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Vaičenonienė, Jurgita, and Jolanta Kovalevskaitė. "Lexical and Morphological Features of Translational Lithuanian." Sustainable Multilingualism 14, no. 1 (May 1, 2019): 208–35. http://dx.doi.org/10.2478/sm-2019-0010.
Повний текст джерелаАнотація:
Summary In Lithuanian public and academic discourse, discussions about the influence of English have received considerable attention. Much has been written on the English borrowings in Lithuanian or various translation strategies applied at word, phrase or syntactic levels of language, whereas there have been only few attempts to investigate how Lithuanian translated from English differs from original language. This is why we found it interesting to investigate lexical an morphological features of translated Lithuanian applying the methods of corpus liguistics. For research purposes, we used a morphologically annotated comparable 4 mln. word corpus of original and translated fiction and popular science literature ORVELIT. It has been found that translations deviate in certain ways from original Lithuanian. Translated Lithuanian has: a lower lexical density, higher proportion of function words, shorter sentences, and higher proportion of list heads; translated fiction has a lower lexical variability and smaller proportion of low frequency words, whereas in popular science translations, these differences are less evident. Keyword analysis has shown content differences in originals and translations and the overuse of personal and possessive pronouns in popular science translations. The distribution of content and function words differs in originals and translations and in different registers. Translated Lithuanian has: more verbs (especially finite forms and adverbial participles), but less nouns and adjectives; fiction translations have less and popular science more adverbs than originals; there are more pronouns and prepositions in both popular science and fiction translations; depending on the register, there are higher or lower numbers of conjunctions, particles and interjections. Some of the differences may be explained by the English language interference as: the overuse of the optional 1st person pronoun in subject position, the overuse of optional preposition “su” with instrumental case, or the overuse of optional link verb in the complex predicate. In other words, the English influence is seen in transferring certain features obligatory for analytical language where omission would be a more natural choice in original Lithuanian. These findings in most cases agree with the previous research on translationese of other languages. It is hoped that the identified tendencies to over- or under-use certain lexical and morphological features as a result of English language interference might appear to be useful when editing and translating.
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Orlovska, Olha. "ANALYSIS OF FUNCTIONALLY SEMANTIC FEATURES OF POSTPOSITIVES OF PHRASAL VERBS IN THE FICTION ENGLISH-LANGUAGE TEXT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 85–89. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-85-89.
Повний текст джерелаАнотація:
The article deals with the functionally semantic features of postpositives of phrasal verbs in the fiction English-language text. Phrasal verbs have become a research object, as they make up a considerable part of lexicon of modern English. In the formation of the meaning of the phrasal verb, an important role belongs to its second component – the adverb or preposition. One basic verb can form different phrasal verbs in conjunction with different adverbs and prepositions. Therefore, the postpositives of phrasal verbs in the context of their combination with the verb have very important functions. Postpositives give semantic strengthening to the meaning of phrasal verb. It is founded that postpositives perform three main functions. The postpositive function is important for the phrasal verb because the postpositive is used to change the meaning of the verb. Sometimes the postpositive adds another meaning to the verb, so these particles have the function of forming new verbs. The same postpositive, combined with different verbs, sometimes forms phrasal verbs-synonyms. During the research the functionally semantic categories of phrasal verbs are distinguished The frequency of the use of different categories of phrasal verbs in English is analyzed on material of novel "Theatre" by S. Maugham.
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Kozlova, L. A. "THE BIG ROLE OF “SMALL WORDS” (on the material of the English language)." Voprosy Kognitivnoy Lingvistiki, no. 3 (2023): 31–39. http://dx.doi.org/10.20916/1812-3228-2023-31-39.
