Journal articles: 'Grammatical class'

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Sereno, Joan A., and Allard Jongman. "Acoustic Correlates of Grammatical Class." Language and Speech 38, no. 1 (January 1995): 57–76. http://dx.doi.org/10.1177/002383099503800103.

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Sereno, Joan A. "Hemispheric Differences in Grammatical Class." Brain and Language 70, no. 1 (October 1999): 13–28. http://dx.doi.org/10.1006/brln.1999.2137.

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Rofik, Abdur. "Grammatical accuracy of Indonesian-English translation." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 321–30. http://dx.doi.org/10.31940/jasl.v4i2.2173.

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This study aimed at investigating the accuracy of grammatical structures made by EFL students and their perception of factors affecting them to translate Indonesian texts into English grammatically. The subjects of the study were 21 students in an Indonesian-English Translation class at Language and Literature Faculty, Universitas Sains Alqur’an Wonosobo, Indonesia. The data were collected through students’ translation result texts, questionnaires, and interviews. Since the data involve social phenomena the qualitative approach is used to interpret the data. The findings indicate that the major inaccurate grammatical structures made by students are noun phrase structure, passive voice, and usage of tenses. EFL students consider that factors that contribute to helping them translate texts grammatically are lecturers’ grammar class, watching English movies, and frequent translating exercises. With regard to Indonesian-English translation, this study is believed to ensure the teachers to design an appropriate course to serve the students to develop their grammatical performance in translation.

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Latupeirissa, David Samuel, and Anastasia Imelda Sayd. "Grammatical errors of writing in EFL class." International journal of linguistics, literature and culture 5, no. 2 (March 18, 2019): 1–11. http://dx.doi.org/10.21744/ijllc.v5n2.605.

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The current paper is descriptive qualitative research which aimed at describing grammatical errors of students’ writing in English as a Foreign Language (EFL) Class. Data were gained from documents written by students of State Polytechnic in Kupang City, East Nusa Tenggara- Indonesia. The results have shown that the highest percentage of grammatical errors occurred in using the verb group. It consisted of 65.0 %. Following these errors, students made errors in the use of prepositions (12.8 %). The third errors that were usually made by students were the errors in the use of pronouns. It took 9.8 %. After errors in the use of pronouns, students made errors in pluralization (5.1 %). The next lower frequency of errors made by students were errors in the use of articles. It took 4.3 % of the whole text. Following that, students made errors in the use of conjunctions. The errors occurred at 1.7 %. The last errors made by students were errors in the use of subject-verb agreement. The errors occurred only 1.3 %. The results of the current analysis are hoped to be a reflection of EFL lecturers in Indonesia. Furthermore, EFL lecturers of State Polytechnic Kupang are hoped to focus more on teaching the use of verbs in writing class.

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Bowey, Judith A. "Grammatical Priming of Visual Word Recognition in Fourth grade Children." Quarterly Journal of Experimental Psychology Section A 49, no. 4 (November 1996): 1005–23. http://dx.doi.org/10.1080/713755675.

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Previous work examining context effects in children has been limited to semantic context. The current research examined the effects of grammatical priming of word-naming in fourth-grade children. In Experiment 1, children named both inflected and uninflected noun and verb target words faster when they were preceded by grammatically constraining primes than when they were preceded by neutral primes. Experiment 1 used a long stimulus onset asynchrony (SOA) interval of 750 msec. Experiment 2 replicated the grammatical priming effect at two SOA intervals (400 msec and 700 msec), suggesting that the grammatical priming effect does not reflect the operation of any gross strategic effects directly attributable to the long SOA interval employed in Experiment 1. Grammatical context appears to facilitate target word naming by constraining target word class. Further work is required to elucidate the loci of this effect.

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Pellet Cheneval, Pauline, and Marina Laganaro. "Phonological and grammatical class cohorts in word production." Mental Lexicon 14, no. 1 (November 11, 2019): 68–97. http://dx.doi.org/10.1075/ml.18008.pel.

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Abstract The lexical or sub-lexical loci of facilitation of word production by phonological cueing/priming are debated. We investigate whether phonological cues facilitate word production at the level of lexical selection by manipulating the size of the cohort of word onsets matching the cue. In the framework of lexical facilitation, a phonological cue corresponding to a small number of words should be more effective than a cue corresponding to a larger cohort. However, a lexical locus can clearly be inferred only if the facilitation effect in picture naming is modulated by a specific grammatical lexical cohort and not by the overall word onset cohort. Twenty-seven healthy participants performed an object/noun (Exp1) and an action/verb (Exp2) naming task with cues corresponding to large/small noun/verb onset cohorts. Results revealed that facilitation was modulated by the lexical onset cohort size of the cue in the target grammatical category. These results favour the lexical hypothesis and further suggest a categorical organization of the lexicon.

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Vigliocco, Gabriella, David P. Vinson, and Simona Siri. "Semantic similarity and grammatical class in naming actions." Cognition 94, no. 3 (January 2005): B91—B100. http://dx.doi.org/10.1016/j.cognition.2004.06.004.

