Journal articles on the topic 'Hebrew language Errors of usage'
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1
Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (December 30, 2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.
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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants with no L2 knowledge can experience just as much, or even more, attrition of L1 as immigrants with L2 knowledge. Moreover, higher L2 proficiency may positively affect L1 maintenance.
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Soesman, Aviva, Joel Walters, and Sveta Fichman. "Language Control and Intra-Sentential Codeswitching among Bilingual Children with and without Developmental Language Disorder." Languages 7, no. 4 (September 26, 2022): 249. http://dx.doi.org/10.3390/languages7040249.
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The present study investigated bilingual language control among preschool children in a sentence repetition task containing unilingual stimuli and codeswitched stimuli within prepositional phrases (PPs). Cross-language errors, that is, codeswitches that were not part of the stimulus sentences, were taken as evidence of difficulties in language control. Specifically, we investigated cross-language errors as a function of stimulus sentence type (codeswitched or unilingual), CS site within the PP, directionality (English or Hebrew stimulus sentences), and group status (children with typical language development (TLD), and children with Developmental Language Disorder (DLD)). We also examined cross-language errors in terms of word class and locus in the sentence. The participants were 65 English (home language)–Hebrew (societal language) bilinguals with TLD and 13 with DLD, ages 5;5–6;10 (M = 5;11). Stimulus sentences contained five codeswitch conditions within prepositional phrases, for example, a codeswitched preposition (P) or a codeswitched preposition, determiner and noun (P+DET+N), and a ‘no switch’ condition. The stimuli were 36 English and 36 Hebrew sentences (+24 fillers) matched for semantic content and syntax. English sentences contained switches to Hebrew, and Hebrew sentences contained switches to English. The results showed more cross-language errors for codeswitched than unilingual sentence stimuli. The children with TLD showed a directionality effect, producing more cross-language errors in Hebrew sentence stimuli than in English, but the children with DLD did not. The children with DLD had more cross-language errors than their peers with TLD for English stimuli. Most cross-language errors appeared in the sentence-final, adverbial temporal phrase. Findings are discussed in terms of language co-activation and competition in order to account for the difference in performance on unilingual versus codeswitched stimuli and in light of sociopragmatic and psycholinguistic factors to account for the directionality effect among children with TLD and the lack thereof among children with DLD.
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Dattner, Elitzur. "The Hebrew dative: Usage patterns as discourse profile constructions." Linguistics 57, no. 5 (September 25, 2019): 1073–110. http://dx.doi.org/10.1515/ling-2019-0022.
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Abstract The dative in Hebrew poses a problem for a unified characterization as no single criterion seems to guides its interpretation. The present paper approaches this problem from a usage-based perspective, suggesting a multifactorial account of dative functions in Hebrew. Analyzing a corpus of Hebrew dative clauses with multivariate statistical tools I reveal the usage patterns associated with each dative function, showing that traditional descriptions of dative functions are not reflected in usage. Working within a Usage-Based perspective, in which the meaning of a word is its use in language, I argue that Hebrew has only four distinct dative usage patterns, termed Discourse Profile Constructions: conventional correspondences between a multifactorial usage pattern and a unified conceptualization of the world. The four Discourse Profile Constructions are: (i) the Extended Transitive Discourse Profile Construction, (ii) the Human Endpoint Discourse Profile Construction, (iii) the Extended Intransitive Discourse Profile Construction, and (iv), the Evaluative Reference point Discourse Profile Construction. By revealing such correspondences between usage patterns and conceptualizations, the present paper (i) broadens the Construction Grammar notion of Argument Structure Construction, and (ii), suggests an innovative account for the notion of usage as a factor in the conventional pairing between form and function.
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ARMON-LOTEM, SHARON. "Between L2 and SLI: inflections and prepositions in the Hebrew of bilingual children with TLD and monolingual children with SLI." Journal of Child Language 41, no. 1 (November 26, 2012): 3–33. http://dx.doi.org/10.1017/s0305000912000487.
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ABSTRACTVerb inflectional morphology and prepositions are loci of difficulty for bilingual children with typical language development (TLD) as well as children with Specific Language Impairment (SLI). This paper examines errors in these linguistic domains in these two populations. Bilingual English–Hebrew and Russian–Hebrew preschool children, aged five to seven, with TLD, and age-matched monolingual Hebrew-speaking children with SLI, were tested using sentence completion and sentence imitation tasks in their L2 Hebrew. Our findings show that, despite the similarity in the locus of errors, the two populations can be distinguished by both the quantity and the quality of errors. While bilingual children with TLD had substitution errors often motivated by the first language, most of the errors of monolingual children with SLI involved omission of the whole morpheme or feature reduction. This difference in the nature of the errors is discussed in terms of bilingual processing vs. impaired representation.
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Avraham, Gidon. "Towards a standardised presentation of compounds in Avot Yeshurun's later poetry (1974–1992)." Terminology 4, no. 2 (January 1, 1997): 303–41. http://dx.doi.org/10.1075/term.4.2.05avr.
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Hebrew authors, and in particular a number of prominent poets, have played an important role in the development of today's Hebrew. Compounding operations by the Polish-Israeli poet Avot Yeshurun continue this tradition by reuse of earlier language components for the application of a linguistic strategy. Most of the time it is done in accordance with normative requirements for word formation in Hebrew. The poet's reuse of biblical Hebrew language components (as linguistic and conceptual common denominators) involves three levels of usage: the primary biblical usage, choice of a marker function, and a secondary (innovative) usage of language components in compounding. The secondary usage (reuse) is a product of the interaction among a literary device (metonymy, supported by linkage to the primary source), language components (N + N compound), and a conceptual common denominator marked by the transposed usage of a known biblical language component in a new environment (a poem). I suggest that Yeshurun accomplishes systematic correspondence in compounding. Could such neologisms, or innovative compounding, be described as part of a terminologisation process ? Will the application of terminography and terminological methods of description to Yeshurun's compounds supply us with an accurate tool of research for the study of word- and term-formation strategies in Hebrew literature?
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Kayam, Orly. "Language and Culture." Studies in English Language Teaching 3, no. 4 (December 29, 2015): 500. http://dx.doi.org/10.22158/selt.v3n4p500.
