Journal articles on the topic 'Grammar, comparative and general'
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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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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (March 22, 2012): 43–60. http://dx.doi.org/10.1075/hl.39.1.04rut.
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Summary This paper focuses on Dutch grammar-writing in the 18th century so as to put the linguistic works of Robert Lowth (1710–1787) in an international, comparative perspective. It demonstrates that certain characteristics of the “Lowthian” approach to grammar and of 18th-century English linguistics in general are parallelled by similar developments in the history of Dutch linguistics. The transition from normative grammar to prescriptive grammar which characterises the English late 18th century has a counterpart in the Dutch development from ‘civil’ to national grammar. Lowth’s recognition of different stylistic levels with corresponding levels of grammatical acceptability has a Dutch counterpart as well. The transition towards prescriptivism and the relevance of different stylistic levels are closely connected, which is exemplified by a case study on the treatment of adnominal inflection in 18th-century grammars of Dutch.
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Boufaden, Abderrahim. "Die Grammatik von Port Royal." Traduction et Langues 14, no. 2 (December 31, 2015): 138–45. http://dx.doi.org/10.52919/translang.v14i2.764.
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The grammar of the Port Royal
The Port-Royal Grammar (originally Grammaire générale et raisonnée contenant les fondemens de l'art de parler, expliqués d'une manière claire et naturelle, "General and Rational Grammar, containing the fundamentals of the art of speaking, explained in a clear and natural manner") was the underlying basis in the analysis and philosophy of language.In thsi article, we focus on The Grammar of Port Royal for ist importance for learners of a foreign language to amke the correlation between language and logic are intermingled. Indeed, Arnauld and Lancelot's approach to language is historical, comparative, and philosophical. Discussing the essence of French, they give examples from Latin, Greek, Arabic, Hebrew, Spanish, Italian, and German. We attempt in this paper to highlight these articulations and their different manifestations.
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Mooventhan, PS. "In the Archaic Grammar Tradition and Variable Content in Muthal-Karu-Uri in Tholkappiya Aga Ilakkanam and Maran Agapporul." Shanlax International Journal of Tamil Research 8, no. 2 (October 1, 2023): 49–55. http://dx.doi.org/10.34293/tamil.v8i2.6733.
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Porul Ilakkanam is a proof of the pride and uniqueness of Tamil language. It can be considered as the best of any language race in the world languages. The Porul Ilakkanam is the basis for the meaning and imagination of Sangam songs. Grammatical Grammar In Tamil tradition for thousands of years, there are many places where the narratives have preserved the character of the case. Tholkappiyam, which is considered to be the first complete grammar book of Tamil, was followed by various grammar books over time. They were adapted to the religious and social norms of the authors of those books and the customs of their time. Thus Maran Agapporul is unique in the later grammars of the sixteenth century. Developmental trends in subject grammar can be seen in the grammar description of this book. This article aims to show the origin and development of the ideas of this book in a comparative perspective, the skills contained in the archeology and the changes made by this book.
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Krusha, Ilir, and Franz Schörkhuber. "THE FORMAL AND SEMANTIC PROPERTIES OF INTERROGATIVE SENTENCES IN ALBANIAN AND GERMAN USAGE." Folia linguistica et litteraria XIII, no. 40 (July 2022): 291–314. http://dx.doi.org/10.31902/fll.40.2022.15.
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This paper provides a comparison of two languages that are very distinct in grammar and pronunciation, respectively German and Albanian. Since research opportunities in comparative linguistics are infinite, this paper focuses on interrogative sentences and their sentence types. Through a detailed analysis of sentence examples of the grammar used in Albanian and German, we examine the similarities and differences related to different forms of interrogative sentences. As a framework for the classification of interrogative sentences in both languages, we have distinguished sentences into general interrogative sentences and complementary ones. In the end, the knowledge gained is summerised in a general overview. The aim of this work is to compare two languages that are very different in grammar, style and pronunciation, German and Albanian. Since the field of possible investigations in comparative linguistics is endless, the present work focuses on interrogative sentences and their respective linguistic forms. Through the detailed analysis of sentence examples, which are taken from common German and Albanian grammars, the similarities and differences in interrogative sentences are shown. The distinction between yes/no questions and questions that require a supplement serves as a regulatory framework. At the end of the work, the knowledge gained is summarized in an overview.
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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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QiziKhoshimova, KhulkaroyO’ktamjon. "EFFECTIVENESS OF DEDUCTIVE AND INDUCTIVE METHODS IN TEACHING GRAMMAR IN LANGUAGE LEARNING CLASSROOM AT ELEMENTARY LEVEL." American Journal of Social Science and Education Innovations 05, no. 05 (May 1, 2023): 48–51. http://dx.doi.org/10.37547/tajssei/volume05issue05-09.
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Importance of teaching grammar has been one of the most debated topics both among language learners and language teachers. Having agreed that grammar is important, researchers and educators have been arguing over which method should be used while teaching grammar. This empirical research investigates comparative effectiveness of inductive and deductive methods in teaching grammar at elementary level. 2 groups of 15 pupils who are studying at 5th grade has been chosen to answer the research questions. The researcher used pre-test and post-test as a research instrument. The result of the study showed that there is no significant statistical difference among grammar performance of both deductive and inductive groups.
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Konečnik Kotnik, Eva. "Sustainable Rural Development as an Educational Starting Point in General Grammar Schools in Slovenia." Journal for Geography 4, no. 2 (December 31, 2009): 37–46. http://dx.doi.org/10.18690/rg.4.2.3188.
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Education is a very important basis of sustainable development. That is why the selected learning objectives in the syllabus for geography in general grammar schools in Slovenia will be analysed within this contribution (general grammar school in Slovenia is a secondary school with a general-educational emphasis that does not provide vocational education, but prepares students aged 15 to 19 for further education at universities). We have selected learning objectives that relate to economic geography as a general geography topic, with special emphasis on learning objectives that refer to agriculture, rural areas and sustainable development. This contribution will present the results of generic comparative analysis of selected learning objectives in syllabi that were issued during the period since the emergence of Slovenia as an independent state (1992, 1998 and 2008). The results of the evaluation of quoted learning objectives from the viewpoint of social needs, educational guidelines and geographical science, as well as the results of the evaluation from the viewpoint of geography teachers in general grammar schools will also be examined. Educational problems associated with economic geography, sustainable development and rural areas will be highlighted accordingly.