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VIGLIOCCO, G., D. VINSON, J. ARCIULI, and H. BARBER. "The role of grammatical class on word recognition☆." Brain and Language 105, no. 3 (June 2008): 175–84. http://dx.doi.org/10.1016/j.bandl.2007.10.003.

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Qinhe, Lu. "On grammatical complexity of a class of attractors." Applied Mathematics and Mechanics 17, no. 2 (February 1996): 163–68. http://dx.doi.org/10.1007/bf00122312.

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de Dreu, Merijn, and Leston Buell. "Neuter gender in a sexless language." Linguistics in the Netherlands 29 (November 2, 2012): 41–54. http://dx.doi.org/10.1075/avt.29.04ded.

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In some Germanic languages, neuter gender is used both as a lexical gender and for certain grammatical functions, while in Romance languages, neuter gender is only employed for grammatical functions. Zulu, a Bantu language, has a much more elaborate noun class system than those languages, but one not rooted in sex or animacy as in Germanic or Romance. However, it is shown that Zulu noun class 17 is used for the same range of grammatical functions as neuter gender in Indo-European. Specifically, Indo-European neuter gender and Zulu class 17 are used when the referent has no specific noun class properties, for expletive subjects, and as the subject of nominal predication, even when the referent is human. Aside from its use in some languages as a gender for nouns, then, neuter gender can be understood as a cluster of grammatical functions, independently of the way the lexicon is organized.

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Babou, Cheikh Anta, and Michele Loporcaro. "Noun classes and grammatical gender in Wolof." Journal of African Languages and Linguistics 37, no. 1 (January 1, 2016): 1–57. http://dx.doi.org/10.1515/jall-2016-0001.

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AbstractIn this paper, we propose a reassessment of Wolof noun morphology and morphosyntax. Wolof is usually said to possess a total of 10 noun classes (8 for the singular, 2 for the plural), marked today exclusively on agreement targets. We provide evidence that two more plural noun classes must be recognized, which have so far been misinterpreted as “collective” rather than plural: the evidence we provide is morphosyntactic (from verb agreement) as well as morphological (from class-related asymmetries in the paradigm of the indefinite article). As for method, the main thrust of the paper consists in showing that an accurate analysis of the Wolof data must make use of the three distinct notions “noun class”, “inflectional class” and “agreement class” (or gender). Under the analysis defended here, Wolof turns out to have a fairly complex gender system, featuring 17 distinct gender values. Our analysis – and especially the discussion of Wolof so-called “collectives” – also bears on the general theoretical issue of how to establish the values of the number category.

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Wahyu, Gede Eka, and Ni Putu Evi Wahyu Citrawati. "The effectiveness of egra technique to improve students' writing skills." Journal of Applied Studies in Language 6, no. 1 (June 28, 2022): 64–72. http://dx.doi.org/10.31940/jasl.v6i1.444.

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This study aims to discover the increase in students' ability to write essays in English. It is a class action research that administered the EGRA technique in the learning process. This study involved two classes, namely the control class and the experimental class as the research sample. The qualitative descriptive method was used in analyzing the data. The data analyzed are presented in graphs and tables and then described qualitatively. Several theories are used in this study, such as error analysis, writing descriptive text, and EGRA techniques. The pre-test results showed the highest grammatical error score of control class results was 5.1, while the lowest score of students' grammatical errors was 2.8. After getting learning actions with conventional methods, there was a decrease in grammatical errors, the highest score was 3.4, while the lowest was 1.8. Meanwhile, the pre-test result of the experiment class showed the highest error score was 6.6, and the lowest score was 1.2. After the treatment administered with the EGRA technique, there is a decrease in grammatical errors, the highest score is 3.3, and the lowest score is 1.6. With the application of the EGRA technique in classroom learning, the student's grammatical ability increases, and students are more active and enjoyable in the learning process.

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Martin, Katherine I., and Natasha Tokowicz. "The grammatical class effect is separable from the concreteness effect in language learning." Bilingualism: Language and Cognition 23, no. 3 (June 20, 2019): 554–69. http://dx.doi.org/10.1017/s1366728919000233.

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AbstractTypically concrete words are learned better than abstract words (Kaushanskaya & Rechtzigel, 2012), and nouns are learned better than verbs (Kauschke & Stenneken, 2008). However, most studies on concreteness have not manipulated grammatical class (and vice versa), leaving the relationship between the two unclear. Therefore, in two experiments we examined the effects of grammatical class and concreteness simultaneously in foreign language vocabulary learning. In Experiment 1, English speakers learned ‘foreign language’ words (English pseudowords) mapped to concrete and abstract nouns and verbs. In Experiment 2, English speakers learned German words with the same procedure. Overall, the typical advantages for concrete words and nouns were observed. Hierarchical regression analyses provided evidence that the grammatical class effect is separable from the concreteness effect. This result challenges a strict concreteness-based source of noun/verb differences. The results also suggest that the influences of concreteness and grammatical class may vary across language measures and tasks.