Повний текст джерелаАнотація:
The object of research in the article is functional parts of speech, and the subject matter is their role in the language realization of its main functions: cognitive, communicative and interpretive. As the author states, functional words have been thoroughly studied in the context of structural paradigm whereas their role in the reconstruction of the work of consciousness calls for a more detailed analysis which is the aim of the article. The analysis is carried out on the material of the English language with occasional references to the Russian language. The main methods of analysis are introspection and semantic interpretation, inferential and context-situational types of analysis. As the analysis shows the functional parts of speech contribute greatly to the language realization of its main functions: cognitive, communicative and interpretive. The history of the determination category, constituted by the opposition of the definite, indefinite and zero articles, reveals that articles reflect the cognitive development of a human being, the transition from the perception of a single object to categorization, i.e. from concrete to abstract thinking. The participation of the article in the actual division of the sentence reveals its contribution to the language realization of its communicative and interpretive functions. The main function of the prepositions consists in forming the scaffolding for our thought on its way to verbalization in the sentence as a special format of knowledge about a situation of reality. Prepositions serve as language markers of the roles of participants of the event, presented in the sentence. Besides, the variation in the choice of a preposition manifests the difference in the focus of attention during the perception of an event as well as the difference in the perception of the same event by different types of language consciousness. Conjunctions as markers of the character of relations between the components of a composite sentence as a special format of knowledge manifest the possibility of different interpretations of the relations between the events of reality presented in the proposition of the composite sentence as a mental analog of reality. The study of conjunctions in the cognitive aspect enables us to get knowledge about the cognitive development of a child as well as about the specificity of discourse patterns in different languages related to ethnocultural factors. Reflecting the deep relations between the events of reality, conceptualized by the individual mind, conjunctions carry out an important function in the fiction text, participating in the expression of its dominant meanings and the plot development.
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Levin, Magnus, and Jenny Ström Herold. "English complex premodifiers and their German and Swedish correspondences." Comparing Crosslinguistic Complexity 24, no. 1 (February 16, 2024): 5–32. http://dx.doi.org/10.1075/lic.00033.lev.
Повний текст джерелаАнотація:
Abstract This study concerns English hyphenated premodifiers (science-based targets; lower-back pain) contrasted with their German and Swedish correspondences. The data stem from the Linnaeus University English-German-Swedish corpus (LEGS), which contains non-fiction texts, but comparisons are also made to fiction texts from the English-Swedish Parallel Corpus (ESPC). The study shows that these condensed and complex premodifiers are more frequent in English originals than in English translations, and more typical of the non-fiction genre than that of fiction. Information density and terminological precision thus seem to be more important factors for the use of hyphenated premodifiers than creativity and expressiveness. In original English, two-thirds of the right-hand elements are either nouns or ed-participles. In translated English, numerals as left-hand elements (three-page document) are less frequent than in original English. Regarding German and Swedish correspondences, around half are premodifiers. Postmodifiers in the form of prepositional phrases and relative clauses are more frequent in Swedish than in German, which instead “overuses” premodifying extended attributes. Compound adjectives/participles and compound nouns are the most frequent correspondences in both German and Swedish. In almost half the instances, German and Swedish translators choose the same correspondents, indicating a high degree of similarity in the structural preferences in the two target languages.
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Tolochko, Orest. "ALLOMORPHIC FEATURES OF STYLISTICALLY MARKED INVERTED SYNTACTIC MODELS (WITH REFERENCE TO ENGLISH AND UKRAINIAN FICTION TEXTS)." Scientific Journal of Polonia University 42, no. 5 (February 12, 2021): 54–60. http://dx.doi.org/10.23856/4207.
Повний текст джерелаАнотація:
The article elucidates allomorphic syntactic models with inversion in English and Ukrainian, as Indo-European languages of different groups. The key emphasis is put on the expressive potential of these syntactic structures, while taking into account their frequency and distributional behavior as well. The latter show direct dependence of inverted constructions stylistic connotation upon the word order patterns of a specific language and determine an extent of expressive colouring of particular cases of inversion. The allomorpism of this linguistic category in English and Ukrainian manifests itself in syntactic models. The latter acquire a special status in English due to the limitation of their usage in fiction texts. This feature is not typical of the Ukrainian Language. The constructions with an introductory there, emphatic do and a prepositional position constitute distinctive English structures; the syntactic models with existential and movement semantics display allomorphic parameters typical of Ukrainian. The two languages text systems, though, require complex consideration from the point of view of different language levels in the micro- and macrocontextual framework as a key factor complementing the discourse expressiveness.
