Relevant bibliographies by topics / Lexical system of English

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Academic literature on the topic 'Lexical system of English'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Lexical system of English"

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Miller, George, Christiane Fellbaum, Judy Kegl, and Katherine Miller. "WordNet: An Electronic Lexical Reference System Based on Theories of Lexical Memory." Revue québécoise de linguistique 17, no. 2 (May 20, 2009): 181–212. http://dx.doi.org/10.7202/602632ar.

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Abstract This paper describes WordNet, an on-line lexical reference system whose design is based on psycholinguistic theories of human lexical organization and memory. English nouns, verbs, and adjectives are organized into synonym sets, each representing one underlying lexical concept. Synonym sets are then related via three principal conceptual relations: hyponymy, meronymy, and antonymy. Verbs are additionally specified for presupposition relations that hold among them, and for their most common semantic/syntactic frames. By attempting to mirror the organization of the mental lexicon, WordNet strives to serve the linguistically unsophisticated user.
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Tivyaeva, Irina, and Olga Syomina. "English Mnemonic Lexicon: Constituent Structure and Verbalization Potential." English Studies at NBU 6, no. 1 (June 30, 2020): 29–68. http://dx.doi.org/10.33919/esnbu.20.1.2.

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This paper presents a study of the system of lexical devices used by English speakers to verbalize their personal memory experiences. The approach presented in the paper presupposes inclusion of non-narrative structures into the spectrum of language forms conveying mnemonic meanings and extends the latter so as to encompass the meanings of encoding, storage, retrieval and loss. The research is based on the hypothesis that lexical units expressing memory-related meanings in English constitute a specifically organized system. A variety of communicative contexts representing mnemonic situations are analyzed as to develop a typology of memory verbalizers in English, estimate their functional potential and role in objectifying personal memory experiences on the lexical level. The results confirm the original hypothesis and suggest that mnemonic lexicon as a linguistic reflection of the mnemonic faculty is an important and largely understudied element of the language – memory system.
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Martínez-Adrián, María, and Francisco Gallardo-del-Puerto. "The effects of language typology on L2 lexical availability and spelling accuracy." International Journal of English Studies 17, no. 2 (December 1, 2017): 63. http://dx.doi.org/10.6018/ijes/2017/2/256411.

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<p>This paper explores whether language typology plays any role in lexical availability and spelling accuracy in L2 English. Two groups of adult speakers were compared: a group of native speakers of a language typologically distant from English with a logographic writing system (Chinese; n=13) vs. a group of native speakers of a language typologically closer to English with an alphabetic system (Spanish; n=14). All participants performed a lexical availability task (Carcedo González, 1998a) which was later on analyzed in terms of the ‘total number of words’ and the ‘total number of words containing spelling mistakes’ per each of the 15 semantic categories included. Spanish speakers displayed larger available lexica and fewer spelling mistakes than Chinese speakers, an outcome which would confirm the positive influence of L1-L2 proximity on L2 lexical availability and the deleterious effect of having a non-alphabetic L1 writing system on L2 spelling accuracy. </p>
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O.I., Yehorova, and Kozlova Yu.V. "SYSTEM-FUNCTIONAL PECULIARITIES OF THE ENGLISH PANDEMIC LEXICAL CLUSTER." South archive (philological sciences), no. 85 (April 12, 2021): 85–88. http://dx.doi.org/10.32999/ksu2663-2691/2021-85-13.