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Alario, F. Xavier, Pauline Ayora, Albert Costa, and Alissa Melinger. "Grammatical and nongrammatical contributions to closed-class word selection." Journal of Experimental Psychology: Learning, Memory, and Cognition 34, no. 4 (2008): 960–81. http://dx.doi.org/10.1037/0278-7393.34.4.960.

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Kelly, Michael H. "Indirect representation of grammatical class at the lexeme level." Behavioral and Brain Sciences 22, no. 1 (February 1999): 49–50. http://dx.doi.org/10.1017/s0140525x99341777.

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Ansah, Mercy Akrofi. "A Grammatical Description of Leteh Nominal Morphology." Studies in African Linguistics 50, no. 2 (September 18, 2021): 346–63. http://dx.doi.org/10.32473/sal.v50i2.125661.

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Abstract: The paper describes Leteh nominal morphology within the framework of Basic Linguistic Theory (Dixon 2010; Dryer 2006). The nominal morphology is described in the context of two phenomena: number marking and noun classification. Leteh is a South-Guan language from the Niger-Congo family of languages. The morphology of Leteh is largely agglutinative. Güldemann and Fiedler (2019) argue that current analyses of gender systems are heavily influenced by those in Bantu languages and not cross-linguistically applicable. They propose an alternative analysis that includes the notions agreement class and nominal form class. In this paper I adopt the notion of nominal form class to classify nouns in Leteh. The nouns are grouped into four major classes based on the plural morphemes that they take. These classes are subdivided based on the singular forms with which they are paired. Key words: verbal prefixes, Kwa, tense/ aspect, negation, person, mood, motion Note: Changes were made to the title and abstract of this article after publication, on 9/20/2021.

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Steriopolo, Olga. "Nominalizing evaluative suffixes in Russian: The interaction of declension class, gender, and animacy." Poljarnyj vestnik 20 (November 30, 2017): 18–44. http://dx.doi.org/10.7557/6.4141.

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This is a study of Russian nominalizing evaluative suffixes that form nouns of the -a-declension. Such suffixes are very interesting to investigate because they can consistently change the animacy, declension class, and grammatical gender of the base to which they attach. However, the resulting nominalizations belong to different grammatical genders that seem to depend on the biological gender of a discourse referent. This work investigates morphosyntactic properties of such evaluative suffixes and proposes an account for the differences in grammatical gender.Nominalizing evaluative suffixes in Russian are drastically understudied. However, they contribute significantly to many important and much-debated questions in the current linguistic literature concerning the interaction between grammatical gender and declension class, mixed gender agreement, interpretability of gender features, and default gender.This research is done in the framework of Distributed Morphology (Halle and Marantz 1993; Halle 1997; Marantz 1997, among many others) and contributes to our understanding of the process of nominalization.

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Schuetze, Ulf. "Do Wikis Affect Grammatical Aspects of Second Language Writing." IALLT Journal of Language Learning Technologies 41, no. 1 (April 15, 2011): 90–107. http://dx.doi.org/10.17161/iallt.v41i1.8487.

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This paper reports on a study that investigated the use of wikis in a first-year German as a second language class. The focus of the study was to analyze students’ use of grammar. Three classes of 24 students each participated in the study: one class using wikis and one class not using wikis to collaborate on two writing assignments; and one control group. Descriptive statistics as well as ANOVA were used to analyze the assignments as well as the writing components of two tests. Results showed the class using wikis benefited in their writing assignments regarding complex syntax (word order) but encountered problems with the same structures in a test. In addition, a short survey was carried out, asking students of the class using wikis about their experience, attitude and anxiety towards such a technology. Most students felt comfortable participating in a shared online writing task and thought that it helped their writing.

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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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Lapteva, Mariya, and Natalya Lukina. "Combinatorial Set of Lexico-Grammatical Classes of Nouns in the Russian Language." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 3 (July 2020): 27–37. http://dx.doi.org/10.15688/jvolsu2.2020.3.3.

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The article focuses on the changes of nouns, the lexico-grammatical features of which make it impossible to refer them to a specific lexico-grammatical class. The article is based on the assumption, that traditional methodological foundations, generally accepted in native language studies – the grammatical classification, according to which nouns belong to one of the four classes: concrete, abstract, collective or material nouns, – is rather conventional and doesn't cover many transitional phenomena observed in substantive lexis. The expansion of nominal semantic structure is often accompanied by grammatical shifts. Semantic structures of Russian substantives are described as apt to undergo six types of changes, which reflect combinatorics of lexical and grammatical categories of polysemantic nouns: concreteness – abstractness, concreteness – collectiveness, abstractness – concreteness, abstractness – collectiveness, collectiveness – abstractness, collectiveness – concreteness. The considered polysemants demonstrate different lexico-grammatical features depending on the meaning in which they are used. The applied quantitative analysis has enabled the authors to conclude that the prevalent changes occur in nominal structures of abstraction – concreteness type, while the changes of collectivity – abstraction type are less prominent in the Russian language. The article justifies the use of the term "lexical-grammatical class" in relation to a lexical-semantic variant of the word, which refers to nouns by morphological characteristics.