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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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Leleka, Tetiana, Viktoriia Prykhodko, Natalia Plakhotniuk, Yuliia Stakhmych, and Tetiana Chukhno. "Peculiarities of translation of comparative constructions in English-language popular science discourse." Revista Amazonia Investiga 12, no. 61 (February 28, 2023): 342–47. http://dx.doi.org/10.34069/ai/2023.61.01.34.
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The paper examines the grammatical phenomenon of comparative constructions in English on the examples of popular science discourse. The linguistic phenomenon of comparative constructions is analyzed in terms of correlation with the word order and sentence combination features and in a comparative way in the context of English/French. The chosen methodology made the following scientific hypotheses: comparative constructions are endowed with correlations with causal word order; the main types highlighted are: locative construction with subtypes, admission construction, and conjunction construction; such constructions are widely repeated in different languages belonging to different groups. This study goes beyond classical theoretical grammar robotics in a number of important aspects. A more detailed classification is presented: we distinguish between two types of constructions a primary comparative construction and a secondary one, where the comparison parameter is conveyed by both the expressed predicate and the locative type. The study reveals a number of new universals: no language lacks a degree marker and a standard comparison marker, and almost no language lacks a standard marker, even if an asymmetric comparison degree marker is present. It is also found that there is a whole variety of comparative constructions than is represented in typological theoretical grammar and that quite a few languages do not fit into any of the types described.
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Chernovaty, L. "Pedagogical grammar as the framework of tefl research. Part 13. Characteristics of environment in native and foreign language acquisition." Teaching languages at higher institutions, no. 41 (December 30, 2022): 100–113. http://dx.doi.org/10.26565/2073-4379-2022-41-06.
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The paper presents the comparative analysis of the characteristics of environment, or input, in the native and foreign language acquisition. The available research provides contradictive data on the role of input in the said acquisition ranging from regarding it as a secondary factor because of its assumed deficiency to underlining the importance of the linguistic experience as the key to the development of grammar mechanisms. The proponents of the latter approach stress the role of the linguistic input, indicate that variable input affects acquisition, focus on the probable relation between the patterns used in input and those used by the language learners. They assume that the input structural complexity can determine the overall timing of the onset of specific language mechanisms. Even those who allow for the dependence of acquisition on the corresponding maturation mechanisms, consider the active interaction of the learner's internal grammatical system with the surrounding linguistic environment to be the most important component of language acquisition. The analysis of interim grammars of learners of English in a formal setting showed that they used similar sets of interim grammar rules, which could be represented in the form of substation tables (ST), The new students who joined the group later, initially had a different nomenclature of their interim rules but eventually tended to show signs of developing the patterns similar to the other learners in the group. This may be explained by the fact that the structure of interim grammar (ST patterns) depends upon the content and structure of the material processed by the students’ cognitive organizers. Identically organized input may contribute to the formation of similar (though not fully identical) interim grammar rules in the students’ minds. Consequently, the content and the structure of the input may have an impact on the configuration of intake, i.e. the part of the foreign language acquisition, which proceeds on the basis of the cognitive organizer’s operation and the subconscious development of grammar mechanisms.
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Overstreet, Maryann. "The English general extender." English Today 36, no. 4 (August 8, 2019): 47–52. http://dx.doi.org/10.1017/s0266078419000312.
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In the Longman Grammar of Spoken and Written English (Biber et al., 1999), a new category is identified in the grammar of the English phrase. In conversational data, the most frequent forms cited as examples of this category are or something, and everything, and things and and stuff, which are described as ‘coordination tags’ by Biber et al. (1999: 115–16). This label has not been widely adopted, but the linguistic category it describes has clearly become established as part of modern English. The term ‘general extender’ (Overstreet, 1999) is now commonly used to refer to this category: ‘“general” because they are nonspecific and “extender” because they extend otherwise complete utterances’ (1999: 3). There are two subcategories: adjunctive general extenders, beginning with and, and disjunctive general extenders, beginning with or. In casual conversation, general extenders are typically phrase- or clause-final, consisting of and/or plus a vague noun (stuff/things) or a pronoun (something/everything), with an optional comparative phrase (like that/this). In everyday spoken British English, the phrase and (all) that is also extremely common. In written and formal spoken English, forms with quite different structures, such as et cetera, and so on, and so forth, and or so are more typically used to fulfill related functions. All of these forms are grammatically optional and fall within the more general category of pragmatic markers, along with you know, I mean, like and sort of, ‘expressions which may have little obvious propositional meaning but which oil the wheels of conversational social interaction’ (Beeching, 2016: 1).
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Abalkheel, Albatool, and Maha Sourani. "A Comparative Investigation of Sibawayh and Jakobson in Functional Linguistics." Bulletin of Advanced English Studies 8, no. 2 (December 2023): 47–57. http://dx.doi.org/10.31559/baes2023.8.2.1.
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The objective of this research is to connect Arabic theoretical linguistics with modern linguistics, not by disregarding the present and attributing the later theories solely to Arab grammarians and rhetoricians, as has often been assumed. Rather, this research aims to qualitatively explore the linguistic accomplishments of ancient Arab scholars from a contemporary perspective and identify commonalities and controversies between past and present perspectives. Specifically, this study focuses on Sibawayh's interpretation of functional linguistics and its final formulation by Jakobson. Additionally, the study aims to analyse and compare the principles of language and grammar advocated by ancient Arab linguists and contemporary linguists to deepen our understanding of language and its role in human society. The results of this study reveal that while Sibawayh concentrated on the analysis of structure and function in Arabic grammar, modern linguists such as Jakobson have broadened their approach to include a wider range of perspectives including sociolinguistics, psycholinguistics, and neurolinguistics. Therefore, it is essential to acknowledge the contributions of Sibawayh as his work formed the foundation for language theories in general and linguistics in particular.
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Graffi, Giorgio. "The treatment of syntax by some early 19th-century linguists." Historiographia Linguistica 25, no. 3 (January 1, 1998): 257–84. http://dx.doi.org/10.1075/hl.25.3.04gra.
