the category “Definiteness / Indefiniteness” as a functional semantic field having a polycentric structure and combining grammatical, lexical and syntactic means of expression of the category under study. In the absence of a grammatical marker (article in German), lexical means are widely used, it indicates the possibility of expressing the category “Definiteness / Indefiniteness,” especially in Russian and Tatar languages. Among the syntactic ways of expressing the category, the word order with its goal-communicative attitude is distinguished, as well as the intonation in the compared languages. This study contributes to a more effective teaching of German grammar in an audience whose native language is Tatar and (or) Russian. The practical result of the study is a set of exercises demonstrating the possibilities of learning the category “Definiteness / Indefiniteness” using a comparative typological approach.
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BAŃCZEROWSKI, Jerzy. "A ROUGH PATH TOWARDS A THEORETICAL APPREHENSION OF KOREAN ASPECT." International Journal of Korean Humanities and Social Sciences 1 (November 4, 2016): 165–86. http://dx.doi.org/10.14746/kr.2015.01.08.
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Having considered some general aspectological and aspect-methodological problems, the author proceeds to the discussion of certain selected questions concerning Korean aspectology, in particular, an interaction between aspect and momentarity/ progressivity as well as aspective-lingual reasoning. The position of the category of aspect within grammar is revisited of and the problem of formulation of aspectological theories is addressed. The proposed theoretical apprehension of the relation of Korean aspect to momentarity/progressivity and the aspective-lingual deduction are treated rather briefly.
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GOLUSHIN, IVAN, and OLGA A. POPOVA. "CONVERSION IN RUSSIAN AND SERBIAN: COMPARATIVE ASPECT." Cherepovets State University Bulletin 3, no. 108 (2022): 111–22. http://dx.doi.org/10.23859/1994-0637-2022-3-108-8.
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The article considers the problem of conversion as one of the productive ways of word formation in Russian and Serbian. The authors define the concept of conversion, distinguish conversion varieties, describe features of conversion in the Russian and Serbian languages; make the conclusion about the greater productivity of conversion in Russian compared to Serbian. The assumption about the role of conversion in the expression of emotions is discussed.
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Corbet, James, and Laura Domínguez. "The Comprehension of Tense–Aspect Morphology by Spanish Heritage Speakers in the United Kingdom." Languages 5, no. 4 (October 29, 2020): 46. http://dx.doi.org/10.3390/languages5040046.
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Whilst heritage Spanish has been widely examined in the USA, less is known about the acquisition of Spanish in other English-dominant contexts such as the UK, and studies rarely assess the baseline grammar that heritage speakers are exposed to directly. In this study, we implemented a semantic interpretation task to 17 bilinguals in the UK to investigate child heritage speakers’ and their parents’ comprehension of the preterite–imperfect aspectual contrast in Spanish, an area of known difficulty. The results show that the parents are consistently more accurate in accepting and rejecting the appropriate morphemes than the children. Further analysis shows that children’s accuracy was best predicted by age at time of testing, suggesting that young heritage speakers of Spanish in the UK can acquire the target grammar. However, this general increase in accuracy with age was not found for the continuous reading of imperfective aspect. This finding implicates a more nuanced role of cross-linguistic influence in early heritage speakers’ grammar(s), and partially explains greater difficulty with the imperfect observed in production studies with other heritage speakers.
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Fenenko, N. A. "FRENCH AND RUSSIAN TRANSLATION TERMINOLOGY: COMPARATIVE ASPECT." Вестник ВГУ Серия Лингвистика и межкультурная коммуникация, no. 2 (2022): 35–41. http://dx.doi.org/10.17308/lic.2022.2/9288.
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Zhilkin, Maksim. "Completed and Inchoate Crimes: A Comparative Aspect." Journal of Foreign Legislation and Comparative Law 18, no. 6 (January 2, 2023): 1. http://dx.doi.org/10.12737/jflcl.2022.076.
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., Arifuddin. "The Dialectic Of Time In Modern Arabic Linguistics Discourse." KnE Social Sciences 1, no. 3 (April 13, 2017): 19. http://dx.doi.org/10.18502/kss.v1i3.721.