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Chung, Yook-Suk, and David Gamon. "‘Easy’-Class Adjectives in Old English: A Constructional Approach." Annual Meeting of the Berkeley Linguistics Society 22, no. 1 (September 25, 1996): 58. http://dx.doi.org/10.3765/bls.v22i1.1323.

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Nanning, Nanning, Saepuddin, and Munawir. "An Analysis of Grammatical Error of English Students in Writing Skill." EDUVELOP 3, no. 2 (March 21, 2020): 145–60. http://dx.doi.org/10.31605/eduvelop.v3i2.636.

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This research was to find out the kinds of grammatical errors made by the students in writing undergraduate theses and to find out the most common error made by the students. The research problem is What were the kinds of grammatical error made by the students in writing undergraduate thesis? And What was the most common grammatical error made by the students in writing undergraduate thesis? The population of this research was the English students’ undergraduate theses. This research used cluster random sampling technique. The researchers chose 20 backgrounds of undergraduate theses as the sample. The result of this research found eight kinds of grammatical error made by the students namely Article, Verb Tense, Subject-Verb Agreement, Singular/Plural, Word Class, Sentence Structure, Spelling, and Punctuation. The most common grammatical error made by the students in writing undergraduate theses is error in Verb Tense with 86 errors (27.65%). The next is Word Class with 55 errors (17.68%), Sentence Structure with 42 errors (13.50%), Article with 37 grammatical errors (11.89%), Punctuation with 28 errors (9%), Singular/Plural with 24 errors (7.71%), Spelling with 21 errors (6.75%), and Subject-Verb Agreement with 18 errors (5.78%).

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Palupi, Muji Endah. "Assessing Grammatical Comprehension Capabilities of 2nd Semester English Class Students." Wanastra: Jurnal Bahasa dan Sastra 9, no. 2 (September 27, 2017): 130–37. http://dx.doi.org/10.31294/w.v9i2.2351.

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Ojanguren López, Ana Elvira. "Old English verbs of prohibition. Grammatical behaviour and class membership." SELIM. Journal of the Spanish Society for Medieval English Language and Literature. 24, no. 1 (September 12, 2019): 1. http://dx.doi.org/10.17811/selim.24.2019.1-28.

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The aim of this article is to determine if the Old English verbs bewerian, forbēodan, foresacan, forwiernan, stīeran and tōcweþān constitute a unified class of prohibition. The theoretical model is provided by the framework of verb classes and alternations, as well as by Role and Reference Grammar. Class membership requires not only similar meaning components but also shared grammatical behaviour. While bewerian, forbēodan and forwyrnan are found in three syntactic configurations, and in the Nominalisation and Undergoer alternations, foresacan, stīeran and tōcweþān occur in one syntactic configuration only and do not take part in these alternations. The main conclusion of this article is that these verbs do not show a similar grammatical behaviour and, therefore, cannot be said to represent a consistent verbal class.Keywords: Old English; verb classes; alternations; Role and Reference Grammar

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Bethin, Christina Y. "Stress, gender, and declension class in Belarusian." Linguistics 60, no. 1 (October 11, 2021): 239–76. http://dx.doi.org/10.1515/ling-2021-0171.

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Abstract Ongoing innovations in Standard Belarusian nominal declension indicate that speakers are aware of and actively using paradigmatic stress patterns for grammatical purposes. The adoption of new mobile stress patterns in paradigms which originally had fixed stress is now complementary in Declension Ia masculine nouns and in Declension II feminine nouns; most neuter nouns simply default to fixed stem stress. The highlighting of grammatical gender distinctions via changes in paradigmatic stress patterns has led to a reanalysis of stress, gender, and declension class in common gender and a-stem masculine nouns and their case exponents have now become stress-dependent, a situation markedly distinct from that found in the other closely related East Slavic languages, Russian, and Ukrainian. These developments pose a challenge for several theories of morphology, either because the theory takes paradigmatic stress to be dependent on declension class or because the theory does not have a provision for paradigmatic stress to determine inflectional exponents.

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Isyam, Amri, and Yetty Zainil. "MENINGKATKAN KEMAMPUAN ‘GRAMMAR’ MAHASISWA JURUSAN BAHASA INGGRIS FBS UNP SECARA LISAN DAN TULISAN." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 4, no. 1 (December 9, 2010): 1. http://dx.doi.org/10.24036/ld.v4i1.7389.

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English Department Students as EFL learners must be able to use correct grammar of English well either in oral or written form; nevertheless, based on a prelimenary observation many of the English Department Students of Faculty of Languages, Letters and Arts of State University of Padang committed grammatical deviations when they communicated in English. This article aims at describing the action research about using OHP/LCDP, Role Plays/Language Games, and written exercises as the efforts to improve Grammatical Ability of the English Department Students. The research was carried out in two cycles, and the subjects were a class of education program consisting of thirty students, who were taking Structure 2 at that time. The findings of the research showed that using OHP/LCDP as media of teaching, Role Play/Language Games as oral exercises, and asking the subjects to do two kinds of written exercises (homework from their handbook as usual and their own sentences/paragraphs as assignments) in teaching Structure 2 communicatively improved the students’ grammatical ability either in oral or written forms much more significantly. Their grammatically-oral ability increased by 14.5 points/73.5% (from 21.8 to 36.3) whereas their grammatically-written ability increased by 13.1 points/82.3% (from 19.1 to 32.2) on the average. Thus, the research questions were answered positively, and the hyphotheses were proven.