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The article aims at analyzing the topical English pandemic (coronavirus) vocabulary from the perspective of system-functional approach. This envisages performing following tasks: 1) to identify the pandemic (coronavirus) lexical cluster, 2) to describe the word-building peculiarities of the English coronavirus vocabulary and 3) to interpret the functioning of this vocabulary within the political, every day, and Internet discourses.Methods. The methodological framework used in the study features: 1) generalization for establishing basic theoretical principles of the research; 2) structure-semantic analysis for studying the word-building specifics of the pandemic vocabulary; 3) statistical method for defining calculate the frequency and the productivity of certain word-building models within the pandemic lexical cluster; 4) the elements of discourse analysis to highlight the functional peculiarities of coronavirus vocabulary.Results. Coronacrisis, that we have experienced till the present, has become a crucial factor catalyzing nomination processes of the novel concepts, thus influencing the lexical system of the English language. We consider pandemic lexicon (coronavirus vocabulary) the novelist group of neologisms in the English language since it comprises innovative words and phrases which have been coined since the start of COVID-19 pandemic and relate to its impact on the modern life. Among the most common for coronavirus vocabulary word-building models are derivation, compounding, shortening, loan and substitution; alongside, the statistical analysis has proved blending to be the most productive word-building model. The study of functional peculiarities of the pandemic lexicon within various types of discourses shows that its biggest part has entered the usus. The use of pandemic vocabulary within the Internet discourse is marked by the development of a number of thematic groups of language units referring to: 1) routine activities and events; 2) changes in learn and work modes; 3) excess weight; 4) alcohol and 5) verbal aggressiveness.Conclusions. The study enabled categorizing the units of the English pandemic (coronavirus) vocabulary as a separate lexical cluster, which has predominantly developed with the help of the already existing language resources. The units of this innovative cluster perform nominative function by naming new concepts and realia of life, reflect social moods, for instance, the feelings of worry, fear, anguish, and hopelessness, or facilitate the humorous effect in communication. Prospects for future research lie within the expansion of discursive analysis of pandemic innovations for revealing functional of some neological units on different stages of the COVID-19 pandemic, as well as conducting a comparative study of pandemic innovations in distant languages.Key words: word-building, lexical innovation, pandemic vocabulary, discourse. Метою пропонованого дослідження є висвітлення актуального пандемійного (коронавірусного) вокабуляру англійської мови з позицій системно-функціонального підходу. Досягненню мети сприяє виконання таких завдань: 1) ідентифікувати пандемійний (коронавірусний) лексичний кластер; 2) охарактеризувати словотвірні особливості коронавокабуляра англійської мови та 3) проінтерпретувати особливості функціонування коронавокабуляра в політичному, повсякденному та інтернет-дискурсах.Методи. Для досягнення поставленої мети застосовувалися: 1) метод узагальнення для ідентифікації базових теоретич-них положень; 2) метод структурно-семантичного аналізу для вивчення особливостей словотвору пандемійного вокабуляра; 3) статистичний метод для вирахування частотності та продуктивності словотворення пандемійного лексичного кластера за конкретними моделями; 4) елементи дискурс-аналізу для вивчення функціональних особливостей короновокабуляра.Результати. Коронакриза, що триває нині, є центральним фактором впливу на лексикографічну систему англійської мови, оскільки актуалізувала проблему номінації нових реалій. Найактуальнішою неологічною групою англійської мови нині є пандемійна лексика (коронавірусний вокабуляр), до складу якого, зокрема, входять інноваційні слова та вирази, що виникли з початку пандемії COVID-19 та пов’язані з її впливом на сучасне життя. Елементи коронавокабуляра утворюються за низкою дериваційних моделей, до числа яких відносимо деривацію, основоскладання, скорочення, запозичення, субституцію, проте найпродуктивнішою моделлю за результатами статистичного аналізу є телескопія. Дослідження особливостей функціонуван-ня коронавірусного вокабуляра в різних типах дискурсу дає змогу констатувати превалювання узуальної лексики та тісні між-дискурсивні зв’язки, зокрема між політичним дискурсом та дискурсом повсякденності. Використання пандемійної лексики на просторах інтернет-дискурсу відзначається формуванням низки лексико-семантичних груп на позначення: 1) рутинних занять та подій; 2) змін у звичному розпорядку навчальної та робочої діяльності; 3) зайвої ваги; 4) алкоголю та 5) мовної агресії.Висновки. Проведене дослідження уможливило виокремлення англомовного пандемійного (коронавірусного) вокабуляра як окремого лексичного кластера, основу якого становить загальновживана лексика. Одиниці цього інноваційного кластера виконують номінативну функцію через іменування нових реалій та концептів життя, а також рефлектують настрої суспільства, зокрема відчуття занепокоєння, остраху, туги та безнадійності, або ж сприяють реалізації гумористичного ефекту комунікації.Ключові слова: словотворення, лексична інновація, пандемійний вокабуляр, дискурс.
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Sukhachova, N. S. "Neologisms of the English economic terminological system: linguopragmatic aspect." Bulletin of Luhansk Taras Shevchenko National University, no. 7 (345) (2021): 153–60. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-153-160.

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The article is devoted to the study of peculiarities of formation and translation of neologisms in modern English economic terminology, as well as to the problem of pragmatic adaptation as an integral part of translation process. Terminological systems of the modern English language are rapidly replenishing with neologisms which require adequate translation, taking into account pragmatic and socio-cultural adaptation. It has been revealed that a large number of innovations of the English economic terminological system are formed by means of new prepositive and postpositive elements functioning as affixes, the source of which is telescoping and shortening. The affixalization of lexical units is one of the productive ways of replenishing modern English economic terminology. Composition, as well as the processes of terminologization and transterminologization, contribute to the formation of neologisms functioning in English economic terminology. It has been determined that conversion is not a productive way of term-formation in modern English economic terminology. To translate English neologims of economic sphere into Ukrainian, translation by means of lexical equivalent, calque, transcription, transliteration, explication are used; descriptive translation usually dominates. As a result of the study, it has been established that translators of terminological texts should know not only productive methods of term-formation, but also have to apply lexical, lexical-semantic and lexical-grammatical translation transformations taking into account the context of the new units, the information background of the source and target audience in order to reproduce pragmatic potential of the original text and ensure the most accurate translation of terminological information.
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Abbasi, Abdul Malik, Mansoor Ahmed Channa, Innayatullah Kakepoto, Rida Ali, and Misbeh Mehmood. "A Perceptual Study of Phonological Variations in Pakistani English." International Journal of English Linguistics 8, no. 2 (December 23, 2017): 92. http://dx.doi.org/10.5539/ijel.v8n2p92.