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<p><em>The study focuses on Ethiopian Jewish women’s struggles with language usage and social adaptation. The study aims to (a) evaluate the importance of knowledge and usage of Amharic in their daily lives, (b) evaluate the importance of knowledge and usage of Hebrew in their daily lives and (c) identify the differences in Israeli and Ethiopian Jewish cultures. The study was based on data collected and analyzed from a questionnaire that was distributed to a class of Ethiopian Jewish women who study English at a school in Netanya, Israel. The findings showed that while all of the participants speak Amharic, there are differences in literacy in Amharic among them. All of them have difficulties in Hebrew, but see Hebrew as the vehicle for upward mobility within Israeli society. They view Israeli culture as one that is lacking in politeness, respect and dignity, which is very much part of the fabric of the Ethiopian Jewish lifestyle. There is also a strong desire to preserve the past by preserving their language. This study promotes a new dimension to the study of Ethiopian Jewish women (Kayam </em><em>&</em><em> Hirsch, in press) in that it adds to the study of language acquisition in the immigrant setting.</em><em></em></p>
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Shemesh-Raiskin, Rivka. "The Discourse Marker מ ה ז ה (ma ze) to express Rebuking in Rabbinic Hebrew." Journal of Semitic Studies 67, no. 1 (February 1, 2022): 29–59. http://dx.doi.org/10.1093/jss/fgab024.
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Abstract The phrase מ ה ז ה (ma ze) is used in Rabbinic Hebrew to express a speech act of rebuking, for example: ? מהזה, עקיבא (‘What is this, ʿAqiba?’). A review of its occurrences reveals its various characteristics: a) it serves as a rhetorical question to express a rebuking; b) it appears in the spoken language; c) it is used especially by one sage when rebuking another sage; and d), syntactically, it appears at the beginning of the sentence and is followed by an address. It seems that its usage in Rabbinic Hebrew is not a continuation of the usage found in Biblical Hebrew, and that it has not continued into Modern Hebrew. This usage as described and exemplified in this article has apparently not been documented in dictionaries of Rabbinic Hebrew nor in the research literature. I suggest viewing מ ה ז ה Hebrew as a rebuking interactional discourse marker.
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Soesman, Aviva, and Joel Walters. "Codeswitching within prepositional phrases: Effects of switch site and directionality." International Journal of Bilingualism 25, no. 3 (March 15, 2021): 747–71. http://dx.doi.org/10.1177/13670069211000855.
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Aims and Research Questions: Codeswitching (CS) was investigated among English-Hebrew bilingual preschool children in a sentence repetition task focusing on switching at different points in prepositional phrases (PPs). We asked the extent to which sentence repetition accuracy differed (1) as a function of the switch site in the PP and (2) as a function of directionality, English-to-Hebrew versus Hebrew-to-English CS. Design/Methodology: English/first language (L1)-Hebrew/second language (L2), sequential bilingual children ( N = 65), ages 5;5–6;5, participated. Thirty-six English and 36 Hebrew stimulus sentences were matched for semantic content and syntax. English stimulus sentences contained switches to Hebrew; Hebrew stimuli contained switches to English. Six ‘switch’ conditions were examined: a single codeswitched noun (N), a determiner–noun switch (DET+N), a codeswitched preposition (P), a preposition–determiner switch (P+DET), a switch of the entire PP (P+DET+N), and a no-switch condition. Data and Analysis: Audio recordings were transcribed and coded. Full sentence repetition was coded as correct/incorrect. The number of errors and the proportion of CS errors were computed. A 6 × 2 repeated-measures analysis of variance examined the effects of switch site within the PP and directionality (L1-to-L2 versus L2-to-L1). Findings/Conclusions: Accuracy was highest for the non-switched, N, and P+DET+N conditions. Accuracy was lowest for DET+N switches in English sentences, and for P switches in Hebrew sentences, and these two conditions showed the highest proportion of CS errors. The findings show evidence for a hierarchy of processing costs and directionality differences, which are interpreted in terms of contrastive typological features, particularly definiteness marking in the two languages, English by a free morpheme, and Hebrew by a bound clitic.
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Obiegbu, Ifeyinwa. "Errors in Educated Nigerian English Usage." Language Matters 49, no. 2 (May 4, 2018): 107–27. http://dx.doi.org/10.1080/10228195.2018.1482561.
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Vaknin-Nussbaum, Vered, and Joseph Shimron. "Hebrew plural inflection." Mental Lexicon 6, no. 2 (August 3, 2011): 197–244. http://dx.doi.org/10.1075/ml.6.2.01vak.
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Research on several Indo-European languages attests to notable difficulties in inflecting irregular nouns and verbs. In these languages morphological and phonological factors are often intertwined in a way that obscures the source of the problem. Hebrew by contrast allows isolation of morphological and phonological factors in nominal inflection. Three experiments demonstrated that as in Indo-European languages, nominal inflection of Hebrew irregular nouns is slower than that of regular nouns and involves more errors. The occurrence of phonological alterations to the noun’s stem with the inflection is an additional source of irregularity, which also taxes the inflectional process in reaction time and error rate. The empirical results underline the power of the default automatic suffixation process as the main obstacle to irregular inflection. A theoretical contribution of this study is an interpretation of the irregularity effect based on a morphological analysis that views Hebrew as having a linear rather than a non-linear morphology. The stem–suffix match is suggested as the dominant factor affecting the inflectional process, responsible for the difficulties in irregular inflections. It is argued that in Hebrew, the differences between inflecting regular and irregular nouns can be easily and adequately explained as resulting from a mismatch between a stem and an affix.
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Myhill, John. "A Study of Imperative Usage in Biblical Hebrew and English." Studies in Language 22, no. 2 (January 1, 1998): 391–446. http://dx.doi.org/10.1075/sl.22.2.05myh.
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This paper reports the results of a detailed text-based study of the use of Imperative constructions in Biblical Hebrew and English, and shows that the two languages differ significantly in this regard. The use of the English Imperative in the database is conditioned largely by social and interactive factors, e.g. the relationship between the speaker and the listener, their relative social status, the sensitivity of the action of giving the command, the setting of the interaction, who will benefit from the action, etc.; on the other hand, the usage of the Imperative in the Hebrew database is mainly determined by semantic and structural factors, e.g. the point in time when the commanded action is to take place, the linguistic form of the preceding clause, whether the command is the first in a conversation, etc. The clear differences here show that there cannot be any uniform explanation about why Imperatives in general are used, as have been proposed in speech act theory (e.g. Searle 1975); on the other hand, these differences are sufficiently complex that they also cannot be accounted for with simple statements regarding cultural differences (e.g. Blum-Kulka 1991). The results of this study suggest that theories about speech acts should be based not upon philosophical speculations using data from a single language, or upon limited linguistic and cultural data carefully selected to support a particular theory, but upon extensive, detailed, and exhaustive linguistic analysis which will clearly establish the descriptive facts of speech act usage in a variety of languages.
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Melnik, Nurit. "Existentials and possessives in Modern Hebrew." Studies in Language 42, no. 2 (June 6, 2018): 389–417. http://dx.doi.org/10.1075/sl.17041.mel.