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Summary This article examines the views about syntax held by Humboldt, on the one hand, and by the founders of historical-comparative grammar (Bopp, Rask, Grimm, Pott, Schleicher), on the other. In general, it is noted that the grammaire générale tradition of 17th and 18th centuries still survives in the work of such scholars, despite of all criticism they seemingly raised against it. For Humboldt, the common core of all languages has its source in the identity of human thought; also his treatment of the verb and especially his reference to a ‘natural’ word order (i.e., SVO) are clearly reminiscent of this tradition. Traces thereof are also found in Bopp’s analysis of Indo-European conjugation, and in some of Rask’s writings. For instance, Rask, just as Humboldt, assumes a ‘natural’ word order and proposes a list of possible syntactic forms which closely remind us of Girard’s membres de phrase. Grimm’s position appears as more innovative, heavily influenced by a Romantic view of language, but some older conceptions sometimes show up in his work, e.g., when he deals with the notion of ‘subject’. Pott does not completely reject general grammar and a logically-based view of language; he only stresses the need of a more empirical approach than that adopted by the 17th and 18th century linguists. This picture radically changed with Steinthai and Schleicher: the former scholar pronounced a ‘divorce’ between grammar and logic, while the latter one argued that syntax does not belong to linguistics proper and rejected any possibility of postulating syntactic distinctions which do not have any direct morphological correlate.
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Kovtun, Oksana. "ASPECTS OF NUMERAL RESEARCH IN UKRAINIAN LINGUISTICS AT THE BEGINNING OF THE 21ST CENTURY." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 18 (May 30, 2024): 192–200. http://dx.doi.org/10.30970/ufl.2024.18.4406.
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The article is dedicated to interpreting the modern understanding of numerals as a part of speech through the prism of both traditional and contemporary grammatical frameworks and new scientific paradigms. It is demonstrated that despite the peripheral nature of this linguistic component, research aspects related to the study of numerals are far from being exhausted today. In the 20th century, numerals were predominantly examined within a focus on traditional grammar and functional grammar, establishing both broad and narrow understandings. In the 21st century, numerals have started to be studied within the realms of the pragmatic, linguocognitive, and linguoconceptual knowledge paradigms, particularly within the perspectives of the emerging linguistic directions such as the poetic grammar, the theory of precedentness, the discourse linguistics, the morphology of evaluation, the grammatical stylistics, as well as the comparative-historical and comparative-contrastive linguistics. It has been established that Ukrainian researchers pay attention to the peculiarities of English numerals, which is associated with its globalization function, and conduct a comparative analysis of the Ukrainian numeral with the English numeral. They also update works on the uniqueness of expressing the concept of quantity through different linguistic units. Separate studies focused on the study of the English numeral are proposed, which is important since English is practically a mandatory subject in secondary schools and universities in Ukraine. Therefore, such research has great significance not only for linguistics but also for didactics. It is noted that the Ukrainian numeral possesses significant potential for modelling evaluative meanings, expression, and artistic linguistic devices. The pragmatic power of certain numerals has been noted, as they have the ability to serve as markers of imagery, emotionality, axiology, expressiveness, and the idiolect of the writer in general. The perspective of research outlined includes the necessity of conducting comparative studies of Ukrainian and English languages, particularly focusing on the morphology of evaluation. Key words: grammar, evaluative meanings, modern scientific trends, numeral, functional load.
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Judžentytė, Gintarė. "Review of semantic research of adverbs of place in Lithuanian." Lietuvių kalba, no. 7 (December 20, 2013): 1–20. http://dx.doi.org/10.15388/lk.2013.22686.
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Semantic investigations of adverbs of place in Lithuanian started in 1653, when in the first grammar of the Lithuanian language Danielius Kleinas offered a classification of adverbs of place that consisted of four semantic groups: 1) In Loco; 2) De Loco; 3) Per Locum; 4) Ad Locum. This semantic division remained unchanged for over two centuries, i.e. 17th – 18th century.The comparative-historical method that was introduced in the 19th century influenced Lithuanian linguistics and, as a result, such figures as A. Šleicheris, the author of the first theoretical Lithuanian language grammar and F. Kuršaitis, another author of an important grammar volume focused more on the origin of adverbs (of place) rather than their semantics.The 20th century in Lithuanian linguistics had still retained some reverberations of the 19th century, the author of the first standard Lithuanian grammar J. Jablonskis still pays more attention to the origin of adverbs of place and not its meanings.The most significant semantic research of adverbs of place in this century is considered to be K. Ulvydas’ analysis in the academic “grammar of the Lithuanian language” as it was the first one to provide a comprehensive description of what an adverb is in general as well as a definition of an adverb of place. In comparison to other grammars written earlier, this work provides the most extensive semantic classification of adverbs of place; in addition, it provides a detailed account of the meanings of adverbs of place, the overlaps of those meanings, etc.
Along with grammars of Lithuanian, adverbs of place were extensively investigated in other scholarly works. The most important of them is B. Forsman’s monograph “Das baltische Adverb” which, in comparison to other works devoted to Lithuanian adverbs of place, provides a detailed analysis and description of the semantics of adverbs of place in Lithuanian:
1. B. Forssman was the first one to apply the notion of space in the investigation of Lithuanian adverbs of place;
he was the first one to research Lithuanian adverbs of place by naming an object in relation to which the place/location is described;
he was the first one to include the notion of deixis into the history of semantic research of Lithuanian adverbs of place;
he was the first one to distinguish the meanings of Lithuanian adverbs of place according to the manner of localisation and division of space.
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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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Culicover, Peter W., and Ray Jackendoff. "The View from the Periphery: The English Comparative Correlative." Linguistic Inquiry 30, no. 4 (October 1999): 543–71. http://dx.doi.org/10.1162/002438999554200.
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The English comparative correlative construction (e.g., The more you eat, the fatter you get) embeds like an ordinary CP, and each of its clauses displays an ordinary long-distance dependency. However, the connection between the two clauses is not ordinary: they are connected paratactically in syntax, but the first clause is interpreted as if it were a subordinate clause. The construction's mixture of the general and the idiosyncratic at all levels of detail challenges the distinction between “core” and “periphery” in grammar and the assumption that some level of underlying syntax directly mirrors semantic structure.
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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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Lin, Ming Huei. "Effects of Data-Driven Learning on College Students of Different Grammar Proficiencies: A Preliminary Empirical Assessment in EFL Classes." SAGE Open 11, no. 3 (July 2021): 215824402110299. http://dx.doi.org/10.1177/21582440211029936.
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This article reports a pre–post comparative study investigating whether the data-driven learning (DDL) approach has different pedagogical effects on grammar students of English as a foreign language (EFL) with different levels of English proficiency. The study entailed a treatment group (TG) of 95 first-year undergraduates who learned grammar using DDL and a control group (CG) of 84 students who received no grammar treatment. Most of the participants were 18 or 19 years old, with only a few outliers, aged 17 or 20. The grammar performance and learning attitudes in both groups (their motivation and self-efficacy) were quantitatively examined through grammar achievement tests and a questionnaire. The data obtained from the groups were then compared at three proficiency levels: high, intermediate, and low. The results of an analysis of covariance show that in grammar performance, the proficiency levels in all the TG students rose significantly and in the posttest they outperformed their counterparts in the CG. However, neither the members of the TG nor those of the CG made any statistically significant improvement in their learning attitudes; no significant differences were found between the groups at any proficiency level. The mixed findings make an important contribution to the field, confirming that DDL is pedagogically suitable for enhancing the linguistic knowledge of university-level grammar learners, regardless of their proficiency, but warning that practitioners who treat the development of learner attitudes (e.g., motivation and self-efficacy) as important should be cautious with this approach.