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The present study examines the perceptual judgments of English lexical items and English lexical stress by Urdu ESL (Note 1) (English as Second Language) learners. The analysis discusses the different sound systems of both languages and their syllabification system coupled with the stress patterns. The stimuli of 50 high frequency English words were designed as data collection tool for counting the number of syllables and for marking lexical stress as follows: 9 monosyllabic, 11 disyllabic, 10 tri-syllabic, 10 four-syllabic and 10 five-syllabic words. All participating subjects were 40 under graduate students from the department of computer sciences, Sindh Madressatul Islam University (SMIU) Karachi. The findings of the study show English lexical items were syllabified with different numbers and primary stressed syllables were also marked with different places of the lexical items, however, data also show the correct syllabification and the right placement of lexical stress which is a strong evidence manifesting as Urdu-accented English perceived and produced by Urdu ESL learners.
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ANDERSON, JOHN. "Old English i-umlaut (for the umpteenth time)." English Language and Linguistics 9, no. 2 (October 31, 2005): 195–227. http://dx.doi.org/10.1017/s1360674305001620.

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This article offers an account of i-umlaut in Old English based on lexical minimality: the elimination of redundancies from, in this case, the phonological subentries in the lexicon. And the notation is that of Anderson & Ewen (1987), which is based, crucially for the present formulation, on simplex features which may combine in varying proportions. These assumptions combine to favour system-dependent underspecification. In accord with lexical minimality, the approach taken here is also polysystemic: thus, for instance, Old English vowels, even Old English accented vowels, do not enter into only one system of contrasts. The phonology is a system of systems sharing some but not all contrasts. The article attempts to show that on this basis some of the many apparent anomalies that the evidence has been thought to suggest can be resolved in terms of a simple coherent formulation. Concerning the interpretation of this evidence, it is the intention of the article to minimize appeals to phonetic features and phonetic processes not warranted by textual and comparative testimony. It is suggested that lack of attention to polysystemicity and a pervasive indulgence on the part of historical phonologists in phonetic fantasies undermine the conclusions reached by generations of scholars concerning the development of phonological systems, both in general and in particular.
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Masrai, Ahmed, and James Milton. "The Impact of L1 Lexical Organisation on L2 Vocabulary Acquisition." Language in Focus 1, no. 1 (July 1, 2015): 15–34. http://dx.doi.org/10.1515/lifijsal-2015-0002.

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AbstractThis paper presents an empirical study investigating the relationship between first language (L1) lexical organisation and second language (L2) vocabulary development. The participants consisted of 191 native Arabic learners of English as a foreign language (EFL) within higher secondary education in Saudi Arabia. To conduct the study, two receptive vocabulary size tests (L1 Arabic-Lex and L2 English X-Lex) were used with an L1 lexical organisation test (ALOT) which was designed for the purpose of the study. Learners' L1 lexical organisation scores were found to be associated with their L1 and L2 receptive vocabulary scores. However, the strong correlation found between lexical organisation and the size of the lexicon in learners’ L1 might well suggest that lexical networks and the size of the lexicon are one unified system. Nevertheless, to find any potential interaction between L1 lexical organisation and size on L2 vocabulary acquisition, ‘moderation’ analyses were performed. Moderation results revealed three levels of interaction; low, average and high. The low level shows that a low level of lexical organisation leads to low levels of L1 and L2 vocabulary size. The same relationship trend was logged for average and high levels. These results thus emphasise the importance of a well-structured L1 mental lexicon on L2 vocabulary acquisition
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Holovatska, Nataliia. "LEXICAL-SEMANTIC SUBSYSTEM OF SENSORY VERBS IN THE MODERN ENGLISH VERB SYSTEM." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 831-832 (2021): 35–48. http://dx.doi.org/10.31861/gph2021.831-832.35-48.

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The article focuses on the study of the lexical-semantic subsystem of sensory verbs in the Modern English verb system. The objectives of the study are to analyse sensory verbs’ semantic features, establish macro- and micro integral connections between them, and to determine their groups and synonymic sets by differential trait and denotative sema. Definitional, componential, comparative, proportional and quantitative analysis, English explanatory dictionaries and thesauri were used in the study. Sensory verbs of five lexical-semantic fields have approximately the same proportion of lexemes that form the core, main part and periphery of each corresponding lexical-semantic field, with a slightly larger number of verbs in the main part. Old English sensory verbs make up a third of the modern perception process subsystem, almost a half of the borrowed lexemes from French and Latin, a tenth of sensory verbs borrowed from the West Germanic group and a small percentage is formed by borrowings from other languages, unknown or imitative origin. The study analysed the share of sensory verbs according to the periods of English language development. Sensory verbs of the Middle English and New English periods make up more than a half of the sensory vocabulary of the modern perception process subsystem. It is established that sensory verbs are combined into groups and synonymic sets by seven differential traits. The results of the study of connections between sensory verbs show that they are not isolated in their lexical-semantic fields and in general in the sensory subsystem of the sensory perception process, i.e. they migrate between sensory lexical-semantic fields. All the lexemes of the sensory subsystem are hierarchical, belong to the hierarchy of lexical-semantic formations and implicitly have all the features of the higher levels of the hierarchy. Thus, lexical-semantic fields of sensory verbs are open systems.
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Khamitova, Shaizat Amantayevna, and Almagul Sovetovna Adilova. "Language Adaptation of Turkisms in English." Engineering and Educational Technologies 8, no. 3 (September 30, 2020): 24–32. http://dx.doi.org/10.30929/2307-9770.2020.08.03.02.