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Abstract This paper considers the relationship between synchronic variation and language change in the context of the existential and possessive constructions in Modern Hebrew, which exhibit a normative – colloquial alternation. The study examines usage patterns across age groups and time periods, as represented in spoken-language corpora. It shows that the non-normative construction is used extensively in the contemporary speech of adults. Moreover, a comparison of the use of the normative – colloquial alternations by two populations, children and adults, in different time periods, provides evidence to suggest that these constructions are undergoing language change. A cross-linguistic perspective lends additional support: across languages the expression of existence involves non-canonical structures, which are particularly susceptible to language variation and, possibly, language change.
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Schiff, Rachel. "They look similar, but they are different: reading two morphological structures of Hebrew nouns." First Language 22, no. 3 (October 2002): 305–22. http://dx.doi.org/10.1177/014272370202206605.
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This study examined the influence of two specific Hebrew nominal morphological structures on the accurate reading of Hebrew nouns. The study also analysed and categorized the reading errors within each nominal structure. All 24 nouns in this study looked similar, inasmuch as they were all four-lettered and ended with the final vowel letter [H]. Yet they were of two different morphological structures. Twelve were feminine nominal derivations, and 12 were feminine possessive optional inflections. The focus of the study was to discern if this difference was reflected in the respondents' reading accuracy and whether grade level had any effects. In addition, error types were analysed by morphology and grade level. The results of this study show that both reading accuracy and the type of errors are affected by morphological complexity and grade level. Thus, even in a shallow orthography such as vocalized Hebrew, morphological complexity seems to play an integral role in reading accuracy and error types at different grade levels.
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Degani, Tamar, Hamutal Kreiner, Haya Ataria, and Farha Khateeb. "The impact of brief exposure to the second language on native language production: Global or item specific?" Applied Psycholinguistics 41, no. 1 (November 4, 2019): 153–83. http://dx.doi.org/10.1017/s0142716419000444.
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AbstractBilinguals routinely shift between their languages, changing languages between communicative settings. To test the consequences of such changes in language use, 48 Arabic–Hebrew bilinguals named pictures in Arabic (L1) before and after a brief exposure manipulation, including either reading a list of Hebrew (L2) words aloud or performing a nonlinguistic task. Half of the items post-exposure were new and half were translation equivalents of the words presented during the L2 exposure task. Further, half of the items were very low-frequency L1 words, typically replaced by borrowed L2 words. Results show that across word types bilinguals were less accurate and produced more L2 cross-language errors in their dominant L1 following brief L2 exposure. Error rates were comparable for translation equivalents and new items, but more cross-language errors were observed post-exposure on translation equivalents. These findings demonstrate the engagement of both global whole-language control mechanisms and item-based competitive processes, and highlight the importance of language context and the dynamic nature of bilingual performance.
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Gonen, Einat. "Conservation or change? Exploring trends in Modern Hebrew in light of new spoken corpora of the first two generations of speakers." Folia Linguistica 54, s41-s1 (December 1, 2020): 89–115. http://dx.doi.org/10.1515/flih-2020-0004.
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Abstract This paper presents a diachronic study of Modern Hebrew agreement between numerals and their quantified nouns. This research is possible thanks to the discovery of two rare collections of recordings from the 1950s and 1960s, which document four generations of speakers and have become important sources of spoken Early Modern Hebrew. On the basis of these two corpora, I compare numeral agreement in the first two generations of speakers with present-day usage and analyze trends of change and conversation in Modern Hebrew. The study shows that the first generation of speakers (“Gen1”) largely acquired the gender distinction of cardinals. However, in contrast to other agreement issues that educated Gen1 speakers realized fully, numeral use showed variation and absence of agreement in a small set of cases. Moreover, some linguistic features of Gen1 Hebrew found in this study no longer characterize Present-Day Hebrew; among these features is prosodic conditioning, which led to a Gen1 tendency to use the feminine form of the numeral ‘four’ with masculine nouns more frequently than was the case with other numerals.
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Neuman, Yishai. "Substrate Sources and Internal Evolution of Prescriptively Unwarranted Comitative Complements in Modern Hebrew." Journal of Jewish Languages 3, no. 1-2 (October 16, 2015): 207–17. http://dx.doi.org/10.1163/22134638-12340044.
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Modern Hebrew usage of the preposition עִם ʿim ‘with’ displays syntactic and semantic features which are either non-existent or extremely rare in Classical Hebrew, among which are the instrumental and the possessive. These new features correspond to universal tendencies in language evolution and seem to have prevailed in several substrate languages of Modern Hebrew, including Yiddish and Judeo-Spanish. Until recently, they had characterized mostly colloquial Hebrew, whereas written Hebrew had conformed to Classical Hebrew. In recent years, however, social change has brought about the integration of colloquial Hebrew and written Hebrew, which has led to a decrease in the latter’s resemblance to Classical Hebrew. Normative linguists have been speaking out against the phenomenon of “misplaced ʿim.” This article is a brief account of some Hebrew ‘with’ structures, considered typologically through diachronic analysis and synchronic description of the socially-stirred interplay between colloquial and standard written Hebrew.
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Chiswick, Barry R. "Hebrew language usage: Determinants and effects on earnings among immigrants in Israel." Journal of Population Economics 11, no. 2 (May 19, 1998): 253–71. http://dx.doi.org/10.1007/s001480050068.
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Berman, Ruth A. "From Pre-Grammaticality to Proficiency in L1: Acquiring and Developing Infinitival Usage in Hebrew." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 557–80. http://dx.doi.org/10.2478/plc-2018-0025.
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Abstract The study traces the developmental route in acquisition and use of infinitives (e.g., lišon ‘to sleep’, le-exol ‘to-eat’, la-asot ’to-do’) in Hebrew as a first language, proceeding from the initial, “pre-grammatical“ emergence of linguistic forms among toddlers to structure-based knowledge and proficient use of the same devices in adolescence. Analysis involves a varied data-base of L1 oral Hebrew usage in: parent-child interactions of children aged 1;6 to 3;0 years; elicited storybook-based narratives of preschoolers; and personal-experience narratives and expository talks of schoolchildren, adolescents, and adults. Findings show that infinitives constitute an interesting test-case for examining the route from initial emergence via acquisition to maturely proficient command of a given subsystem in L1. Infinitival structures in Modern Hebrew, a language with an impoverished system of nonfinite verbs and lacking in auxiliaries of the kind common in Standard Average European, reveal a long developmental path, showing increasing complexity at all levels of language use: morphological form, types of syntactic constructions, semantic content, and discursive function, the latter primarily for the purpose of achieving textual connectivity.
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Kaye, Alan S. "Conditional Sentences in Contemporary Hebrew: Structure, Meaning, and Usage of Tenses (review)." Language 81, no. 3 (2005): 769. http://dx.doi.org/10.1353/lan.2005.0137.
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Hochberg, Judith G. "Children's judgements of transitivity errors." Journal of Child Language 13, no. 2 (June 1986): 317–34. http://dx.doi.org/10.1017/s0305000900008084.