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Kovtun, Oksana. "Actual problems of contrastive grammar in the focus of pragmalinguistics." Studia Rossica Posnaniensia 47, no. 2 (December 25, 2022): 181–96. http://dx.doi.org/10.14746/strp.2022.47.2.13.
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The term contrastive grammar is still ambiguous. In this paper we trace the unjustified synonymy of terms (confrontative grammar, comparative grammar, contrastive grammar) which lead to controversy among linguists and we attempt to introduce appropriate clarifications to explain the phenomenon. We can state that this linguistic direction is quite new, and its metalanguage is still in the process of development and formation. When studying contrastive grammar in the modern scientific functional-communicative paradigm, the focus of attention is directed to the issues of pragmalinguistics, that is the research, in addition to the actual meanings, of the semantics of linguistic units for designating objects of the environment, also the speech-thinking activity of speakers who use these units and listeners who interpret them; the possible situations of their application; the study of “language in context”; language research, taking into account the goal that is planned to be achieved in the communication process; the wide multidimensionality of the interpretation of the statement; the study of interactive means, taking into account grammatical meanings. The main category of pragmalinguistics is the category of evaluation, and therefore, the issue of contrastive grammar and contrastive description of languages is important to consider in the focus of the paradigm of the category of evaluation; in particular, this concerns the manifestation of each grammatical category.
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Grafmiller, Jason, and Benedikt Szmrecsanyi. "Mapping out particle placement in Englishes around the world: A study in comparative sociolinguistic analysis." Language Variation and Change 30, no. 3 (October 2018): 385–412. http://dx.doi.org/10.1017/s0954394518000170.
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AbstractThis study explores variability in particle placement across nine varieties of English around the globe, utilizing data from the International Corpus of English and the Global Corpus of Web-based English. We introduce a quantitative approach for comparative sociolinguistics that integrates linguistic distance metrics and predictive modeling, and use these methods to examine the development of regional patterns in grammatical constraints on particle placement in World Englishes. We find a high degree of uniformity among the conditioning factors influencing particle placement in native varieties (e.g., British, Canadian, and New Zealand English), while English as a second language varieties (e.g., Indian and Singaporean English) exhibit a high degree of dissimilarity with the native varieties and with each other. We attribute the greater heterogeneity among second language varieties to the interaction between general L2 acquisition processes and the varying sociolinguistic contexts of the individual regions. We argue that the similarities in constraint effects represent compelling evidence for the existence of a shared variable grammar and variation among grammatical systems is more appropriately analyzed and interpreted as a continuum rather than multiple distinct grammars.
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Pollard, Carl Jesse, and Elizabeth Allyn Smith. "A unified analysis of the same, phrasal comparatives, and superlatives." Semantics and Linguistic Theory 22 (September 3, 2012): 307. http://dx.doi.org/10.3765/salt.v22i0.2655.
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We present a unified categorial analysis of several types of English comparative, superlative, and THE SAME/DIFFERENT (S/D) sentences, thereby accounting for parallels among these constructions first noted in Heim ms. Our analysis, couched in a linear-logic-based from of categorial grammar along the lines of Oehrle 1994, builds on the basic insights underlying Barker's (2007) `parasitic scope' analysis of internal readings of THE SAME, but is simpler and more general than Barker's. Ours is also the first unified analysis of all three kinds of phenomena. Our analysis of phrasal comparatives captures their essential similarity to associate-remnant S/D constructions such as ANNA READ THE SAME BOOK AS BILL.
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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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Busso, Lucia. "An investigation of the lexico-grammatical profile of English legal- lay language." Language and Law=Linguagem e Direito 9, no. 1 (2022): 146–84. http://dx.doi.org/10.21747/21833745/lanlaw/9_1a7.
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The article presents a study on the lexico-grammar of the genre ofEnglish legal-lay language (Tiersma 1999), using the English subcorpus of theCorIELLS corpus (Busso forthcoming). The study explores four grammaticalconstructions (in Goldberg 2006’s Construction Grammar sense): nominalisationsheading prepositional phrase attachments, modal verb constructions, participialreduced relative constructions, and passive constructions. Specifically, we usecollostructional analysis (Stefanowitsch 2013), followed by a vocabulary analysisusing English core vocabulary as a reference (Brezina and Gablasova 2015), anda comparative frequency analysis with corpora of legal language and general-domain written prose. Results of this first part of the study foreground how legal-lay language is quantitatively different from both neighbouring genres, suggestingthat it might be considered a “blended” genre. We further explore the data in termsof accessibility for speakers, using readability metrics and a survey on Englishparticipants. Both methods show that legal-lay language is at an intermediatelevel of complexity between legal jargon and general-domain prose; however, wefurther note that readability metrics generally underestimate speakers’ ability tocomprehend legal-lay language.
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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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De Gioia, Michele. "Sur Quelques Comparaisons D'adverbes Figés de L'italien et du Français." Lingvisticæ Investigationes. International Journal of Linguistics and Language Resources 18, no. 1 (January 1, 1994): 89–119. http://dx.doi.org/10.1075/li.18.1.05deg.
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In this paper the author presents his lexicon-grammar of frozen adverbs in Italian, in a general way. One of the important conclusions that emerges from the author's research concerns the existence of similar syntactical structures that are classified by Maurice Gross in his lexicon-grammar of frozen adverbs in French. The two group classifications are therefore similar: the same classes and almost the same syntactical-semantical properties and results. At this point a vast comparative work is justifiable. The author therefore wants to take particular account of the contrastive analyses effectuated on two frozen adverb classes. With the outcome of the corresponding situations, the author has been able to make a definate percentage of the semantic, lexical and syntactical equivalences and differences.
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Muthu, Jenithaa, Krupa Venkatraman, and Latika Ganesh. "Comparative analysis of story-grammar development: a cross-sectional study of Tamil-speaking child cochlear implant users and hearing peers in Tamil Nadu, India." BMJ Open 13, no. 12 (December 2023): e077145. http://dx.doi.org/10.1136/bmjopen-2023-077145.