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One of the most important indicators of the adaptation of Turkic borrowing in English is their allocation in different dictionaries of English (explanatory, etymological, phraselogical), as well as their use in different works of fiction. Linguistic contacts manifest themselves in the interaction of linguistic, cultural and historical factors and represent an essential process in intercultural communication. Turkic lexical elements, actively used in various languages as a language mechanism, require special attention. A comparison of different languages shows that borrowing is a universal fact of language, the linguistic essence of which allows to determine the absolute or relative chronology of their entry into the system of different languages. Turkisms closely related to the lexico-semantic system of the recipient language expands the body of language units of English and other languages, indicating the paths of penetration and the degree of adaptation. This takes into account the patterns of lexical and phonetic potential of the language. Turkic borrowing includes not only Turkic words, but also lexical elements of Arabic and Mongolian, Persian, Tatar, Uzbek, Kazakh origin, which have penetrated English through many Turkic languages and have been reflected in English lexicographic sources. Turkism thus refers to words included in English from Turkic languages or through Turkic languages regardless of the source of the mutual relationship, i.e. words having a Turkic stage in their history.
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Dissertations / Theses on the topic "Lexical system of English"

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Tåqvist, Marie. ""Another thing" : Discourse-organising nouns in advanced learner English." Doctoral thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41085.

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This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker (L1) students and from expert writing in this respect. The study uses corpus linguistic methodology and is set within the frameworks of Halliday’s systemic-functional linguistics and Granger’s Contrastive Interlanguage Analysis. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect. Specifically, the students’ usage was found to be less varied than the expert writing, and to be characterised by more frequent use of semantically vague nouns (e.g., thing and fact) and nouns marking attitude and involvement (e.g., opinion and question). Other central findings include the tendency, on the part of the students, to use DONs less frequently in syntactic structures prototypical of formal academic prose, and to use them more frequently in structures with the potential to express stance, compared to the expert writing. The study also found more frequent use of evaluative modifiers of DONs in the student writing. In sum, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal.
This study examines the use of discourse-organising nouns (DONs), such as fact, issue, and problem, in Swedish advanced students’ academic writing in second language (L2) English, and in what ways texts produced by the L2 students resemble or differ from those produced by advanced native-speaker students and from expert writing in this respect. Results show both similarities and differences across the writer groups. Noteworthy similarities include overall frequencies of DONs and their modifiers. Differences include variety of usage and register appropriacy. In short, the L2 student writing and, to a lesser extent, the L1 student writing, was found to approximate the corpus of expert writing in many respects, but with less variety, fewer markers of formality, and more frequent occurrences of interpersonal features in their use of DONs. The result is discourse that can in part be characterised as vague and subjective, as well as involved and informal. These differences were often the largest between the L2 student writing and the expert writing, though findings suggest that both student groups can usefully be thought of as learners of academic writing in English in this respect.
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Park, Eun Jeong. "The Effectiveness of Corpus-Aided Instruction Using Lexical Bundles to Improve Academic Writing in Instructed Second Language Acquisition: A Multimethod Research Design." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556003595087828.

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Riha, Helena. "Lettered Words and Roman Letter Characters in Chinese Writing: A Study Of Alphabetic Writing in Chinese Newswires." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1222045556.

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Holmes, Jasper Willem. "Lexical properties of English verbs." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/1444789/.

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The central claim of this thesis is that the combinatorial properties of words are determined by their lexical structures. I argue that the lexicalist position follows from the Word Grammar (WG) analytical framework. This framework, developed by Hudson (1984, 1990, 1994, 2003), is the one that I adopt in the linguistic descriptions in the thesis, and the further development of the framework is a significant part of the work. I consider the work of a number of writers, some of whom take a similar lexicalist position. I show how the lexicalist assumption, together with the analytical properties of WG, provides for a meaningful and explanatory analysis of a number of grammatical patterns, including the interaction between verbs of motion and their satellites, the syntactic and semantic behaviour of resultative expressions and alternation between causative and unaccusative uses of verbs. A detailed analysis of the meanings of verbs and prepositions provides the means for predicting their syntactic and semantic behaviour in the relevant constructions. I concentrate on English chiefly because it is my own first language, but also because of the body of existing work, including corpuses, in or on English which provides a basis for the work in the second part. I do consider data from other languages when they show illuminating similarities or differences to the patterns found in English. I concentrate on the structure and behaviour of verbs since they often stand at the centre of grammatical structures, determining to a large extent the relationships among the elements that surround them. However, it is of course impossible to study the behaviour of verbs without also considering the properties of those other elements. Considerable time is spent on the relationships between verbs and other argument-taking words, including prepositions, particles and adjectives.
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McMahon, April M. S. "Constraining lexical phonology : evidence from English vowels." Thesis, University of Edinburgh, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.236336.