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ABSTRACTDiary studies of English, Hebrew and Portuguese have led to debate on whether there is directionality in children's transitivity errors – that is, whether children are as likely to coin intransitives from transitives (*Bert knocked down) as they are transitives from intransitives (*I falled my cup). The judgements made by 3- and 4-year-olds showed a strong bias in favour of innovative transitives in English. It is argued that this bias results from children's preference for prototypical, highly transitive descriptions of events.
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Shah Hassan, Mohd Hazreen, and Sharil Nizam Shaari. "Analisis Kesalahan Penggunaan Bahasa dalam Rencana Akhbar." Jurnal Pengajian Media Malaysia 21, no. 2 (December 1, 2019): 55–71. http://dx.doi.org/10.22452/jpmm.vol21no2.3.
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The medium that unites newspapers with its readers is correct language usage. Errors in language usage need to be minimized so that the message being conveyed is easily understood and accepted by the readers. This study was conducted to analyse the errors of language usage in newspaper feature articles, especially in terms of word choices and sentence formations by observing the criteria suggested by Waterhouse (1989). Using systematic sampling, a total of 20 newspaper feature articles in Berita Harian and Utusan Malaysia from 1 October to 30 November 2016 were studied. The results of the content analysis revealed that there were 128 errors related to the usage of language in the chosen newspaper feature articles. The errors related to sentence formation was the highest, with 60 errors, whereas the usage of synonym was the lowest, around three. Overall, the findings did not observe the criteria of an effective journalism writing, particularly in word choices and sentence formations, suggested by Waterhouse’s (1989). Poor word choices might cause ambiguity and confusion among the readers while long-winded sentences and excessive explanations might cause the reader to lose focus thus failed to understand the content of the articles.
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Halevy, Rivka. "What makes the dative-experiencer construction in Modern Hebrew different from its counterparts in European languages?" STUF - Language Typology and Universals 75, no. 3 (September 1, 2022): 379–417. http://dx.doi.org/10.1515/stuf-2022-1057.
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Abstract The paper proposes a usage-based account of a largely productive pattern of dative experiential sentences in Modern Hebrew that stand in contra-distinction to their parallels in Indo-European languages. In the pattern under consideration, the dative-Experiencer is non-topical, following an invariable predicate in masculine singular form. The paper seeks to prove that the construction in Hebrew is essentially a subjectless construction. Its origin is traced back to Biblical Hebrew, but its proliferation in present-day language is assumed to be contact-facilitated by a parallel subject-like dative-Experiencer construction widespread in Slavic and Yiddish languages.
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Ravid, Dorit, Amalia Bar-On, Ronit Levie, and Odelia Douani. "Hebrew adjective lexicons in developmental perspective." New Questions for the Next Decade 11, no. 3 (December 16, 2016): 401–28. http://dx.doi.org/10.1075/ml.11.3.04rav.
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Objective frequency does not always provide reliable information about lexical distributions across individuals’ development. We propose the subjective ranking by experts of lexical items’ register in the sense of ‘levels of linguistic usage’, which has been independently linked to AoA, as an alternative. This proposal was tested in Hebrew, a language showing marked distinctions between the everyday colloquial style and more formal, historically-related types of expression. A list of over 3,500 Hebrew adjectives in 19 morphological categories was compiled from dictionary sources. All adjectives on the list were ranked on a 1–5 linguistic register scale by 329 language expert judges. A Model Based Latent Class Analysis yielded five high-agreement groups of adjectives with mean register scores from 1.44 to 4.51, taken to represent five developmentally consecutive adjective lexicons. Semantic and morphological analyses indicated a rise in the abstractness and specificity of adjectives in the five lexicons, with concurrent changes in their morphological makeup. Two morphological categories emerged as the major components of the Modern Hebrew adjective lexicon: Resultative patterns, expressing states, and i-suffixed denominals, expressing nominal attributes. The study showed that subjective register classification may constitute a yardstick in development, with implications for other languages where register judgements can apply.
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Irmay, Ron. "Technological and Scientific Hebrew Terminology." Terminologie hébraïque 43, no. 1 (October 2, 2002): 31–34. http://dx.doi.org/10.7202/003227ar.
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Abstract The author describes the procedures and mechanisms used by Israel's Central Committee for Technological Terminology (CCTT), a branch of the Academy of the Hebrew Language at Technion - Israel Institute of Technology, in the development and maintenance of standard Hebrew terminology in science and technology. Lexicographic and sociolinguistic processes involved in the formation of new scientific terms in Hebrew, such as the effect of synonyms, transliteration, international terms and linguistic structure, fuzzy usage, pressure of countries of origin, etc., are referred to along with a broad survey of the Central Committee's printed and computerized output over the years. In order to provide an updated terminological service that is easily accessible to the public, CCTT's Office at Technion is developing a computerized dictionary database for local and net-based multiuser environments.
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Tubul-Lavy, Gila. "The Correlation between Phonological Spelling Errors and Language Development in Hebrew-Speaking children." Brill's Annual of Afroasiatic Languages and Linguistics 4, no. 1 (January 1, 2012): 140–61. http://dx.doi.org/10.1163/18776930-00400007.
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Rusmiati, Rusmiati. "SURFACE STRATEGY TAXONOMY ON FOREIGN LANGUAGE WRITING: A STUDY ON VERB TENSE USAGE." JURNAL SERAMBI ILMU 20, no. 2 (October 3, 2019): 189. http://dx.doi.org/10.32672/si.v20i2.1453.
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This study is aimed at analyzing errors of verb tense usage found in the learners’ writing production. The second semester students of English Department, STAIN Gajah Putih Takengon enrolled in Writing II course were taken as the participants in this investigation. Eight narrative paragraphs were scrutinized closely to detect errors pertaining to verb tense. In this case, a classification of errors proposed by Dulay, Burt, and Krashen (1982 in Ellis and Barkhuizen, 2005) called Surface Strategy Taxonomy is applied. It comprises four sorts of errors: addition, omission, misformation, and misordering. The finding reveals that the learners’ errors encompass three types of four aforementioned above, i.e. addition, omission, and misformation. Among those, misformation is found to be the most prevalent type commited by the learners, as many as 62 errors making up 72.94 % of all. It was subsequently followed by omission and addition which were 13 errors (15.29 %) and 10 errors (11.77 %) successively. Whereas misordering was not identified among the learners’ errors on paragraph composition. Eventually, a pedagogical implication as a result of this research was made. English instructors are expected to accentuate more on likely-to-produce-errors items to the learners prior to composing a paragraph.
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Sopher, Hayeem. "Translating the Hebrew Benoni into English." Babel. Revue internationale de la traduction / International Journal of Translation 43, no. 1 (January 1, 1997): 14–27. http://dx.doi.org/10.1075/babel.43.1.03sop.