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<p>This research aims to reveal the dialogue of modern Arabian Grammarians about time and its representations in Arabic grammar. Using new findings of general linguistics field, this dialogue reflects vast efforts of reconstructions and developments of Arabic grammar in particular tense and aspect. It is descriptive research that explains some significant ideas and thought produced by modern Arabian grammarians such as Tammam Hassan, Mahdi al-Makhzumi, Yusuf Malik al-Muthallibi, and Ibrahim as-Samirra’i, primarily selected for their outstanding studies and discoveries on the topics. The data are collected from their books, processed and analyzed by comparing one work to another. Early results show that expression of time or temporal act is signified by numerous grammatical and lexical means covering verbs, verb phrase, and nouns, and considering negative, positive, and affirmative sentences.</p><p> </p><p><strong>Keywords: </strong><em>Modern Arabic Grammar, Tense, Aspect.</em><strong></strong></p>
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Paul, Michael, and Roxana Girju. "A Two-Dimensional Topic-Aspect Model for Discovering Multi-Faceted Topics." Proceedings of the AAAI Conference on Artificial Intelligence 24, no. 1 (July 3, 2010): 545–50. http://dx.doi.org/10.1609/aaai.v24i1.7669.
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This paper presents the Topic-Aspect Model (TAM), a Bayesian mixture model which jointly discovers topics and aspects. We broadly define an aspect of a document as a characteristic that spans the document, such as an underlying theme or perspective. Unlike previous models which cluster words by topic or aspect, our model can generate token assignments in both of these dimensions, rather than assuming words come from only one of two orthogonal models. We present two applications of the model. First, we model a corpus of computational linguistics abstracts, and find that the scientific topics identified in the data tend to include both a computational aspect and a linguistic aspect. For example, the computational aspect of GRAMMAR emphasizes parsing, whereas the linguistic aspect focuses on formal languages. Secondly, we show that the model can capture different viewpoints on a variety of topics in a corpus of editorials about the Israeli-Palestinian conflict. We show both qualitative and quantitative improvements in TAM over two other state-of-the-art topic models.
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Syahira, Syahira. "PENGGUNAAN VIDEO YOUTUBE SEBAGAI MEDIA PENGAJARAN PADA MATA KULIAH SPEAKING UNTUK MENINGKATKAN KEMAMPUAN BERBICARA MAHASISWA BAHASA INGGRIS DI STKIP MUHAMMADIYAH MANOKWARI." Jurnal Perspektif Pendidikan 16, no. 1 (June 13, 2022): 144–50. http://dx.doi.org/10.31540/jpp.v16i1.1799.
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This study aims to improve speaking skills in second semester students of the English education study program by using youtube videos. The method used in this research is descriptive qualitative. The subjects of this research are second semester students of the English Education Study Program for the 2021/2022 academic year. Data collection techniques in this study were observation, interviews, tests, and documentation. Aspects of assessment in speaking skills are divided into five aspects, namely Fluency, Grammar, Pronunciation, Intonation and Performance/Acting. The results of the study were obtained as follows. The ability of students to speak in groups on the Fluency aspect is 63.6%, Grammar 68%, Pronunciation 66%, Intonation 80% and Performance or Acting 82%
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Paulauskienė, Aldona. "On interpreting Lithuanian past tenses in major linguistic works on Lithuanian grammar." Lietuvių kalba, no. 4 (October 25, 2010): 1–6. http://dx.doi.org/10.15388/lk.2010.22854.