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Basuki, Imam. "A Case Study of Indonesian Interference Towards English in Student Essays in The Writing Class." ELLITE: Journal of English Language, Literature, and Teaching 7, no. 1 (May 31, 2022): 1–8. http://dx.doi.org/10.32528/ellite.v7i1.7316.

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Contacts of two different languages often lead to some grammatical errors, especially if the source language and target language are from different language families. This study deals with the interference of Indonesian to English found in student essays in the Writing class. The purpose of this study is to uncover cases of language interference carried out by students. The research data is in the form of sentences containing grammatical errors caused by Indonesian interference to English. Data were collected from 35 essays written by students participating in The Writing Course 03 (Class A) from August – December 2021 in the English Literature Department - Faculty of Humanities - Jember University. Once collected, the data are classified and analyzed using an error analysis framework and a sociolinguistic perspective. The results show that there are nine types of grammatical interference which comprise: plural noun forms, the conformity of the subject-verb form, tenses, word forms, prepositions, article, conjunctions, word pairs (mismatch), passive form. These grammatical errors prove the interference of Indonesian to English because students are still very strongly influenced by the rules of their native language (Indonesian) when they write essays in English.

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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Rattaneekorn Pochakorn. "The Impact of Teacher Corrective Feedback on EFL Student Writers’ Grammatical Improvement." English Language Teaching 10, no. 10 (September 4, 2017): 43. http://dx.doi.org/10.5539/elt.v10n10p43.

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This paper aims to provide information about teacher corrective feedback that would be helpful for EFL students’ writing improvement. It focuses on feedback provided to correct grammatical errors made by student writers as the author finds that this type of errors can obstruct the effectiveness of students’ pieces of writing and may result in written miscommunication. Both direct and indirect teacher feedback types are discussed. Some pedagogical suggestions have been made based on the findings. It is hoped that this review article can help teachers and students in a writing class achieve the goal of producing grammatically correct English writing assignments.

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Shodiq, Muhammad Jafar, Zaimatuz Zakiyah, and Zainal Abidin Hajib. "The Effectiveness of Grammatical Hunting Game Method Students’ Arabic Learning Motivation." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 1 (March 28, 2021): 149–66. http://dx.doi.org/10.24042/albayan.v13i1.7344.

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This experimental research was motivated by the low Arabic learning motivation in class VIII MTsN 9 Bantul which was caused by the use of monotonous learning methods. This study aims to find out students' Arabic learning motivation after the application of Grammatical Hunting language educational game method and to compare the Arabic learning motivation of the experimental class and the control class. This study used a quasi-experimental research type. The sample of this research was students of class VIII B and VIII C of MTsN 9 Bantul Yogyakarta consisting of 60 students. Data were collected through observation, interviews, questionnaires, and documentation. The results of this study indicated that: 1) The student's Arabic learning motivation increased after the application of Grammatical Hunting language educational game method based on the results of the paired sample t-test with a significance value of 0.000 0.05, Ha was accepted. 2) There was a significant difference in the learning motivation of the experimental class and the control class, based on the results of the independent sample t-test with a significance value of 2.042 ≥ 2.001, Ha was accepted. This method could increase students' motivation to learn Arabic. This study contributed to the use of varied learning methods, so that qawā'id learning would become an enjoyable learning.

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Sun, Linlin, and Kasper Boye. "The grammatical-lexical distinction in Chinese aspectual markers." Studies in Language 43, no. 3 (November 18, 2019): 668–714. http://dx.doi.org/10.1075/sl.18006.sun.

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Abstract This paper discusses the grammatical-lexical distinction based on Boye and Harder (2012) in the class of aspectual markers in Chinese and aims to decide whether these markers are grammatical or lexical in a theoretically anchored sense. To accomplish this, the language-general criteria proposed in Boye and Harder (2012) are translated into Chinese-specific criteria for diagnosing grammatical vs. lexical status, and these translated criteria are then applied to Chinese aspect markers in a questionnaire-based survey in order to test whether these markers are lexical or grammatical. Our classification of the Chinese markers tested is then compared with a traditional classification based on grammaticalization features (Lehmann 2015). The results support an integration of the two ways of approaching the grammatical-lexical distinction.

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Dixon, R. M. W. "Naive linguistic explanation." Language in Society 21, no. 1 (March 1992): 83–91. http://dx.doi.org/10.1017/s0047404500015049.