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Abstract The Hebrew verb has three finite tenses, the English verb has 16. It follows that each Hebrew tense must substitute for several English tenses, which would seem to create a problem for the Hebrew → English translator. Nevertheless, the competent Hebrew → English translator, who is acquainted with the semantic properties of the English tenses, has no difficulty in selecting the appropriate English tenses. From this we conclude that the Hebrew text must contain clues that guide the translator in selecting the appropriate English tense. This paper seeks to identify and describe some of these clues for the purpose of throwing some light on the very complex problem of English tense usage. Résumé En hébreu, la conjugation des verbes se limite à trois temps conjugués, tandis que l'anglais possède seize temps différents. Par conséquent, chaque temps exprimé en hébreu doit se substituer à plusieurs conjugaisons en anglais, ce qui semble, à première vue devoir représenter une difficulté pour le traducteur hébreu-anglais. Pourtant, le traducteur hébreu- anglais compétent, qui est familiarisé avec les caractéristiques sémantiques des conjugaisons anglaises, trouve facilement les temps anglais appropriés. Il faut en conclure que le texte hébreu contient des indices qui aident le traducteur à trouver le temps correct. Dans cet article, l'auteur tente d'identifier et de décrire certains de ces indices en vue d'une meilleure compréhension du problème très complexe qu'est l'utilisation des différentes conjugaisons en anglais.
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Maschler, Yael. "Emergent projecting constructions." Studies in Language 36, no. 4 (December 31, 2012): 785–847. http://dx.doi.org/10.1075/sl.36.4.03mas.
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The present analysis is grounded in a view of grammar emerging in interaction and coming into being through mundane language use. By analyzing Hebrew interactional data, I outline the continua of synchronic usage from literal constructions involving the verb yada (‘know’) to three projecting constructions of the discourse marker variety. The study furthers our understanding of how projecting constructions are sedimentations of interactional practices. I combine interactional linguistics with grammaticization studies to show phonological, morphological, syntactic, pragmatic, and prosodic evidence in support of different grammaticization paths from matrix clause to discourse marker. Diachronic evidence from Mishnaic and Medieval Hebrew is added as further support for the paths suggested. The previously debated issue of complement-taking predicates is thus situated in another language and in a wider context, showing that different constructions employing the same matrix verb may follow different grammaticization paths. The study continues along an existing path of investigation into the issue of complement-taking constructions viewed as grammatically superordinate vs. as attachments to essentially monoclausal utterances. I argue for a more differentiated analysis recognizing both types of usage.
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Hildebrandt, Samuel. "»I sat alone«. The Language of Loneliness in the Hebrew Bible." Zeitschrift für die alttestamentliche Wissenschaft 133, no. 4 (November 23, 2021): 512–25. http://dx.doi.org/10.1515/zaw-2021-4005.
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Abstract The Hebrew Bible frequently portrays lonely characters and voices, yet a specific study of »loneliness« is not yet available. As a basic semantic and exegetical inquiry, this article surveys the usage of the lexeme בד/בדד and analyses four passages in which the expression »sitting alone« (בדד + ישׁב) appears, namely, Lev 13:46, Jer 15:17, Lam 1:1 and 3:28. Of key interest are the literary environment and discourse structures in which בדד + ישב stands. The characterisation and evaluation of loneliness likewise receive some attention. The study concludes with a synthesis that highlights connections between loneliness, society, God, and death.
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Leonard, D. J., and J. W. Gilsdorf. "Language in Change: Academics' and Executives' Perceptions of Usage Errors." Journal of Business Communication 27, no. 2 (March 1, 1990): 137–58. http://dx.doi.org/10.1177/002194369002700202.
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Tannenbaum, Michal, and Netta Abugov. "The Legacy of the Linguistic Fence: Linguistic Patterns among ultra-Orthodox Jewish Girls." Heritage Language Journal 7, no. 1 (December 30, 2010): 74–90. http://dx.doi.org/10.46538/hlj.7.1.4.
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This study examined linguistic patterns in the Jewish ultra-Orthodox community in Israel, a group that has rarely been studied from a sociolinguistic perspective. Participants were 92 girls, 10-12 years old, who attend a school where Yiddish is the language of instruction and Hebrew, Israel’s official language, is studied only in religious contexts. Results show that the girls use and prefer to use Yiddish in most contexts and rate their fluency level higher in Yiddish than in Hebrew. Their appreciation of Yiddish was significantly correlated with negative attitudes toward Hebrew. Relationships with parents had no linguistic effects. Findings are discussed in light of the role of both languages in their community, the uniqueness of this linguistic minority group, especially in comparison with immigrants, the impact of group ideology, and the relevance of emotional correlates of language usage at both individual and community levels.
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Bar-On, Amalia, and Victor Kuperman. "Spelling errors respect morphology: a corpus study of Hebrew orthography." Reading and Writing 32, no. 5 (September 5, 2018): 1107–28. http://dx.doi.org/10.1007/s11145-018-9902-1.
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Christiansen, Bent. "A Linguistic Analysis of the Biblical Hebrew Particle nā': A Test Case." Vetus Testamentum 59, no. 3 (2009): 379–93. http://dx.doi.org/10.1163/156853309x435459.
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AbstractThe potential for advancing our understanding of biblical Hebrew by a more rigorous application of the principals of linguistics is illustrated by the particle nā', which has been translated in widely divergent ways. The research of Shulman (1999) forms the basis for the proposal that this so-called “particle of entreaty” actually represents a previously unidentified syntactical element in biblical Hebrew—the “propositive” particle—whereby a speaker indicates an intention to pursue a particular course of action. Interpreting nā' as a “propositive/exhortative” more convincingly explains its biblical usage. Evidence of the propositive mood includes the felicity of nā' as a sentence-initial compound element, reduplication of nā' within Hebrew clauses, the linguistic vacuum of alternative polite circumlocution, and the need for cogent interpretation of nā' when used with deliberative cohortative verb forms.
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Russak, Susie, and Elinor Saiegh-Haddad. "Phonological awareness errors mirror underlying phonological representations: Evidence from Hebrew L1 – English L2 adults." Second Language Research 33, no. 4 (May 3, 2017): 459–82. http://dx.doi.org/10.1177/0267658317703682.
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This article examines the effect of phonological context (singleton vs. clustered consonants) on full phoneme segmentation in Hebrew first language (L1) and in English second language (L2) among typically reading adults (TR) and adults with reading disability (RD) ( n = 30 per group), using quantitative analysis and a fine-grained analysis of errors. In line with earlier findings, overall mean scores revealed significant differences between the two groups. However, no qualitative differences were found. In both groups and languages, full phoneme segmentation overall scores for CVC stimuli were higher than CCVC stimuli. This finding does not align with previous findings, obtained from a phoneme isolation task, showing that isolation from a cohesive CV unit is the most difficult. A fine-grained analysis of errors was conducted to glean insight into this finding. The analysis revealed a preference for creating and preserving CV units in phoneme segmentation in both L1 and L2. This is argued to support the cohesion of the CV unit. The article argues that the effect of language-specific sub-syllabic representations on phonemic analysis may not be always observed in overall scores, yet it is reflected in specific patterns of phonological segmentation errors.