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Djenar, Dwi Noverini. "On the development of a colloquial writing style: Examining the language of Indonesian teen literature." Bijdragen tot de taal-, land- en volkenkunde / Journal of the Humanities and Social Sciences of Southeast Asia 164, no. 2 (2008): 238–68. http://dx.doi.org/10.1163/22134379-90003658.
Повний текст джерелаАнотація:
The last few years have seen a boom in the publication of teen fiction in Indonesia. Particularly since the publication of the highly successful novel Eiffel ... I’m in love (Arunita 2001), numerous fiction works targeted at a youthful readership have appeared. This genre of popular literature has been so successful in attracting its audience that it currently constitutes the largest growing market in the Indonesian publishing industry (Simamora 2005). One of its striking characteristics is the predominant use of colloquial Indonesian, an informal variety of Indonesian that is closely identified with speakers from the capital Jakarta, particularly young people. Over a decade ago, scholars noted the increasing use of colloquial Indonesian in popular literature (see for example Adelaar and Prentice 1996:678). The implication is that this language variety has spread into domains previously dominated by standard Indonesian, the formal variety used in government administration, formal education, and most printed mass media. Indeed, contemporary Indonesian written literature is largely associated with standard Indonesian, such that the increasing use of colloquial Indonesian in popular literature has invited much criticism from language gatekeepers. Despite such criticism, however, teen fiction continues to flourish. The increasing use of colloquial Indonesian in teen fiction, though noted by scholars, has not been subject to any detailed linguistic study. Linguistic studies of colloquial Indonesian – at least those published in English – have focused so far on its use in speech, or in written texts intended to resemble speech, such as internet chatting and advice columns for young people. Prior to the recent surge in teen fiction, use of colloquial Indonesian in contemporary written literature was largely limited to dialogues. Writers such as Putu Wijaya, for example, are known to incorporate colloquialism to render dialogues more natural (Rafferty 1990:107). Teen fiction writers have extended the use of colloquialism into other parts of fiction such as the description of characters, settings, and inner thoughts. This development makes it interesting to look for a way to describe the increase of colloquialism. A useful approach is to examine the usage patterns of a term or a selection of terms in a number of teen fiction works published over time, with the purpose of observing changes in the patterns, and whether such changes can be shown to represent greater colloquialism. This study is a preliminary attempt in that direction. My purpose here is to demonstrate that in the last two decades during which colloquial Indonesian has been employed in teen fiction, there has been a shift in writing style from one that bears greater resemblance to standard Indonesian towards a style that is more colloquial. The term ‘style’ is commonly employed in sociolinguistics to refer to ways of speaking, which Bell (2001:139) defines in terms of the question ‘Why did the speaker say it this way on this occasion?’ (italics in original). Adapting this definition for teen fiction writing, I use ‘writing style’ here to refer to the characteristic manner in which an author writes fiction. This style is observed here by examining the use of the preposition pada ‘to, towards, on, in, at’ as compared to the use of three other prepositions, namely kepada ‘to, towards’, ke ‘to, towards’, and sama ‘to, towards, by, with’. The development towards increased colloquialism is shown through two indicators: a reduction in the range of prepositional meanings of pada along with the assignment of particular discourse functions to kepada, and an increased use of ke and sama. The data are drawn from ten works of fiction published between 1998 and 2005. Eight of these are written by the same author, Hilman. In four of them, Hilman collaborates with fellow writer Boim Lebon. The other two works are by Laire Siwi Mentari and Marthino Andries. This selection is motivated by the following considerations. Hilman’s works have been highly and consistently popular since his first publication appeared in 1986. They span two decades and therefore provide an appropriate time span for examining shifts in writing style. Laire Siwi Mentari and Marthino Andries are also successful writers; their first novels were published in 2004, followed by their second novels in 2005. This study makes use of their second novels.