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The verb in Lithuanian possesses two simple past tenses, i.e. the past simple and the past frequentative tense. Specialists of comparative historical grammar have not shown any greater interest in the past frequentative tense since it is only typical of Lithuanian. One of the reasons is that Latvian, the other surviving Baltic language, does not possess it; furthermore, in the past a large part of Lithuania did not employ the tense either. However, now it is widely used and all grammars consider the past simple and the past frequentative tense equally significant. Still the paradigm of simple tenses in Lithuanian has not been defined as yet, as the past frequentative tense has not been given theoretical evaluation in the framework of other simple tenses. The article covers the interpretation of past tenses in major grammars of Lithuanian (from the first volume dating back to 1653 to present-day Lithuanian grammars). The paradigmatic relations of past tenses as presented in the numerous sources as well as language facts helped identify the following main features: the role of the category of aspect in the process of the formation of the past frequentative tense, relations between the past frequentative and the past simple tense, and finally, the place of the past frequentative tense in the paradigm of Lithuanian simple tenses.
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Farikha, Ninik. "The Comparative Study of Speaking Skill Taught by Using Grammar Translation Method And Direct Method at Sibling English Course." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 4, no. 1 (March 31, 2022): 40. http://dx.doi.org/10.32503/edulink.v4i1.2381.
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This research is aimed at describing whether there is any positive significant difference between grammar translation method and direct method at Sibling English Course, and which one is more effective taught speaking skill by using grammar translation method and direct method at Sibling English Course. The research design used was comparative study design. The subject of research was 30 students. The instrument used was test. The result of this study showed that ttest is 6.960. It is higher than t table at either 5% or 1% significance level. So, it can be concluded that teaching speaking by using direct method is more effective, and there is any positive significant difference between grammar translation method and direct method at Sibling English Course. It is recommended for the teacher to teach students’ skill using these methods.
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Izhar, Fahad, and Muhammad Aamir Hashmi. "Comparative Analysis of Direct Method and Grammar Translation Method on Student Learning in English among Secondary School." Global Educational Studies Review VII, no. I (March 30, 2022): 347–59. http://dx.doi.org/10.31703/gesr.2022(vii-i).34.
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The grammar translation method and direct method were compared in this study to see how they impacted students' English learning outcomes at secondary school. These results were obtained through the use of an experimental pre-test and post-test control group design. In this study, the participants were all students at Govt. Islamia High School Sambrial District Sialkot. Of the 148 students in 10th grade, 60 students were randomly chosen. This study's second phase used pre-test scores to assign students to experimental and control groups. For the purpose of gathering information about students' academic progress, the MCQ test was created. Six weeks of treatment (Grammar translation) were given to the experimental group. A follow-up test was administered to all participants, experimental and control alike. The collected data were analyzed using descriptive and inferential statistics. The experimental and control groups were compared using a T-test. According to the results, students who were taught English through the grammar-translation method performed better on standardized tests than students who were taught the subject directly.
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Rahman, Ghani, Abdul Hamid, Laraib Rahat, Arshad Ali Khan, and Abid Karam. "VERBAL CLITICS IN ROLE AND REFERENCE GRAMMAR." Humanities & Social Sciences Reviews 9, no. 2 (April 29, 2021): 581–97. http://dx.doi.org/10.18510/hssr.2021.9254.
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Purpose of the study: The present study analyses the interplay of semantics, syntax and pragmatics in Pashto clauses containing verbal clitics (VC) in the light of the Role and Reference framework. It particularly focuses on the relational aspect of the clause. The lexical representation of the predicating elements is presented.
Methodology: The four projections of a Pashto clause i.e., constituent projection, operator projection, logical structure projection and focus structure projection are analyzed in the Role and Reference Grammar theoretical framework.
Main Findings: The findings of the study show that VCs are different from both agreement markers and pronouns with some shared properties. A linking algorithm is proposed for Pashto from semantics to syntax and syntax-to-semantics based on the activation level of the referents.
Applications of this study: The study analyses the discourse pragmatic conditions responsible for the occurrence of VCs in Pashto clause terms of role and reference grammar.
The novelty of this study: The study has novelty in the sense that it describes the structure of the Pashto clause from a discourse pragmatic perspective which has never been investigated in previous studies. The study shows the movement is triggered by both actor (in present) and undergoer (in past) along with syntactic neutralization. The VCs are different from both agreement markers and pronouns with some shared properties identifying dative arguments like arguments and causing doubling like agreement markers and so, are linked to an ‘agreement index’ node.