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Levy, Y., A. Tennenbaum, and A. Ornoy. "Spontaneous Language of Children With Specific Neurological Syndromes." Journal of Speech, Language, and Hearing Research 43, no. 2 (April 2000): 351–65. http://dx.doi.org/10.1044/jslhr.4302.351.
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This paper presents data concerning the early phases of language development in 8 children with congenital neurological syndromes (NS) who are cognitively impaired. The children are native speakers of Hebrew, and their verbal achievements assessed on normative tests are below their age level. The children’s spontaneous speech was analyzed with respect to 13 different language variables known to be diagnostic of a child’s developmental level. No differences were found between the children and their language-matched controls on 10 grammatical variables. The groups differed, however, in number of pragmatic errors, errors of word choice, and errors of gender marking on animate nouns. Profile analysis was done through the use of POSAC (partial order scalogram analysis by base coordinates; Shye, 1985 Shye, Elizur, & Hoffman, 1994). The analysis did not reveal differences between the children with NS and the controls. These findings suggest the possibility of a mechanism that is functionally akin to brain plasticity. Such a mechanism will guarantee the preservation of basic linguistic skills in children with NS.
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Subekti, Nesa Amelia, Sumarwati Sumarwati, and Raheni Suhita. "ANALISIS KESALAHAN STRUKTUR DAN PEMAKAIAN BAHASA INDONESIA PADA TEKS PERSUASI KARANGAN SISWA KELAS 8 SMP DI SURAKARTA." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 8, no. 2 (November 4, 2020): 260. http://dx.doi.org/10.20961/basastra.v8i2.42731.
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<em>The results shows that there are structure error and Indonesian language usage error on the persuasion text written by students at grade 8 of Junior High School in Surakarta. Those errors on the incomplete structure of persuasion text especially in the reaffirmation section. The Indonesian language usage errors include spelling error, diction error, and grammatical error. The most common errors of spelling comprises capital letters and punctuation marks usage particularly full stop and comma. The most-found errors of diction comprises improper diction selection and nonstandard diction. Grammatical error is mainly caused by ineffective sentence. Those errors are caused by some factors. The factors are (1) students do not understand the structure of persuasion text, (2) students have lack of spelling and diction knowledge, (3) the lack of examples given by teacher, (4) the lack of writing practice, and (5) student lack motivation within writing.</em>
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Emerton, J. A. ""Yahweh and His Asherah": the Goddess or Her Symbol?" Vetus Testamentum 49, no. 3 (1999): 315–37. http://dx.doi.org/10.1163/156853399774228010.
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AbstractThis article discusses whether 'srth in the phrase lyhwh ... wl'srth in inscriptions at Kuntillet 'Ajrud and Khirbet el-Qom refers to the goddess Asherah or her wooden symbol (here rendered "asherah"). First, it is argued that the drawing on pithos A from Kuntillet 'Ajrud does not illustrate the inscription, and that the figures in it probably do not represent Yahweh and Asherah. Second, although our knowledge of the Hebrew used in ancient Israel and Judah is far from complete, it is best, if possible, to interpret inscriptions in the light of usage in the Hebrew Bible. Since pronominal suffixes are not attached to personal names in the Hebrew Bible, it is better to translate 'srth "his asherah", rather than "his Asherah". Third, there is no difficulty in supposing that someone could utter a blessing by Yahweh and by a cultic object.
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Kibbee, Douglas A., and Alan Craig. "Understanding prescription in language. A corpus-based approach." Histoire Epistémologie Langage 41, no. 2 (2019): 67–81. http://dx.doi.org/10.1051/hel/2019017.
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We define prescription as any intervention in the way another person speaks. Long excluded from linguistics as unscientific, prescription is in fact a natural part of linguistic behavior. We seek to understand the logic and method of prescriptivism through the study of usage manuals: their authors, sources and audience; their social context; the categories of “errors” targeted; the justification for correction; the phrasing of prescription; the relationship between demonstrated usage and the usage prescribed; the effect of the prescription. Our corpus is a collection of about 30 usage manuals in the French tradition. Eventually we hope to create a database permitting easy comparison of these features.
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Hasan, Yaakob Hasan, Abdul Razif Zaini, and Mohamed Haji Ibrahim. "التدخل اللغوي لدى طلبة المدارس الثانوية الماليزية في مسابقة صناعة الأفلام القصيرة الناطقة بالعربية." al-Irsyad: Journal of Islamic and Contemporary Issues 5, no. 2 (December 16, 2020): 318–34. http://dx.doi.org/10.53840/alirsyad.v5i2.72.
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ISESCO Educational Centre in Malaysia (ISESCO Malaysia), in collaboration with the Islamic Education Department of Ministry of Education, Malaysia, offers various annual language activities to improve the level of Arabic language usage among secondary school students in Malaysia. One of the languages activities organised by ISESCO Malaysia annually, is an Arabic Short Film Competition. It is noticeable that there are variety of Arabic language usage errors appeared in the videos presented, including those resulting from language interference effect. Some of these errors are often repeated by students, believing that it is a sound of Arabic language. This study therefore, conducted to examine the errors of language interference effect and its causes among Arabic learners in Malaysia’s secondary school. The study has followed the descriptive approach to analyse these errors. The study found that linguistic errors among Arabic students in Malaysian secondary schools resulted from language interference effect of their mother tongue; by literally translating it, following the culture and rules, as well as lack of knowledge of the rules of the language and culture of the Arabic language. This study proposed an appropriate action to solve the problems using educational approach.
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Németh, Michał. "Errors with and without purpose: A. Mardkowicz's transcription of Łuck-Karaim letters in Hebrew script." Studia Linguistica Universitatis Iagellonicae Cracoviensis 126, no. -1 (January 1, 2009): 97–106. http://dx.doi.org/10.2478/v10148-010-0008-7.
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Birnboim, Smadar. "Acquired surface dyslexia: The evidence from Hebrew." Applied Psycholinguistics 16, no. 1 (January 1995): 83–102. http://dx.doi.org/10.1017/s0142716400006433.