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Paetzold, Gustavo Henrique. "Lexical simplification for non-native English speakers." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/15332/.

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Lexical Simplification is the process of replacing complex words in texts to create simpler, more easily comprehensible alternatives. It has proven very useful as an assistive tool for users who may find complex texts challenging. Those who suffer from Aphasia and Dyslexia are among the most common beneficiaries of such technology. In this thesis we focus on Lexical Simplification for English using non-native English speakers as the target audience. Even though they number in hundreds of millions, there are very few contributions that aim to address the needs of these users. Current work is unable to provide solutions for this audience due to lack of user studies, datasets and resources. Furthermore, existing work in Lexical Simplification is limited regardless of the target audience, as it tends to focus on certain steps of the simplification process and disregard others, such as the automatic detection of the words that require simplification. We introduce a series of contributions to the area of Lexical Simplification that range from user studies and resulting datasets to novel methods for all steps of the process and evaluation techniques. In order to understand the needs of non-native English speakers, we conducted three user studies with 1,000 users in total. These studies demonstrated that the number of words deemed complex by non-native speakers of English correlates with their level of English proficiency and appears to decrease with age. They also indicated that although words deemed complex tend to be much less ambiguous and less frequently found in corpora, the complexity of words also depends on the context in which they occur. Based on these findings, we propose an ensemble approach which achieves state-of-the-art performance in identifying words that challenge non-native speakers of English. Using the insight and data gathered, we created two new approaches to Lexical Simplification that address the needs of non-native English speakers: joint and pipelined. The joint approach employs resource-light neural language models to simplify words deemed complex in a single step. While its performance was unsatisfactory, it proved useful when paired with pipelined approaches. Our pipelined simplifier generates candidate replacements for complex words using new, context-aware word embedding models, filters them for grammaticality and meaning preservation using a novel unsupervised ranking approach, and finally ranks them for simplicity using a novel supervised ranker that learns a model based on the needs of non-native English speakers. In order to test these and previous approaches, we designed LEXenstein, a framework for Lexical Simplification, and compiled NNSeval, a dataset that accounts for the needs of non-native English speakers. Comparisons against hundreds of previous approaches as well as the variants we proposed showed that our pipelined approach outperforms all others. Finally, we introduce PLUMBErr, a new automatic error identification framework for Lexical Simplification. Using this framework, we assessed the type and number of errors made by our pipelined approach throughout the simplification process and found that combining our ensemble complex word identifier with our pipelined simplifier yields a system that makes up to 25% fewer mistakes compared to the previous state-of-the-art strategies during the simplification process.
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Baker, Kirk. "Multilingual Distributional Lexical Similarity." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1221752517.

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Meziane, Amel. "The lexical problems and lexical strategies of Tunisian learners in French and English writing." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571504.

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Process-based studies investigating composing behavior in Ll and L2/L3 writing have generally focused on the way writers plan, formulate,' revise and edit their written compositions. They, however, paid little attention to the lexical problems those writers were aware of and how they endeavored to solve them using communication strategies. This study examines a) the lexical problems (types and rates per 100 words) that Tunisian students noticed when writing argumentative essays in French (L2) and English (L3) in an exam- simulated situation as well as b) the various lexical strategies (types and percentages) they used to solve their lexical problems. Their c) notice ability is also examined and a new measure of the notice phenomenon is suggested. The variation of a, band c was looked at in relation to the three factors under-investigation namely language (L2 vs. L3), lexical proficiency and course level (Baccalaureat students vs. EFL majors). Background questionnaire together with vocabulary tests, think-aloud protocols, retrospective interviews and subjects' L2 and L3 essays constitute the main research instruments. Quantitative and qualitative results show that different types of competence-based problems (lexical gaps and problems originating from incomplete mastery of known words) and performance-based problems (retrieval problems and perceived problems of words inappropriateness and repetition) were identified in the process of both L2 and L3 writing. The frequency of some lexical problems varied across languages (e.g. lexical .gaps), lexical proficiency (e.g. lexical gaps and mastery of aspects of known words) and course level (e.g. retrieval of word aspect problems in L2 writing). With regards to lexical strategies, subjects had recourse to a) target language-based strategies b) mediator language-based strategies i.e. using lexical knowledge of other languages they learnt/are still learning c) reading information already available in the compositions and d) non- linguistic strategies such as message abandonment, ignoring, and postponing. Lexical proficiency played a crucial role in determining the percentages of. target language-based and mediator language-based strategies. The notice ability turned out to be weak and its variation was dependent only on subjects' lexical proficiency in English.
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Jim, Mei-hang. "A study of lexical errors in Cantonese ESL students' writing." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31602812.