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ABSTRACTFive examples are presented of how native speakers may try to explain a grammatical point to a linguist, and, in the absence of a suitable metalanguage, adopt some “lateral” way of demonstrating the point. They may, for instance, give another paradigmatic form of a word under scrutiny to show its word class; they may switch to another dialect to clarify some ambiguity; they may add some extra sentence constituents to each noun in a lexical elicit, to reveal its gender class. (Field methods, grammatical explanation, use of informants/consultants, Australian Aboriginal languages, Amazonian languages)

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Lohndal, Terje, and Marit Westergaard. "Grammatical Gender: Acquisition, Attrition, and Change." Journal of Germanic Linguistics 33, no. 1 (February 10, 2021): 95–121. http://dx.doi.org/10.1017/s1470542720000057.

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This paper discusses grammatical gender in Norwegian by bringing together data from first language acquisition, Norwegian heritage language, and dialect change. In all these contexts, gender is often claimed to be a vulnerable category, arguably due to the relative non-transparency of gender assignment. Furthermore, the feminine gender is in the process of being lost in many Norwegian dialects, as feminine agreement forms (for example, the indefinite article) are merged with the masculine. The definite suffix, in contrast, is quite stable, as it is acquired early and does not undergo attrition/change. We argue that the combined data provide evidence that gender and declension class are separate phenomena, and we outline a possible formal analysis to account for the findings.*

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성지연. "A Study on the Effect of Using Grammatical Terminology in Class." Journal of Korean Language Education 24, no. 2 (June 2013): 157–79. http://dx.doi.org/10.18209/iakle.2013.24.2.157.

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Mauceri, Stefano, James Sweeney, Miguel Nicolau, and James McDermott. "Feature extraction by grammatical evolution for one-class time series classification." Genetic Programming and Evolvable Machines 22, no. 3 (April 23, 2021): 267–95. http://dx.doi.org/10.1007/s10710-021-09403-x.

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AbstractWhen dealing with a new time series classification problem, modellers do not know in advance which features could enable the best classification performance. We propose an evolutionary algorithm based on grammatical evolution to attain a data-driven feature-based representation of time series with minimal human intervention. The proposed algorithm can select both the features to extract and the sub-sequences from which to extract them. These choices not only impact classification performance but also allow understanding of the problem at hand. The algorithm is tested on 30 problems outperforming several benchmarks. Finally, in a case study related to subject authentication, we show how features learned for a given subject are able to generalise to subjects unseen during the extraction phase.

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Wright Cassidy, Kimberly, and Michael H. Kelly. "Children’s use of phonology to infer grammatical class in vocabulary learning." Psychonomic Bulletin & Review 8, no. 3 (September 2001): 519–23. http://dx.doi.org/10.3758/bf03196187.

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Iwasaki, Noriko, David P. Vinson, Gabriella Vigliocco, Masumi Watanabe, and Joanne Arciuli. "Naming action in Japanese: Effects of semantic similarity and grammatical class." Language and Cognitive Processes 23, no. 6 (September 2008): 889–930. http://dx.doi.org/10.1080/01690960801916196.

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Burton, Martha W., Donna Krebs-Noble, Rao P. Gullapalli, and Rita Sloan Berndt. "Functional neuroimaging of grammatical class: Ambiguous and unambiguous nouns and verbs." Cognitive Neuropsychology 26, no. 2 (March 2009): 148–71. http://dx.doi.org/10.1080/02643290802536090.

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De Simone, Flavia, and Simona Collina. "The Picture–Word Interference Paradigm: Grammatical Class Effects in Lexical Production." Journal of Psycholinguistic Research 45, no. 5 (August 4, 2015): 1003–19. http://dx.doi.org/10.1007/s10936-015-9388-9.

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Rosenberg, Beth, Edgar Zurif, Hiram Brownell, Merrill Garrett, and Dianne Bradley. "Grammatical class effects in relation to normal and aphasic sentence processing." Brain and Language 26, no. 2 (November 1985): 287–303. http://dx.doi.org/10.1016/0093-934x(85)90044-6.

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Wilson, Maximiliano A., Macarena Martínez-Cuitiño, Sylvia Defior, and Brendan S. Weekes. "Dissociable effects of grammatical class in acquired dysgraphia: Evidence from Spanish." Brain and Language 103, no. 1-2 (October 2007): 103–4. http://dx.doi.org/10.1016/j.bandl.2007.07.065.

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Yang, Fan-pei Gloria, Navid Khodaparast, Kailyn Bradley, Min-Chieh Fang, Ari Bernstein, and Daniel C. Krawczyk. "The influence of semantic property and grammatical class on semantic selection." Brain and Language 124, no. 2 (February 2013): 194–203. http://dx.doi.org/10.1016/j.bandl.2012.12.012.

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Hanafi, Moh, and Ayu Septiana. "Influence of Grammatical Sensitivity and Learning Style on Writing Ability." LinguA-LiterA: Journal of English Language Teaching Learning and Literature 4, no. 2 (November 1, 2021): 64–76. http://dx.doi.org/10.55933/lng.v4i2.260.