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ABSTRACTMost research on dyslexia deals with native speakers of English. This study, however, investigates the specific symptoms of acquired surface dyslexia in Hebrew. It is assumed that Hebrew has a number of distinctive properties that would affect the definition of symptoms differently from those in English. In this study, four acquired surface dyslexic adults were compared with eight normal second graders in terms of reading strategy. The comparison was carried out mainly to discover whether certain symptoms were specific to surface dyslexia or whether they were normal in reading acquisition and thus could be defined in terms of a general non-lexical strategy of reading. Two main conclusions emerged from this research study. (1) Homophones and homographs were a major source of difficulty for native Hebrew surface dyslexic readers; vowel misreadings were the most common error. These phenomena were not common to English surface dyslexia, where difficulty with irregular words is the main symptom and regularization errors are the most frequent. It should be noted, however, that difficulty with homophones also occurs in English surface dyslexia. (2) The normal second graders tended to read using a non-lexical strategy. Their reading was similar to that of surface dyslexic subjects.
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Berman, Ruth A., Ronit Nayditz, and Dorit Ravid. "Linguistic diagnostics of written texts in two school-age populations." Written Language and Literacy 14, no. 2 (September 8, 2011): 161–87. http://dx.doi.org/10.1075/wll.14.2.01ber.
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The paper considers the writing abilities of Hebrew-speaking grade school and middle school students from mid-high compared with low SES backgrounds, as reflected in stories and compositions they wrote on the topic of friendship. A range of linguistic means of expression were employed as diagnostic of school-age written text construction, focusing on the lexicon and including both devices applicable in different languages (overall text length in words and clauses, syntactic clause density, and lexical diversity and density as reflected in proportions of content words) as well as Hebrew-specific features (verb-pattern morphology and construct-state noun compounds). Analyses showed these features to differentiate across the independent variables of the study-age-schooling level, and SES background, and text genre (narrative vs. expository). In terms of genre, expository-type essays usually had denser and more lexically diverse texture than stories. In developmental perspective, lexical diagnostics improved in the texts produced by 13–14 year-olds in comparison with those of 9–10 year-olds. Finally, texts produced by middle-class children attending well-established schools were in general of better lexical quality than those produced by children from disadvantaged backgrounds attending low-achieving schools. Keywords:linguistic usage; school-age language development; SES background; discourse genre; clause length; text length, lexical quality; Hebrew
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Weifen, Qin. "Penyebab-Penyebab Kesalahan Penggunaan Kata Bahasa Mandarin: Tinjauan Terhadap Mahasiswa Jurusan Bahasa Mandarin di Indonesia." Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana 27, no. 2 (September 30, 2020): 93. http://dx.doi.org/10.24843/ling.2020.v27.i02.p01.
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Chinese words’ usage errors in compositions of undergraduates are very attractive to be research, because the errors are truly has become the obstruction of communication in composition. The purpose of this study is to describe the cause factors of the Chinese words’ usage errors in compositions of undergraduates. Use the approach of International qualitative methodology and the data of this research is got from the students in Unesa and UWK. The data analysis contains the following procedures. First, identify the word usage errors and classify the types based on the linguistics taxonomy which consisting of phonology, semantics & lexical, morphological, and syntactic. Finally, it analyzes the cause factors from both the perspective of linguistics and non-linguistics. The study finding interference between Chinese and Indonesian is the main linguistics factor causing. At the same time, the strategy of communication and language environment of undergraduates are the non-linguistic factors causing. Moreover, if viewed from the students themselves, learning duration, exposure, language governance, and media of study are also affects the words’ usage in composition.
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Laiveniece, Diāna, and Linda Lauze. "Valodas kļūdas svešvalodu apguves procesā: studentu pieredzes atspoguļojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings, no. 16 (May 6, 2020): 352–64. http://dx.doi.org/10.37384/va.2020.16.352.
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Simultaneous learning, usage, convergence, and overlapping of a foreign language is a contemporary feature. In this process, anyone can be a language teacher and everything can serve as a teaching aid. It is not about acquiring a foreign language, but about acquiring it through any appropriate situation and material. People’s attitudes towards foreign language errors and their understanding of what it means to know a foreign language are changing categories that are currently affected by the increasingly widespread idea of plurilingualism. The aim of the research is to find out students’ linguistic attitude towards mistakes in the process of foreign language acquisition and language usage in practice. There are two types of errors in language acquisition: 1) accidental errors due to the influence of an interlanguage, which are fully within the competence of the learner at the time but this competence does not meet the standards of the target language yet; 2) performance errors when the language user is unable to exercise his/her competence adequately (EKPVA 2006, 136). These two types are not separated in Latvian linguodidactics, and there is just one term linguistic error. On the other hand, the English scientific literature distinguishes between error for random error and mistake for performance error. The research was carried out in 2018 and 2019 by interviewing 253 students of different nationalities and specialties from Liepaja, Ventspils and Riga. The survey (which went beyond the scope of this article) dealt with a number of questions regarding the language errors in the process of a foreign language acquisition and usage. - Have you asked a teacher or someone whose mother tongue is the language you are learning to correct your mistake when noticed? More than 76 % of respondents gave an affirmative answer to this question. - Should the teacher correct the mistakes of the learner in the language acquisition process? Almost 97 % of the responses to this question were positive. - Which correction of a mistake (teacher instruction, group mates’ reprimand, individual reprimand in real communication) is better remembered? More than 68 % of respondents believe that individual criticism in the real communication process is remembered better, only slightly more than a third of the respondents consider teacher’s instruction as more durable in the learning process. - Which mistakes (pronunciation, vocabulary, or grammar) do you think cause more confusion when communicating in a foreign language? 41 % of respondents believe that the most misunderstanding in communication is due to ignorance of vocabulary. Pronunciation errors and grammatical inaccuracies are considered less significant. Respondents answered this question mainly by combining answers. - Do you think that errors in the usage of a foreign language can disappear by themselves as knowledge and language usage practice increase? More than 82 % of the responses were positive. - How do you feel when a language teacher or some other foreign language person corrects what you have said or read aloud? The responses show that the majority of respondents perceive reprimand as normal and consider it a natural part of the language acquisition process. Only some respondents think that it is wrong to correct language mistakes. The study shows that students’ linguistic attitudes towards language errors are generally neutral and positive. The combination of answers and the comments made by the respondents have proved to be informative valuable, showing not only their personal experience but also the actual picture of foreign language acquisition: real language usage is the way to qualitative language acquisition.
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Kuzai, Einat. "Pragmatic information in constructions." Belgian Journal of Linguistics, Volume 34 (2020) 34 (December 31, 2020): 213–24. http://dx.doi.org/10.1075/bjl.00047.kuz.
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Abstract Despite recent advances in Construction Pragmatics, a systematic way for delimiting coded pragmatic information has yet to be offered. This squib provides a step in establishing such an account by assessing what kind of pragmatic information speakers generalize from various usage-events. Drawing on findings from Conversation Analysis, I propose a distinction between pragmatic functions as speakers’ actions, and interactional patterns as discourse-information sequences. A synchronic examination of the Hebrew multifunctional discourse marker ′at/a yode′a/′at (′know.prs.m/f.sg′) demonstrates the consistent use of the construction in an interactional pattern across numerous usage-events. A qualitative diachronic analysis of ′at/a yode′a/′at suggests that speakers may associate forms with interactional patterns rather than with functions. This preliminary evidence provides support for the generalization of interactional patterns.