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Kiriakos, Bernard. "Detection of lexical stress in English isolated words." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61710.

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Books on the topic "Lexical system of English"

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Smith, Peter James. Prototype lexical analysis image retrieval system. Oxford: Oxford Brookes University, 2004.

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Thayer, Joseph Henry. Thayer's Greek-English lexicon of the New Testament: Coded with the numbering system from Strong's exhaustive concordance of the Bible. Peabody, Mass: Hendrickson, 1996.

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Su, Soon Peng. Lexical ambiguity in poetry. London: Longman, 1994.

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Bavaeva, Ol'ga. Metaphorical parallels of the neutral nomination "man" in modern English. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1858259.

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The monograph is devoted to a multidimensional analysis of metaphor in modern English as a parallel nomination that exists along with a neutral equivalent denoting a person. The problem of determining the essence of metaphorical names and their role in the language has attracted the attention of many foreign and domestic linguists on the material of various languages, but until now the fact of the parallel existence of metaphors and neutral nominations has not been emphasized. The research is in line with modern problems of linguistics related to the relationship of language, thinking and reflection of the surrounding reality. All these problems are integrated and resolved within the framework of linguistic semantics, in particular in the semantics of metaphor. Multilevel study of language material based on semantic, component, etymological analysis methods contributed to a systematic and comprehensive description of this most important part of the lexical system of the English language. Metaphorical parallels are considered as the result of the interaction of three complexes, which allows us to identify their associative-figurative base, as well as the types of metaphorical parallels, depending on the nature of the connection between direct and figurative meaning. Based on the analysis of various human character traits and behavior that evoke associations with animals, birds, objects, zoomorphic, artifact, somatic, floral and anthropomorphic metaphorical parallels of the neutral nomination "man" are distinguished. The social aspect of metaphorical parallels is also investigated as a reflection of gender, status and age characteristics of a person. It can be used in the training of philologists and translators when reading theoretical courses on lexicology, stylistics, word formation of the English language, as well as in practical classes, in lexicographic practice.
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Álvarez, Elsa González. Interlanguage lexical innovation. Muenchen: LINCOM Europa, 2004.

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Upton, Clive. Lexical erosion in English regional dialects. Sheffield: National Centre for English Cultural Tradition, 1999.

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Quirk, Randolph. Grammatical and lexical variance in English. London: Longman, 1995.

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Upton, Clive. Lexical erosion in English regional dialects. Sheffield: National Centre for English Cultural Tradition, 1999.

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Pace-Sigge, Michael. Lexical Priming in Spoken English Usage. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137331908.

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Indian Institute of Language Studies., ed. Lexical borrowings in Kashmiri. New Delhi: Indian Institute of Language Studies, 2008.

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Book chapters on the topic "Lexical system of English"

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Brisard, Frank. "The English Tense-System as an Epistemic Category." In Lexical and Syntactical Constructions and the Construction of Meaning, 271. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cilt.150.20bri.

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Gdaniec, Claudia. "Lexical Choice and Syntactic Generation in a Transfer System Transformations in the New LMT English-German System." In Machine Translation and the Information Soup, 408–20. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/3-540-49478-2_37.

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Ma, Fengyang, Haiyang Ai, and Taomei Guo. "Chapter 8. Semantic and lexical processing of words across two languages in Chinese-English bilinguals." In Writing Systems, Reading Processes, and Cross-Linguistic Influences, 163–76. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bpa.7.08ma.

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Spinde, Timo, Felix Hamborg, and Bela Gipp. "Media Bias in German News Articles: A Combined Approach." In ECML PKDD 2020 Workshops, 581–90. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-65965-3_41.

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AbstractSlanted news coverage, also called media bias, can heavily influence how news consumers interpret and react to the news. Models to identify and describe biases have been proposed across various scientific fields, focusing mostly on English media. In this paper, we propose a method for analyzing media bias in German media. We test different natural language processing techniques and combinations thereof. Specifically, we combine an IDF-based component, a specially created bias lexicon, and a linguistic lexicon. We also flexibly extend our lexica by the usage of word embeddings. We evaluate the system and methods in a survey (N = 46), comparing the bias words our system detected to human annotations. So far, the best component combination results in an F$$_{1}$$ 1 score of 0.31 of words that were identified as biased by our system and our study participants. The low performance shows that the analysis of media bias is still a difficult task, but using fewer resources, we achieved the same performance on the same task than recent research on English. We summarize the next steps in improving the resources and the overall results.
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Hoffmann, Sebastian. "Lexical Change." In English Language, 225–37. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_14.