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STRÖM HEROLD, JENNY, and MAGNUS LEVIN. "The Obama presidency, the Macintosh keyboard and the Norway fiasco: English proper noun modifiers and their German and Swedish correspondences." English Language and Linguistics 23, no. 4 (October 10, 2019): 827–54. http://dx.doi.org/10.1017/s1360674319000285.
Повний текст джерелаАнотація:
This article concerns English proper noun modifiers denoting organizations, people and places and their German and Swedish correspondences. It supplements previous studies touching upon contrastive comparisons by providing large-scale systematic findings on the translation correspondences of the three aforementioned semantic types. The data are drawn from the Linnaeus University English–German–Swedish Corpus (LEGS), which contains popular non-fiction, a genre previously not studied in connection with proper noun modifiers. The results show that organization-based modifiers are the most common and person-based ones the rarest in English originals. Compounds are the most frequent correspondences in German and Swedish translations and originals with genitives and prepositional phrases as other common options. The preference for compounds is stronger in German, while it is stronger for prepositional phrases in Swedish translations, reflecting earlier findings on language-specific tendencies. Organization-based modifiers tend to be translated into compounds, and place-based modifiers into prepositional phrases. German and Swedish translators relatively often opt for similar target-language structures. Two important target-language differences emerge: (i) compounds with complex heads are dispreferred in Swedish (US news show > *USA-nyhetsprogram) but unproblematic in German (US-Nachrichtensendung), and (ii) compounds with acronyms (WTO ruling > WTO-Entscheidung) are more frequent in German.
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Santos, Diana. "On the Variability of Portuguese Duration Adverbials with Por and Durante." Languages 9, no. 3 (March 12, 2024): 94. http://dx.doi.org/10.3390/languages9030094.
Повний текст джерелаАнотація:
The fact that there are (at least) two different translations of the English preposition for used to describe duration in Portuguese, namely durante and por, shows that duration is an interesting area in the tense and aspect panorama of this language, which deserves close study. In this paper, I present an empirical study based on four different corpora to investigate the matter, looking at the Portuguese varieties from Brazil and Portugal and different text genres (general and specialised newspapers, oral interviews, and fiction). The material spans circa two centuries. This paper identifies some specific uses and preferences of the two adverbials and confirms and challenges other claims in the linguistic literature. It shows that narrative fiction is definitely different from newspaper text due to its need to describe short duration and that planned duration can be expressed using both kinds of adverbials.
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Latif, Faiza, Shamaila Dodhy, and Mohsin Tajammul. "A COMPARATIVE ANALYSIS OF LEXICAL BUNDLES USED BY NATIVE AND NON-NATIVE NOVEL WRITERS." Pakistan Journal of Social Research 04, no. 02 (June 30, 2022): 1216–31. http://dx.doi.org/10.52567/pjsr.v4i2.618.
Повний текст джерелаАнотація:
The current study intends to explore the lexical bundles in English novels written by native and non-native writers. The study focuses on lexical bundle types and frequencies in the novels of native and non-native English writers. In this modern era of advancement, English has become a dominant language in every field and every country has accepted the preeminence of the English language as the “Tyrannosaurus rex of the linguistic grazing ground” (Swales, 1997). The novel is a genre of fiction and the language of novels is characterized by the use of various expressions, the use of lexical bundles is one of them. In non-native context knowledge about the English language can be improved by reading novels written by native writers. The present study provides insight into the native speakers’ use of lexical bundles in novel writing. Two novels namely Me Before You and Kartography serve as the corpus for study. The research paradigm is quantitative and Biber and Conrad’s (1999) structural taxonomy has been used as the framework for the study. The results revealed that native writers used far more lexical bundles than the non-native writer. Both novel writers used distinct and unique types of lexical bundles, only some types were common in both novels. The category “others” of lexical bundles held the highest place in both native and non-native novels. A variation regarding types can be seen in the second highest category of lexical bundles as in the native novel Me Before You the structure of other noun phrases held the second highest place while in the non-native novel Kartography the structure of other prepositional phrases held the second highest place. Keywords: Lexical bundles, Preeminence, Fiction, Expressions, Expertise
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Viberg, Åke. "Moving up and down in real space." Bergen Language and Linguistics Studies 11, no. 1 (September 15, 2021): 69–90. http://dx.doi.org/10.15845/bells.v11i1.3439.