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This study was conducted to see the relationship of grammatical sensitivity and learning style on writing ability. A correlational research design was chosen as the design of this research with three variables to be tested, that is, grammatical sensitivity, learning style and writing ability. The data analysis showed that the mean score of grammatical sensitivity was 18.81 which is on medium level of grammatical sensitivity. Moreover, the students were mostly visual learning style students. Meanwhile, the writing test showed that they had good writing ability with mean score of the class 81.57. Based on the result of the data analysis of regression, it was found that 1) Partially, there is significant correlation between the students’ grammatical sensitivity and writing ability; 2) Partially, there is no significant correlation between students’ learning style and writing ability; 3) Simultaneously, there is a significant influence of grammatical sensitivity and learning style on students’ writing ability.

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Lohmann, Arne. "No Acoustic Correlates of Grammatical Class: A Critical Re-Examination of Sereno and Jongman (1995)." Phonetica 77, no. 6 (2020): 429–40. http://dx.doi.org/10.1159/000506138.

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The present article describes an extended replication of a reading study by Sereno and Jongman (1995) that reported acoustic differences between noun and verb pronunciations of English disyllabic, non-stress-shifting homophone pairs, for example, <i>answer</i> (v) versus <i>answer</i> (n). The original findings point to a gradual influence of the typical stress patterns of both grammatical categories, with noun readings exhibiting a tendency toward trochaic and verb readings toward iambic pronunciation. However, the effects found by Sereno and Jongman (1995) did not consistently reach statistical significance and were based on a very small sample size. Employing a considerably larger group of speakers, the current replication fails to find the reported effects of the grammatical category. The null result obtained can be accounted for within speech production models that assume identical metrical templates for the homophone pairs tested and no direct influence of the grammatical category on the phonetics of stress assignment.

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Szewel, Anatol. "Past vs Previous in EFL Teaching of L1 Slavic Students." Language Teaching Research Quarterly 26 (December 2021): 39–51. http://dx.doi.org/10.32038/ltrq.2021.26.03.

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In Germanic and Slavic languages, the Verb is the most extensive grammatical item, which causes most of the troubles for second language learners. It has been noticed that Slavic L1 learners of English make mistakes in using verb forms due to the transfer of their L1 grammatical system (grammar concepts) onto the English language. The goal of the paper is to show how the wording of grammatical explanations in English influences the conceptualisation of grammatical items. The paper refers to one of the most probable sources of such misunderstanding – the way grammatical forms are named and explained in frequently used course books and grammars of English, which leads to a corrupted or limited understanding of the functionality of a grammatical form in L1 Slavic learners. The practical clues presented below might be beneficial for authors of course-books, FL language teachers and teacher trainers in solving the dilemma between the implicit vs explicit approach to teaching grammar, in constructing concept questions and formulating clear explanations in class.

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Baramidze, Tsira. "P’olipunkciuri –d kartulshi da ughvlilebis morposint’aksuri modelebi /პოლიფუნქციური -დ- ქართულში და უღვლილების მორფოსინტაქსური მოდელები [Polyfunctional -d- in Georgian and Morphosyntactic Models of Conjugation]." Kartveluri Memk'vidreoba [Kartvelian Heritage] 25, no. 25-1 (December 1, 2021): 43–50. http://dx.doi.org/10.54635/tpks.2022.05putk.

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We discuss the morphological and syntactic bases for polyfunctionality of marker -d- in the process of changing the model of Georgian verb conjugation, based on the premise that Georgian, like all Ibero-Caucasian languages, was the language of the class conjugation. The d- > *d- morphological marker is used in those languages where the grammatical class is a valid category and in those languages where the grammatical category of the class has already disappeared, the meaning of d and its use with a different function are frequent. There are few cases of expressing the valence of a subject with the suffix -d; for the most part, the direct object is conveyed by the suffixes -n / -d. Thus, in this new but infinite part of conjugation, the suffixes -n / -d convey not only S3 but also the valence of the subject if the verb is intransitive and the valence of the object if the verb is transitive. -d was also used as the passive voice marker. The -d- used in the marking of the passive voice is nothing but the reinterpretation of the archaic *d (grammatical class marker) in the new system, where it can only denote the valence of the subject. As for the active voice, the special marker of which does not exist in the verb, d- is considered to be a marker in active verbs, and the meaning of this term is not fully clear. -d that occurs in the Georgian verb conjugation system is the reinterpretation of the archaic *d (the historical marker of the grammatical class). The principle of the economy of markers has proven to be particularly productive in the process of changing the conjugation models in the Georgian language.საკვანძო სიტყვები: ქართული ენა, პოლიფუნქციური -დ, უღვლილება, მორფოსინტაქსური მოდელი.Keywords: Georgian Language, polyfunctional -d, conjugation, morphosyntactic models

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Putra Maulana, I. Putu Ari, and I. Made Madia. "Analisis Koherensi dan Kohesi Teks Deskripsi." Humanis 23, no. 3 (September 28, 2019): 185. http://dx.doi.org/10.24843/jh.2019.v23.i03.p03.