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Hoffmann, Sebastian. "Lexical Change." In English Language, 286–300. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_15.

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Corson, David. "Difficulty in Lexical Access: The Lexical Bar." In Using English Words, 171–84. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0425-8_9.

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Harrington, Michael. "Lexical Facility and Academic English Proficiency." In Lexical Facility, 157–85. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-37262-8_7.

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Harrington, Michael. "Lexical Facility and Academic Performance in English." In Lexical Facility, 227–40. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-37262-8_10.

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Nunan, David. "The lexical system." In What is This Thing Called Language?, 43–69. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-05930-7_4.

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Conference papers on the topic "Lexical system of English"

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Abilova, Zulfiyya. "INFLUENCE OF OTHER LANGUAGES ON THE LEXICAL SYSTEM OF THE INTERNATIONAL ENGLISH LANGUAGE." In Proceedings of the XXIII International Scientific and Practical Conference. RS Global Sp. z O.O., 2020. http://dx.doi.org/10.31435/rsglobal_conf/25112020/7256.

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Many natural languages contain a large number of borrowed words, which usually enter the language as the result of cultural-historical, socio-economic and other relations between people. The article is devoted to the English language which, in the process of its historical development, was crossed with the Scandinavian languages and the Norman dialect of the French language. In addition, English almost, throughout its history, had linguistic interaction with Latin, French, Spanish, Russian, German and other languages of the world. This article examines the influence of Latin, French and Scandinavian languages as well as the development of English as the language of international communication.
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Sokolova, Elvira Ya, Yuriy V. Kobenko, Olga V. Solodovnikova, Natalia V. Polyakova, and Elena S. Riabova. "Paradigmatic relations among lexical units of the lexical-semantic field “smart energy systems” in modern english." In THERMOPHYSICAL BASIS OF ENERGY TECHNOLOGIES (TBET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0046474.

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Lisina, L. M. "COMPOSITION OF THE ENGLISH LANGUAGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.487-491.

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Any language is in constant flux. They are especially susceptible to the lexical composition, which reacts to any innovations and phenomena of modern society: science, technology, the media and the Internet space as a whole are actively developing. Some words disappear from use, and new concepts and expressions come to replace them. As you know, it is the very process of replenishing the language system with new vocabulary that has always been of particular interest to linguists. This article is devoted to the study of modern ways of developing and replenishing the vocabulary of the English language.
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Ito, Akinori, Ryohei Tsutsui, Shozo Makino, and Motoyuki Suzuki. "Recognition of English utterances with grammatical and lexical mistakes for dialogue-based CALL system." In Interspeech 2008. ISCA: ISCA, 2008. http://dx.doi.org/10.21437/interspeech.2008-479.

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Selezneva, Olga Nikolaevna. "Ambiguity of Future in the Past in the Modern English Language." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-98695.

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The article raises the question of ambiguity of Future in the Past in expressing the future tense in the modern English language. The author of the article analyzes should/would + infinitive, its grammatical status and the expressed lexical meaning. The article notes that ambiguity of Future in the Past is mainly due to the homonymy of should/would + infinitive forms with the forms of the subjunctive mood. However, Future in the Past is a part of the verb system of tenses in the modern English language and it expresses assumption, intention or obligation to perform a future action from the past position.
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Selezneva, Olga Nikolaevna. "Peculiarities of using Future Continuous in the modern English language." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2021. http://dx.doi.org/10.31483/r-97973.

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The article raises the question of the ambiguous grammatical status of the means expressing the future tense. The author of the article analyzes the Future Continuous form, its grammatical status and expressed lexical meaning. The article assumes that unlike other continual forms of the English verb tenses system, the main meaning of which is the expression of an action’s duration or a process, the main function of Future Continuous is to designate neutral future actions.
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Chen, Conrad, and Hsin-Hsi Chen. "A high-accurate Chinese-English NE backward translation system combining both lexical information and web statistics." In the COLING/ACL. Morristown, NJ, USA: Association for Computational Linguistics, 2006. http://dx.doi.org/10.3115/1273073.1273084.

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Baizdrakhmanova, Dariga, and Madina Tussupbekova. "METHODS OF TEACHING ENGLISH TERMINOLOGICAL VOCABULARY FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(6).

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This article is devoted to the problem of teaching terminological vocabulary of the English language for non-linguistic specialties. The main attention in the work is focused on the development of methodological foundations for the assimilation of terminological units of non-linguistic specialties. The possession of lexical skills necessary for professional communication in a foreign language is analyzed. The author emphasizes that the introduction of terminological vocabulary is an integral system of introductory exercises that systematize and consolidate new terminological information.
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Du, Jiali, Christina Alexandris, and Pingfang Yu. "Towards Corpus-Based English Education and Translation of Ancient Chinese Terminology." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100866.