Повний текст джерелаАнотація:
The paper focuses on the role of the Swedish spatial particles upp ‘up’ and ner ‘down’ to signal the endpoint-of-motion in the description of motion situations and is based on Swedish original fiction texts and their translations into English, German, French and Finnish. Frequently the endpoint is marked with a locative preposition such as på ‘on’ or i ‘in’, and then a particle is required to signal change-of-place. In German and Finnish, the particle is often zero translated and change-of-place is indicated by case. The particle is often zero translated also in French, a V(erb)-framed language. This leads to contrasts at the conceptual level since verticality is not expressed. The result points to radical intra-typological differences between S(atellite)-framed languages in the expression of Path depending on general morpho-syntactic differences. Another important conclusion is that several different classes of motion verbs must be distinguished even in S-languages to describe the expression of change-of-place.
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BIBER, DOUGLAS, and BETHANY GRAY. "Grammatical change in the noun phrase: the influence of written language use." English Language and Linguistics 15, no. 2 (June 8, 2011): 223–50. http://dx.doi.org/10.1017/s1360674311000025.
Повний текст джерелаАнотація:
Many discussions of grammatical change have focused on grammatical innovation in the discourse contexts of conversational interaction. We argue here that it is also possible for grammatical innovation to emerge out of the communicative demands of written discourse. In particular, the distinctive communicative characteristics of academic writing (informational prose) have led to the development of a discourse style that relies heavily on nominal structures, with extensive phrasal modification and a relative absence of verbs. By tracking the historical development of this discourse style, we can also observe the development of particular grammatical functions that are emerging in writing. We focus here on two grammatical features – nouns as nominal premodifiers and prepositional phrases as nominal postmodifiers – analyzing their historical development over the last four centuries in a corpus of academic research writing (compared to other registers such as fiction, newspaper reportage and conversation). Our analysis shows that these grammatical features were quite restricted in function and variability in earlier historical periods of English. However, in the nineteenth and twentieth centuries, they became much more frequent and productive, accompanied by major extensions in their functions, variants, and range of lexical associations. These extensions were restricted primarily to informational written discourse, illustrating ways in which new grammatical functions emerge in writing rather than speech.
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Fathi, Kadija. "Difficulties Facing English Foreign Language University Students in Using English Prepositions." مجلة كلية الاداب, no. 54 (July 14, 2024): 225–39. http://dx.doi.org/10.37376/jofoa.vi54.6533.
Повний текст джерелаАнотація:
Prepositions are one of the most used parts of speech in English. Thisstudy is concerned with the difficulties are facing Libyan highereducation students on the use of English prepositions. More specifically,this study is an attempt to discover these problems and the misuse of theseprepositions. This study is a quantitative. Seventy-six EFL students wererandomly selected from Libyan English department in Faculty ofEducation. The objective test was the main instrument for data collection.The results showed that Libyan students committed varied kinds of theerrors in the use of prepositions. Analysis of the responses revealed thaterrors made were mainly based on the function and replacement of theprepositions. The difficulties encountered in the use of prepositions arelinked to the nature of English prepositions: polysemy, idiomatic usageand substitution with first language prepositions. Another strategy toteaching English prepositions is required to improve students’performance.
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Dulaj, Fridrik, Petrit Duraj, Shemsi Haziri, and Senad Neziri. "Contrastive View Between Several English and Albanian Prepositions." World Journal of English Language 13, no. 2 (March 27, 2023): 537. http://dx.doi.org/10.5430/wjel.v13n2p537.