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ObjectiveThis cross-sectional comparative study aimed to analyse and compare the story-grammar components in Tamil-speaking children with and without hearing impairment (HI) narratives.DesignThe study used a cross-sectional, comparative design to assess and compare narrative structures.SettingData were collected at the Sri Ramachandra Institute of Higher Education and Research in Chennai, India.Participants30 children participated in the study, including 15 children with severe to profound hearing loss who used cochlear implants and 15 with normal hearing. The participants were language-age-matched children aged 3–5 years, proficient in Tamil.InterventionsNo specific interventions were implemented in this study.Main outcome measuresThe primary outcome measures focused on story-grammar components, including settings, characters, initiating events, internal plans, attempts, outcomes, and resolution. These components were evaluated through narrative retellings by the children.ResultsAnalysis of the narratives revealed significant differences between the two groups. Children with normal hearing demonstrated a higher representation of story-grammar elements than children with HI.ConclusionsThe findings suggest that children with normal hearing exhibit a more proficient understanding and utilisation of story structure in their story-telling than children with HI. This study highlights the importance of narrative analysis in language assessment, particularly for children with HI. Tailored interventions incorporating appropriate language stimulation techniques are needed to enhance children’s narrative skills with HI. Further research in this area is warranted.
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Cox, Rachel L., Karen L. Hunt, and Rebecca R. Hill. "Comparative Analysis of NCLEX-RN Questions: A Duel Between ChatGPT and Human Expertise." Journal of Nursing Education 62, no. 12 (December 2023): 679–87. http://dx.doi.org/10.3928/01484834-20231006-07.
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Background: Artificial intelligence (AI) has the potential to revolutionize nursing education. This study compared NCLEX-RN questions generated by AI and those created by nurse educators. Method: Faculty of accredited baccalaureate programs were invited to participate. Likert-scale items for grammar and clarity of the item stem and distractors were compared using Mann-Whitney U, and yes/no questions about clinical relevance and complex terminology were analyzed using chi-square. A one-sample binomial test with confidence intervals evaluated participants' question preference (AI-generated or educator-written). Qualitative responses identified themes across faculty. Results: Item clarity, grammar, and difficulty were similar for AI and educator-created questions. Clinical relevance and use of complex terminology was similar for all question pairs. Of the four sets with preference for one item, three were generated by AI. Conclusion: AI can assist faculty with item generation to prepare nursing students for the NCLEX-RN examination. Faculty expertise is necessary to refine questions written using both methods. [ J Nurs Educ . 2023;62(12):679–687.]
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Chae, Hee-Rahk. "English Comparatives and an Indexed Phrase Structure Grammar." Annual Meeting of the Berkeley Linguistics Society 18, no. 1 (August 25, 1992): 37. http://dx.doi.org/10.3765/bls.v18i1.1573.
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PYE, CLIFTON. "The poverty of the Mayan stimulus." Journal of Child Language 39, no. 3 (August 19, 2011): 611–36. http://dx.doi.org/10.1017/s0305000911000183.
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ABSTRACTPoverty of the stimulus (POS) arguments have instigated considerable debate in the recent linguistics literature. This article uses the comparative method to challenge the logic of POS arguments. Rather than question the premises of POS arguments, the article demonstrates how POS arguments for individual languages lead to a reductio ad absurdum as POS arguments from genetically related languages are compared. Comparison leads to different contradictions for poverty of the negative stimulus (PONS) and poverty of the positive stimulus (POPS) arguments. Comparing PONS arguments leads to the conclusion that Universal Grammar contains language-specific versions of linguistic rules. Comparing POPS arguments leads to the conclusion that Universal Grammar may supply knowledge that is ungrammatical in the target language. The reductio shows that universal principles of grammar cannot be established on the basis of POS arguments from a single language.
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Babenko, Marina G., and Tatiana Yu Khramova. "Specifics of teaching grammar aspect of second foreign language." Vestnik of Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics 28, no. 3 (February 28, 2023): 61–66. http://dx.doi.org/10.34216/2073-1426-2022-28-3-61-66.
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This article examines the problem of using effective methods of teaching the grammatical aspect of a second foreign language. It highlights the importance of grammatical skills and abilities for the successful formation of foreign language communicative competence. It is revealed that the methodology of teaching grammar should be based on a rational combination of comparative and communicative-cognitive approaches. The authors lay emphasis on the necessity of relying on the first foreign languageand the linguistic competence formed during its study. In addition, the results of a survey of students are presented, which made it possible to identify the main grammatical difficulties and cases of interference. The analysis of students' monologues and written works made it possible to determine the most frequent mistakes that distort the meaning and hinder communication. Based on the results of an empirical study and data obtained, productive methods of teaching the second foreign language grammar are presented.
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He, Xian. "A Comparative Study of Multimodal Discourse in Grammar Teaching Between the Chinese Novice Teacher and the Experienced Teacher-- Take Ba-Construction as an Example." SHS Web of Conferences 162 (2023): 01030. http://dx.doi.org/10.1051/shsconf/202316201030.
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Based on the framework of multimodal discourse analysis, this paper uses ELAN 6.2 to annotate and quantitatively analyze the characteristics and differences in the use of multimodal discourse in the teaching videos of “Ba”-construction between a Chinese novice teacher and an experienced teacher. The results showed that among the four modal types, both the novice teacher and the experienced teacher used more behavioral modalities. With essentially the same teaching sessions, there was also consistency in the choice of modality. Environmental modality was used throughout the teaching. In the grammar teaching of the experienced teacher, the auditory modality was the main modality, and students made a lot of effective discourse output. He was good at using facial expressions and hand movements to guide students’ learning and creating a good learning environment. Teachers were more inclined to use hand movements (indicative) to guide students’ learning and convey clearer and more explicit messages. Grammar is taught through the judicious use of appropriate modalities or multimodal combinations in each teaching session. This study can provide some reference for the development of teachers’ grammar teaching in international Chinese education.
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Кравцова О. А. "РЕЛІГІЙНИЙ ДИСКУРС ЯК ОБ’ЄКТ МОВОЗНАВЧОГО ДОСЛІДЖЕННЯ ПЕРЕКЛАДІВ МАКСИМА ГРЕКА." World Science 3, no. 8(48) (August 31, 2019): 17–20. http://dx.doi.org/10.31435/rsglobal_ws/31082019/6641.
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The study was aimed to determine the religion discourse as one which is of great importance in comparative linguistics and theory of translation. It touches both history and theory of translation (grammar theory of translation, in particular) based on such a contradictory personality as Maximus the Greek who left a huge heritage of translated religious texts with his own argumentations of valuable recommendations on how translation of religious texts can impact the understanding of religion in general.