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This study was titled "Coherence and Cohesion Analysis on the Text of Description for Class X Students of Denpasar Public High School 5". The problems examined in this study are three, namely the element of coherence, the tools of lexical cohesion, and the tools of grammatical cohesion in the text description of class X students of SMA 5 Denpasar. Based on the formulation of the problem, this study aims to explain the relationship of meaning or coherence, and describe the tools of lexical and grammatical cohesion. The theory used is discourse theory, namely coherence proposed by Kridalaksana and cohesion proposed by Halliday and R. Hasan. Based on the analysis that has been done on the description text of class X students of Denpasar Public High School 5 found several things. First, in the description text of class X Denpasar Public High School 5 found an element of coherence including causal relations, means-results, reasons, background-conclusions, concessions, comparisons, paraphrases, amplicatives, time additives (simultaneous and successive ), non-time additives, identification, generic-specific, means-purpose, and like. Second, lexical cohesion tools found include repetition (repetition), equivalent words (synonyms), opposite words (antonyms), word sanding (collocation), and equivalence (equivalence). Third, the tools of grammatical cohesion found include reference (reference), concatenation (conjunction), lapse (elipsis).

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Aulia, Ahmida Rizki, and Barli Bram. "Grammatical Analysis of Students’ Reflective Writing." JET (Journal of English Teaching) 6, no. 3 (October 9, 2020): 212–19. http://dx.doi.org/10.33541/jet.v6i3.1926.

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Grammar is a crucial element in communication, especially in a second language, and without the organization of grammar, language exchange is intruded. This paper explored grammatical issues in students’ reflective writing. Data were collected from reflective writing products of a number of students belonging to a class of the English Education Master’s Program of Sanata Dharma University, Yogyakarta, Indonesia. The collected data were analyzed to examine grammatical issues encountered by the students using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, which covers omission, addition, misinformation, and misordering errors. Results showed there existed 41 errors in total and were distributed in the following categories: 23 errors of others (other types), six omission errors, five addition errors, four misinformation errors, and three misordering errors. It is expected that the findings can assist learners in overcoming grammatical issues so that they can improve their English grammar and writing skills.

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Rice, Keren. "Principles of affix ordering: An overview." Word Structure 4, no. 2 (October 2011): 169–200. http://dx.doi.org/10.3366/word.2011.0009.

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This article provides an introduction to factors that are involved in the ordering of affixes that are word-class preserving in languages with complex morphology. On the one hand, grammatical principles are proposed, including semantic, syntactic, phonological, and morphological ones. On the other hand, affix ordering is sometimes considered to be arbitrary from a synchronic perspective, with affixes occurring in an order specified by a template. Finally, extra-grammatical factors such as frequency, productivity, and parsability are argued to be important in determining affix ordering. I focus on synchronic grammatical principles in languages that have received less attention in the literature.

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Teston-Bonnard, Sandra. "Règles d’ordre des éléments Non Régis." Ordre des mots et topologie de la phrase française 29, no. 1 (July 6, 2006): 183–94. http://dx.doi.org/10.1075/li.29.1.16tes.

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In the first part of the paper we give an overwiew of a natural syntactic class of constituents defined by means of a specific set of criteria : the “non régis” (NR) (non integrated in the grammatical structure of the utterance). This class, gathers, various kinds of grammatical units of non canonical syntactic status in traditional descriptions : sentence adverbials, appositions, interjections, non canonical subordinate clauses, discourse particles… In the second part of the paper we show that, contrary to current assumptions, these linguistic units are not randomly combined with the core elements of the sentence. They are inserted in the utterance according to specific ordering rules and distributional constraints. These constraints are studied at two levels : constraints on their possible insertions in grammatical structures (microsyntax), constraints on the positions they can occupy in relation with the “macrosyntactic” nucleus of the utterance (the part of the utterance bearing its illocutionnary force) as defined in Blanche-Benveniste (84, 90).

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Arnillah, Nadiya. "The Implementation of Grammatical Error Analysis to Improve Students’ Writing Skill on Recount Text for Students Class X MIA At SMA Tri Dharma Kosgoro Dompu." JIIP - Jurnal Ilmiah Ilmu Pendidikan 4, no. 8 (December 3, 2021): 773–85. http://dx.doi.org/10.54371/jiip.v4i8.344.

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This study is a classroom action research that focuses on the implementation of grammatical error analysis to improve students’ writing skill on recount text for students. The study conducted at SMA Tri Dharma Kosgoro Class X MIA that consisted of 25 students; 15 male and 10 female. Apart from implementing the grammar error analysis to enhance students’ writing skill, the researcher also identify some errors of students’ writing particularly on grammatical error and analyze some factors of these errors. The implementation of this research was in cycle I that consist of eight meetings. Study shows that the implementation of grammatical error analysis can enhance the students’ understanding in writing recount text. This has been shown by the improvement of student’s score. Moreover, the kinds of the students’ grammatical errors could be classified into seven categories namely errors in verb groups, errors in subject and verb agreement, errors in article, errors in pluralization, errors in conjunction, errors in preposition, and errors in pronoun. The identification of these type of grammatical error is paramount due to these could help students understand some components of grammar that students should master to improve their understanding in writing recount text.

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Journal articles on the topic 'Grammatical class'

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