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This paper discusses the corpus-based English education and translation of ancient Chinese terminology. China has a long history of language and culture. The recorded history of Chinese ancient characters dates back to Banpo Times about 6000 years ago. Based on statistical data from the largest academic corpus in China (CNKI), we analyze the English translation of eight typical ancient Chinese terminologies in academic articles. The corpus-based results show that sometimes English translation is rough for these traditional terminologies by researchers, and there is no further mention of the potential meaning for these special words to avoid confusion.This undoubtedly prevents the greater spread of education of Chinese ancient terminologies. The conclusion suggests that the ancient Chinese characters have independent phonological, morphological, lexical semantic systems; a substantial corpus is effective to overcome the language barriers of translation; and it is necessary for researchers to receive both Chinese and English education for translation of ancient Chinese terminologies.
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Phong, Hoang Anh. "An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.003.

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ABSTRACT This research focused on finding the patterns of mother tongue interference in written English of first-year English-majored students at University of Languages and International Studies, Vietnam National University, Hanoi as well as discovering effective methods to mitigate them. It analyzed how much students are affected by Vietnamese, their mother tongue in terms of grammar, vocabulary and sentence conjunctions. The researcher examined 84 students’ questionaire and interviewed 9 random students. From the data collected, it can be seen that most students’ writings consisted of grammatical inaccuracies related to Vietnamese writing habits. Conversely, the frequency of lexical mistakes was quite low. In terms of sentence conjunctions, most students still forgot to use a comma before certain linking words. Based on the findings, it is advisable for students to ameliorate the Vietnamese influences by familiarizing themselves with native speakers’ thinking system with several tools such as books, TV shows and forums. Keywords: mother tongue, first language, interference, English-majored students
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Reports on the topic "Lexical system of English"

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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Johnston, Kathryn. Lexical Bundles in Applied Linguistics and Literature Writing: A Comparison of Intermediate English Learners and Professionals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5366.

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Sowers, Andrew. Loanwords in Context: Lexical Borrowing from English to Japanese and its Effects on Second Language Vocabulary Acquisition. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5865.

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Winkler, Robert, Somiya Metu, Steve LaRocca, and Ghulam H. Jahed. English-to-Dari and Dari-to-English Medical Phrasebook Android Application Software System Documentation. Fort Belvoir, VA: Defense Technical Information Center, April 2012. http://dx.doi.org/10.21236/ada559373.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Frew, Dorothy. An Improved English Article System for Japanese Speakers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6896.

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Kathol, Andreas, and Jing Zheng. Strategies for Building a Farsi-English SMT System from Limited Resources. Fort Belvoir, VA: Defense Technical Information Center, September 2008. http://dx.doi.org/10.21236/ada635746.

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Gold, Norman, Magaly Lavadenz, Martha Hernández, and Shelly Spiegel-Coleman. Equitable and Fair Assessments of English Learners in California’s New Assessment System. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.1.

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This article focuses on the assessment needs that are unique to English learners (ELs) and provides a comprehensive set of recommendations regarding their equitable and fair assessment. Specific recommendations are provided for when to assess ELs, accommodations for ELs, and the budget and infrastructure that necessary to support these accommodations. The authors expect that these recommendations resonate with state leaders and policymakers as the state of California transitions to a new state assessment system.
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Tallack, Charles, and David Sturrock. Does the cap fit? Analysing the government’s proposed amendment to the English social care charging system. Institute for Fiscal Studies, February 2022. http://dx.doi.org/10.1920/bn.ifs.2022.bn0339.

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Lavadenz, Magaly. Masking the Focus on English Learners: The Consequences of California’s Accountability System Dashboard Results on Year 4 Local Control and Accountability Plans (LCAPs). Center for Equity for English Learners, 2018. http://dx.doi.org/10.15365/ceel.lcap2018.1.

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California’s Local Control Funding Formula (LCFF), signed into law in 2013, centers equity as a key to increased and improved services for three targeted student subgroups, including English Learners (ELs), low-income students, and foster youth. As a component of LCFF, districts develop Local Control and Accountability Plans (LCAPs) to specify their goals and strategies for using LCFF funds for equity and continuous improvement purposes. The California Model Five by Five Grid Placement Report (Spring 2017 Dashboard) included the Five by Five Placement Grid, a key function of which is to identify the needs of diverse ELs. The Dashboard and the LCAPs are two policy mechanisms with great promise in combining school finance and accountability reform to promote equity and coherent state-wide. In this report, Lavadenz and colleagues review the EL policy context and examine the connection between the two contemporary policy mechanisms in California, namely the Year 4 LCAP and the California Department of Education’s Accountability Model (Spring 2017 Dashboard). The authors use a sample of 26 California school districts with high numbers/percentages of ELs and conclude that California’s current accountability system diminishes the urgency to respond to educational needs of the English Learner subgroup and undermines the equity intent of the LCFF. Few promising practices and assets-based approaches were identified in the LCAPs, and there is minimal mention of metrics focused on EL outcomes. The authors provide recommendations at state, county office of education and district levels.
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