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Lysenko, Viktoria G. "Grammar and Ritual in Indian Theoretical Culture and the Western Ideal of “Pure Theory”: an Intercultural Approach." Voprosy Filosofii, no. 2 (February 8, 2023): 15–26. http://dx.doi.org/10.21146/0042-8744-2023-2-15-26.
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The article reveals the intercultural significance of the impact of the Paninean grammar of Sanskrit (ca. IV century B.C.) on the formation of Western linguistics – the general theory of language, comparative historical linguistics, other comparative disciplines, as well as generative grammar, structuralism and formalism. We are dealing here with a specific contribution of Indian theoretical knowledge to a number of important areas of Western science and philosophy. In ancient India itself, the genesis of grammatical and linguistic discourse was closely connected with the Brahmanical theory of Vedic sacrifice, which had the character of ritual- and sound-centrism. Ritual was regarded as a model of activity and behavior under the condition of an unstable confrontation between the forces of chaos and order. Sound-centrism constituted a priority of the oral transmission of knowledge in ancient India. The author associates ritual- and sound-centric doctrines with the conceptual expression of the dynamic nature of reality by means of the “perfect language” – Sanskrit. The fact that in ancient India the grammar was a part of the “software” for ritualistic discursive practices introduces some new perspectives within the study of the genesis of theoretical knowledge. In contrast to the hypothesis of “pure theory” suggested in Ancient Greece and acknowledged as a trigger for the development of philosophy and science in the West, an opportunity opens up to study the genesis of theoretical culture within the framework of justifying religious praxis (F. Staal’s hypothesis). This may actualize the reflection of “Indo-European language family relations” between Western civilization and Indian culture and enrich their self-understanding by the introduction of an intercultural perspective.
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Afsheen Hassan, Namra Ashraf, and Dr. Husnat Ahmed. "Semantic Significance of Indexicals in Syntax: A Comparative Study of English and Urdu Deixes." sjesr 5, no. 3 (September 30, 2022): 1–8. http://dx.doi.org/10.36902/sjesr-vol5-iss3-2022(1-8).
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The aim of this paper was to find out the relationship between semantics and syntax through pragmatic analysis of indexicals used by Ex-Prime Minister Imran Khan in two of his purposively selected speeches; one in Urdu delivered on 23rd December, 2020 on the passing out ceremony of police officers and the other in English delivered on 27th September, 2019 in UNGA. The English speech has been analyzed using antconc software while the analysis of Urdu speech has been done manually. A quantitative analysis of the five kinds of deixes in both the speeches strengthened the research results of Samosir and Zainuddin (2013) by providing the proof of the fact that person deixis is the most dominant category of English deixes (45.5%) while spatial is the least dominant (5.1%). The analysis of Urdu speech revealed a similar pattern as the person deixis (51.9%) is the most frequent, spatial being the least (3.9%). The presence of all five kinds of deixes with a similar pattern of relative frequencies in both the languages have provided a useful data for the purpose of Parallel Grammar (ParGram) project (Butt et al., 1999) to find out parallel structures in the grammar of six languages out of which two have been analyzed in this paper.
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Stobbe, Nina, Gesche Westphal-Fitch, Ulrike Aust, and W. Tecumseh Fitch. "Visual artificial grammar learning: comparative research on humans, kea ( Nestor notabilis ) and pigeons ( Columba livia )." Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1598 (July 19, 2012): 1995–2006. http://dx.doi.org/10.1098/rstb.2012.0096.
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Artificial grammar learning (AGL) provides a useful tool for exploring rule learning strategies linked to general purpose pattern perception. To be able to directly compare performance of humans with other species with different memory capacities, we developed an AGL task in the visual domain. Presenting entire visual patterns simultaneously instead of sequentially minimizes the amount of required working memory. This approach allowed us to evaluate performance levels of two bird species, kea ( Nestor notabilis ) and pigeons ( Columba livia ), in direct comparison to human participants. After being trained to discriminate between two types of visual patterns generated by rules at different levels of computational complexity and presented on a computer screen, birds and humans received further training with a series of novel stimuli that followed the same rules, but differed in various visual features from the training stimuli. Most avian and all human subjects continued to perform well above chance during this initial generalization phase, suggesting that they were able to generalize learned rules to novel stimuli. However, detailed testing with stimuli that violated the intended rules regarding the exact number of stimulus elements indicates that neither bird species was able to successfully acquire the intended pattern rule. Our data suggest that, in contrast to humans, these birds were unable to master a simple rule above the finite-state level, even with simultaneous item presentation and despite intensive training.
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Hardiansyah, Muhammad Zudi. "Grammar Similarity: A Study of Comparative Linguistic in French and Spanish Bilingual Song." Metahumaniora 12, no. 1 (April 27, 2022): 33. http://dx.doi.org/10.24198/metahumaniora.v12i1.36818.
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Prancis dan Spanyol adalah bahasa Roman. Kedua Bahasa ini berasal dari bahasa Latin vulgar, membuatnya menjadi Bahasa saudara. Dikarenakan bahasa Prancis dan Spanyol adalah bahasa saudara, keduanya memiliki banyak kesamaan, termasuk di bidang tata bahasa, meskipun masing-masing pastilah mempunyai keunikannya sendiri. Tujuan penulisan artikel ini adalah untuk menemukan, menganalisis, dan menjelaskan persamaan gramatikal yang ditemukan pada lagu-lagu bilingual Prancis dan Spanyol. Hal ini dapat memperkuat pembuktian jika kedua bahasa tersebut merupakan bahasa saudara dengan adanya kesamaan dari segi tata bahasa. Metode penelitian yang digunakan dalam penulisan artikel ini adalah kualitatif. Teknik pengumpulan data yang digunakan adalah teknik simak bebas cakap dan teknik lanjutan catat. Metode komparatif, tinjauan pustaka, dan elaborasi naratif merupakan teknik yang digunakan dalam analisis data.Kata kunci: Prancis, Spanyol, Gramatika, Persamaan
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张, 国雪. "A Comparative Study of Multi-Modal Discourse in Online and Offline Grammar Courses." Advances in Social Sciences 12, no. 06 (2023): 2903–11. http://dx.doi.org/10.12677/ass.2023.126397.
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Bilotserkovets, Marina, and Tatiana Fomenko. "Learning English Grammar by Means of M-Learning: A Case Study." Educational Challenges 27, no. 2 (October 17, 2022): 29–38. http://dx.doi.org/10.34142/2709-7986.2022.27.2.02.