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Nir, Bracha, and Ruth A. Berman. "Parts of speech as constructions." Constructions and Frames 2, no. 2 (December 31, 2010): 242–74. http://dx.doi.org/10.1075/cf.2.2.05nir.
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The paper re-appraises accepted classifications of linguistic elements into word-level constructions on the one hand and in terms of Parts-of-Speech systems on the other from the point of view of Construction Grammar (CxG). We focus on a particular adverbial construction in Hebrew, with the surface form PrepOC, where “Prep” is one of the four basic prepositions in the language and OC stands for fixed forms of a lexically restricted group of Nouns, Verbs, or Adjectives. We analyze these constructions as having an “intermediate” status, in terms of elements lying between those that express concrete conceptual content and those that activate an abstract grammatical schema. The special nature of these and other intermediate word-level constructions in Hebrew is demonstrated experimentally in sentential contexts, and their functional, structural, and distributional properties are analyzed in the discursive context of a large corpus of authentic texts, both oral and written. Evidence from on-line processing strategies and speaker judgments combines with discourse based usage to confirm the special status of Hebrew PrepOC expressions as word-level constructions occupying neither the atomic-substantive nor the complex-schematic end of the syntax-lexicon continuum. Furthermore, we propose that these constructions analyzed here as “pragmatically/discoursally motivated”, along with other “intermediate” constructions, function as textually motivated Parts-of-Discourse rather than as semantically autonomous or structurally dependent Parts-of-Speech.
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Levie, Ronit, Elitzur Dattner, Racheli Zwilling, Hadas Rosenstein, Shirly Eitan Stanzas, and Dorit Ravid. "Complexity and density of Hebrew verbs in preschool peer talk." Mental Lexicon 14, no. 2 (December 31, 2019): 237–73. http://dx.doi.org/10.1075/ml.00006.lev.
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Abstract Hebrew verbs were analyzed in the peer talk produced by 36 Hebrew-speaking children in two age/schooling groups (4;0–5;0 and 5;0–6;0 years), and from two socio-economic backgrounds (SES), mid-high and low. Each of the four age/SES groups consisted of nine children in three triads, where each triad was recorded for 30 minutes while playing. The interface of lexical and morphological growth was demonstrated in the developing organization of verbs in terms of roots, binyan conjugations and derivational families. SES was found the major source of variation in all measures, indicating a smaller and less specific verb lexicon in the low SES groups. Network analyses, a novel methodological approach, revealed the internal structure of the verb category in each age/SES cell, pointing to a scarce and less complex verb lexicon of the low SES groups. These measures also accounted for the growth potential of the network, increasing from the younger low SES group at one pole and peaking in the older mid-high SES at the other pole. These quantitative and qualitative differences in the morphological make-up of the verb lexicon and its usage patterns in preschool peer talk have implications for the impact of SES on verb learning in Hebrew.
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Turay, Dr Momodu. "A Study of The Lexical and Morpho-Syntactic Errors of Fourah Bay College Students." IJOHMN (International Journal online of Humanities) 5, no. 6 (December 10, 2019): 16. http://dx.doi.org/10.24113/ijohmn.v5i6.153.
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This study investigates the lexical and grammatical errors in the English usage of some Fourah Bay College students at the University of Sierra Leone. Selinker’s Inter-language Theory (1972) and Corder’s Error Analysis Approach (1981) were used as a theoretical framework in examining the learners’ errors. Data were collected by giving the learners a written composition to work on. From the subjects’ essays, lexical and grammatical errors were extracted and categorized. The lexical errors were categorized into first language transfer and learning induced. The grammatical errors were divided into first language transfer, over-generalisation of target language rules, ignorance of target language rules, false concepts hypothesised and universal hierarchy of difficulty. Recommendations were also offered in order to minimize the learners’ errors.
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Gordon, Nehemia. "Text-Correcting Qere, Scribal Errors, and Textual Variants in Medieval Hebrew Bible Manuscripts." Journal of Biblical Literature 141, no. 2 (June 15, 2022): 317–36. http://dx.doi.org/10.15699/jbl.1412.2022.7.
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Abstract Standard qere (lit., “it is read”) notes recorded in the margin of medieval Hebrew Bible manuscripts instruct the reader how to read and interpret words in the body of the text, the ketiv (lit., “it is written”). Although some qere notes may appear to correct errors in the ketiv, as a rule the ketiv was meant to be preserved unchanged, with the qere perpetuated in the margin. This study will explore a hitherto overlooked, nonstandard usage of the qere notation that served to notify the reader of an error in the text and was intended to replace the ketiv the next time the manuscript was copied. This phenomenon of “text-correcting qere” can be identified when the qere is seemingly superfluous or improbable. Other indicators of text-correcting qere occur when the ketiv has been marked for erasure with a strikethrough or has been left unpointed, when it has been previously corrected, or when it is ambiguous or illegible due to successive corrections. A related phenomenon involves recording the word ketiv itself in the margin along with a correction to indicate “it should be written [X].” A parallel in talmudic manuscripts raises the possibility of understanding this as “I found it written [X] in another manuscript.” The former would be an actual correction (“text-correcting ketiv”), whereas the latter would record a textual variant that was meant to be perpetuated as a marginal note (“variant-noting ketiv”).
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Apriliana, Anggi Citra, and Avini Martini. "ANALISIS KESALAHAN EJAAN DALAM KARANGAN NARASI PADA SISWA KELAS V SEKOLAH DASAR KECAMATAN SUMEDANG SELATAN." Primary: Jurnal Pendidikan Guru Sekolah Dasar 7, no. 2 (October 30, 2018): 227. http://dx.doi.org/10.33578/jpfkip.v7i2.6267.
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This study aims to uncover spelling errors (letter use errors, word writing, and punctuation use) of fifth grade students ofelementary schools in South Sumedang District, Sumedang Regency. To achieve this goal qualitative descriptive research iscarried out with steps: collecting data on students' language errors and conducting language error analysis. The researchsubjects were fifth grade students of Margacinta Elementary School, Manangga Elementary School, and Pasanggrahan IElementary School, South Sumedang District. The results of the study showed that there were errors in language in students'narrative essays which included spelling errors (letter usage errors, word writing, and punctuation errors). Spelling errors thatoften appear are errors in capital letters, incorrect writing of prepositions, errors in the use of punctuation, errors in writingwords that are not in accordance with the rules of the correct language, and errors in writing of particles. The largest number ofmisspellings is Manangga Elementary School with a number of spelling errors of 52 (43.33%) and the smallest number ofmisspellings, namely Margacinta Elementary School with 27 (22.5%) errors.