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Purpose. The paper deals with the effective implementation of mobile applications for learning grammar in the EFL course for students of non-linguistic higher educational institutions. The tasks for the research are the following: to discover the didactic properties of mobile applications that enable students’ progress in learning English grammar and to apply them; observe students’ attitudes towards mobile learning applications for training English grammar skills and their grounds. Methodology. Quantitative outcomes of the experiment were calculated by means of the knowledge ratio technique. Scaling method was applied to organize the data into numerical form for comparative analysis of the experimental groups and control groups’ achievements. A case study was conducted on the basis of Sumy National Agrarian University, Ukraine. A sample consisted of two experimental groups (35 students), and two control groups (36 students), aged 18-19, who studied second year at different faculties during 2021-2022 in the University and participated voluntarily in the study. In experimental groups the studying process was organized with the implementation of tablets and cellphones with the ability to access the Internet via Wi-Fi as mobile learning tools and mobile learning applications. A series of the interviews were held to learn students’ attitudes towards mobile apps. Results. English grammar command levels in experimental groups are predominantly sufficient and high in contrast to the predominantly low and initial levels in control groups. The attitudes of students towards mobile apps for learning EFL are mostly positive. Conclusions. It was concluded that the implementation of mobile learning tools provided the efficient mastering of English grammar by students of non-linguistic higher educational institutions. Improving of EFL teachers’ methodological preparation for the introduction of mobile learning requires further researches in this sphere.
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Soyegov, Myratgeldi. "Turkic Comparative Studies: Byashim Chariyarov." Ethnic Culture 4, no. 4 (December 27, 2022): 58–61. http://dx.doi.org/10.31483/r-103768.
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In this article, in a thesis order, issues related to a life full of events and fruitful research activities, as well as active scientific and organizational work of a prominent Turkmen comparative linguist, Doctor of Philology, Professor, Honored Scientist Academician of the Academy of Sciences of Turkmenistan Byashim Charyyarov, the 100th anniversary of which is widely and solemnly celebrated by the scientific community of the country in the current year 2022. The article provides some important details and significant details from his life. One of the main areas of scientific activity of B. Charyyarov is a systematic description of the facts of the modern Turkmen literary language. He is one of the leading authors and executive editors of the «Grammar of the Turkmen language», which consists of two parts: «Phonetics and morphology» (1970) and «Syntax of a phrase and a simple sentence» (1977). Under the leadership and with the participation of B. Charyyarov, more than ten collections devoted to various issues of the culture of speech of the Turkmen literary language were published. He is one of the compilers and executive editors of the «Russian-Turkmen Dictionary», published first in 1956, and then in two volumes – in 1986 and 1987.
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Yasin qızı Hüseynova, Səidə. "Comparative analysis of appearing problems on the grammar teaching process of a foreign language." SCIENTIFIC WORK 77, no. 4 (April 17, 2022): 169–73. http://dx.doi.org/10.36719/2663-4619/77/169-173.
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Xarici dillərin öyrənilməsi və araşdırılması dünya elm və mədəniyyətinin nailiyyətlərini əldə etmək və xalqlar arasında əlaqə yaratmaq üçün ən vacib vasitədir. Dil tədrisində hər hansı bir üsulu, metodikanı, yanaşmanı ən effektiv, ən yaxşı adlandırsaq, yanılmış olarıq. Çünki dil tədrisi özü individual prosesdir. Ona fərdi yanaşmaq, mövcud olan problemləri dərindən öyrənməklə həll etməyə çalışmaq lazımdır. Xarici dili öyrənərkən etdiyimiz səhvlər təəssüf ki, bəzi hallarda dilə olan marağımızın azalmasına gətirib çıxarır. Bu prosesə özünün mənfi təsirini göstərir. Şagirdlərin səhv etməkdən qorxmağının əsas səbəbi isə daha çox ətrafdakıların bu səhvə verdiyi reaksiyası olur. Səhvlərin düzəldilməsi özü də xarici dilin aktual problemlərinin tərkib hissəsidir. Fərdiliyi qorumaq şərtilə onlar üzərində işləmək və müəllim olaraq onların təkrarlanmaması üçün düzgün metodla yanaşmaq lazımdır. Dil cəhətdən çətin olan dərslik vasitələri və çalışmalar dili öyrənmək istəyənlərdə ilk dəfədən ruh düşkünlüyü yaradır. Nəticədə belə şagirdlərdə motivasiyanın bərpası çətinləşir, proses gözləniləndən daha uzunmüddətli olur . Açar sözlər: xarici dil, dil tədrisi, metodika, prinsiplər, qrammatika Saida Yasin Huseynova Comparative analysis of appearing problems on the grammar teaching process of a foreign language Abstract The study and research of foreign languages is the most important tool for obtaining achievements of world science and culture and establishing contacts between nations. It would be a mistake to call any method, methodology, approach the most effective or the best in language teaching. Because language teaching itself is an individual process. It is necessary to approach it individually, to try to solve existing problems through in-depth study. Mistakes we make when learning a foreign language, unfortunately, sometimes lead to a decrease in our interest in the language. This has a negative impact on the process. And the main reason why students are afraid of making mistakes is the reaction of others to this mistake. Correcting mistakes is itself an integral part of the current problems of the foreign language. It is necessary to work on them while preserving their individuality and approach them in the right way to make sure that they are not repeated as a teacher. Textbooks and exercises that are difficult in terms of language are frustrating for those who want to learn the language for the first time. As a result, it becomes difficult for such students to regain motivation, and the process takes longer than expected. Key words: foreign language, language teaching,methodology, principles, grammar
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Fitch, W. Tecumseh, and Angela D. Friederici. "Artificial grammar learning meets formal language theory: an overview." Philosophical Transactions of the Royal Society B: Biological Sciences 367, no. 1598 (July 19, 2012): 1933–55. http://dx.doi.org/10.1098/rstb.2012.0103.
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Formal language theory (FLT), part of the broader mathematical theory of computation, provides a systematic terminology and set of conventions for describing rules and the structures they generate, along with a rich body of discoveries and theorems concerning generative rule systems. Despite its name, FLT is not limited to human language, but is equally applicable to computer programs, music, visual patterns, animal vocalizations, RNA structure and even dance. In the last decade, this theory has been profitably used to frame hypotheses and to design brain imaging and animal-learning experiments, mostly using the ‘artificial grammar-learning’ paradigm. We offer a brief, non-technical introduction to FLT and then a more detailed analysis of empirical research based on this theory. We suggest that progress has been hampered by a pervasive conflation of distinct issues, including hierarchy, dependency, complexity and recursion. We offer clarifications of several relevant hypotheses and the experimental designs necessary to test them. We finally review the recent brain imaging literature, using formal languages, identifying areas of convergence and outstanding debates. We conclude that FLT has much to offer scientists who are interested in rigorous empirical investigations of human cognition from a neuroscientific and comparative perspective.
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Murugesapandian, N. "Taninayagam Adigal: A Tamil Scholar Who Initiated Tamilolgy." Shanlax International Journal of Tamil Research 8, no. 2 (October 1, 2023): 1–13. http://dx.doi.org/10.34293/tamil.v8i2.6738.
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Thaninayagam Adikalar expanded the study which was confined within the field of Tamil literature as literature and grammar into a new field called ‘Tamilology’. Adigalar’s work is unique in that he has connected the study of Tamil literature with various fields such as culture, comparative literature, linguistics, education, theology, geography, linguistics, philosophy, folklore, fine arts etc. He had the opportunity to read the works of world literature in the original languages and thus, he had the ability to compare and analyze the works of Tamil literature. His basic line of research is to delve deeper into the literary excellence of ancient Tamil and the historical significance of Tamil in a comparative context. He added new dimensions to Tamil studies with historical sources and facts. A historical perspective and a comparative approach form the foundation of Adigalar’s research.
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Degtiarova, Kateryna, Viktoria Zhyvolup, Alla Karas, and Lyubov Kibenko. "Teaching of grammar at lessons of foreign language in professional activity at non-linguistic higher educational institutions." Scientific and methodological journal "Foreign Languages", no. 2 (August 4, 2023): 31–39. http://dx.doi.org/10.32589/1817-8510.2023.2.285385.
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The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.
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Buivytė, Giedrė. "The Manifestations of Fate in Medieval Germanic Poetry and Lithuanian Folk Songs." Aktuālās problēmas literatūras un kultūras pētniecībā: rakstu krājums, no. 26/2 (March 11, 2021): 8–21. http://dx.doi.org/10.37384/aplkp.2021.26-2.008.
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Reflections of mythical worldview are embedded in traditional oral poetry, viz. Old Icelandic collection of poems Poetic Edda, Old English poem Beowulf, and Lithuanian folk songs. Archaic motifs and archetypal imagery are conveyed by means of poetic grammar (alliteration, kennings, epithets, etc.). Through interpretation, the hidden (symbolic) meaning of the poetic grammar is unveiled, and the connection between the two worlds, the sacred (the divine) and the profane (the human) (Eliade 1959), is exposed. To advance the analysis of poetic narrative, the methodology employed in the paper combines comparative Indo-European poetics (Watkins 1995) and oral-formulaic theory (Kiparsky 1976; Foley 1996). The paper focuses on the poetic narrative’s motifs that encode the archetypal image of the goddess(es) of fate in the Germanic and Baltic traditions. Selected passages from Old Icelandic, Old English, and Lithuanian poetic texts reveal the motif of fate in the following contexts: the establishment of the laws governing human life, the courtship and wedding narrative, the inescapable decrees of misery and death, the warrior’s fame and fate, and the connection between the goddess of fate and the cuckoo bird (in the Lithuanian tradition). The poetic grammar and poetic formulas, in particular, reveal the prototypical characteristics of the supernatural beings who rule fate – Norns, Wyrd, and Laima – and present them as an integral part of the Indo-European mythological system.
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Uzair, Muhammad, Ubaidullah Khan, and Shamim Ara Shams. "Binarity of Headedness Principle in Universal Grammar: A Comparative Analysis of Urdu and English Phrases." Global Social Sciences Review IV, no. I (March 30, 2019): 476–84. http://dx.doi.org/10.31703/gssr.2019(iv-i).61.
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The binarity of parameters according to which languages differ in their structure is the subject of minimalist program proposed by Noam Chomsky. This article analyses the phrase structure of Urdu in light of the binarity of the headedness principle. 10 participants with equal competency in Urdu and English were distributed a questionnaire containing 3 questions with 2 options in each, with both Urdu and English version of the phrase structure. They were required to tick (ð¸) the correct options and cross (x) if they considered any of the options ungrammatical. The responses of the participants confirmed that Urdu conforms to the universal principle of binarity in terms of headedness of phrase structure. It also highlights that the change of position of the head-word in Urdu only causes variation in stress pattern while the phrase remains grammatical in both cases.
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Candra Dewi, Tinara, Wiwin Widyawati, Pryla Rochmahwati, and Nurul Khasanah. "Gender-Based Linguistic Patterns in Quora Apps: A Comparative Study." SALEE: Study of Applied Linguistics and English Education 5, no. 1 (January 8, 2024): 79–96. http://dx.doi.org/10.35961/salee.v5i1.1085.
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There is a wide variety of interrelated social media platforms. Gender orientation can affect preferences for language use in particular social media, especially Quora, which is famous as a medium for collecting questions and answers on specific topics. Breaking new ground, this study uniquely juxtaposes gender orientation with linguistic preferences on Quora, an unexplored research area. This content analysis design employed textual data posted by Quora users in the "Skilled English Writing" forum during January-March 2023. Following Lakoff's gendered language theory, women frequently employ hedges to indicate uncertainty, whereas men use boosters to express confidence. The language of women was characterized by greater formality and formal grammar, whereas men favored informal abbreviations. In addition, women utilized emoticons for emphasis more frequently than males. These linguistic differences result from complex social, cultural, biological, and psychological effects, underscoring the importance of gender and social factors in language formation.
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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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Ali, Ashraf, Raja Muhammad Ishtiaq Khan, and Abdullah Alouraini. "A Comparative Study on the Impact of Online and Blended Learning." SAGE Open 13, no. 1 (January 2023): 215824402311544. http://dx.doi.org/10.1177/21582440231154417.
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The coronavirus disease (COVID-19) pandemic has accelerated the transformation of educational institutions across the globe by implementing online and blended learning, which becomes an important aspect of the instruction and learning processes. The present study aimed to investigate the impact of both online and blended learning methods on grammatical knowledge and skill acquisition via an experimental approach. The study recruited 76 first-year medical learners to participate in an experiment for 7 weeks. Specifically, the experimental group studied the learning material face-to-face for 7 hours with 8 hours online, while the control group studied the same material online for 15 hours. The data were collected through pre-test and post-test. Although both approaches significantly improved learners’ grammar performance, the study results discovered significantly higher learners’ performance in a blended learning environment compared to solely online learning.