Повний текст джерелаАнотація:
This paper presents a contrastive view on use of several English and Albanian prepositions, with particular focus on several English prepositions, in, on and at, equivalent to Albanian preposition në. In English language, grammatically there are clearly defined uses of these prepositions. However, in Albanian language, all three English prepositions are translated with Albanian preposition në, which shows that Albanian language is less developed when it comes to the use of prepositions. This is due to the development of cases system and word endings based on internal grammatical rules of Albanian language. Also, in this study there will be presented some other contrasts between English and Albanian prepositions, in regards to, classification of prepositions according to cases in Albanian language: prepositions in nominative, genitive, accusative and ablative (Alb. rrjedhore) case and lack of their classification in cases in English grammars; conversion of prepositions into conjunctions in some cases in English and lack of this occurrence in Albanian; use of prepositions in the end of sentence in English and lack of this occurrence in Albanian, since it is in contradiction with internal syntax rules of Albanian language.
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Semenova, Sofiya Novikovna. "CLASSIFICATION OF PREPOSITIONS OF STORY GENRE AS A WORK OF FICTION (on Material of A.S. Pushkin’s Story “The Queen of Spades” in Russian and English)." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 2 (December 15, 2019): 457–74. http://dx.doi.org/10.22363/2313-2299-2019-10-2-457-474.
Повний текст джерелаАнотація:
The article presents the prepositions’ classification. The aim of the research is to classify prepositions by types and frequency use (quantitative and percentage ratio) in the story genre as a work of fiction (on A. S. Pushkin’s story “The Queen of Spades” in Russian and English). To achieve the goal, it was necessary to solve the following tasks: 1) to study “The Queen of Spades” in Russian and English; 2) to make tables on the prepositions’ types; 3) to build diagrams on the prepositions’ types; 4) to describe the collected information. The author used in the material research: 1) component analysis method; 1. quantitative calculation method; 3) percentage calculation method; 4) classification method. In the course of studying the Russian version there are found prepositions that serve to express such relationship as: spatial, temporal, causal, target, mode of action and object; in English: prepositions of abstract relations (genitive case, dative case, instrumental case, prepositional case, accusative case), spatial, phrasal verbs, temporal, complex prepositions, causal and target. The found prepositions serve as a sample of bilingual texts for discursive activities not only for specialists, but also for those who are interested in problems related to prepositions in Russian and English. According to the study, it can be concluded that a detailed analysis of the tables and diagrams revealed the main characteristics of prepositions, making it possible to distribute them into appropriate groups; to find the main similarities between groups of English and Russian prepositions, as well as the differences between them.
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Sanjaya, Albertus Agung, and Barli Bram. "Investigating Preposition Usage Problems of English Language Education Study Program Students." SAGA: Journal of English Language Teaching and Applied Linguistics 2, no. 1 (February 1, 2021): 19–34. http://dx.doi.org/10.21460/saga.2020.21.65.
Повний текст джерелаАнотація:
As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.
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Johnson, Stacy. "English Prepositions Explained (review)." Language 78, no. 2 (2002): 384–85. http://dx.doi.org/10.1353/lan.2002.0096.
Повний текст джерела
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Mushangwe, Herbert. "Challenges and Strategies in Translating Chinese and English Prepositions into Standard Shona." TranscUlturAl: A Journal of Translation and Cultural Studies 9, no. 1 (June 22, 2017): 157. http://dx.doi.org/10.21992/t9192f.
Повний текст джерелаАнотація:
The present study focuses on the challenges and strategies in translating Chinese or English prepositions into Shona. These two languages were chosen mainly because Chinese is becoming one of the most influential foreign language in Zimbabwe while, English is also one of the widely spoken foreign language in many countries. As already observed in some previous research, English and Chinese prepositions are captured in Shona phrases as morphemes. Words are the smallest elements that may be uttered in isolation with semantic or pragmatic content. This differs from morphemes which are defined as smallest units of meaning which cannot necessarily stand on their own. Research shows that Chinese and English prepositions do not have direct equivalent prepositions in Shona. We observed that Shona employs substitutes for Chinese and English prepositions, making translation of prepositions from other languages into Shona challenging.
Keywords: Prepositions; Shona; cross language comparison; Chinese and English, translation
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Sumonsriworakun, Piyaboot, and Nattama Pongpairoj. "SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.
Повний текст джерелаАнотація:
The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relationship between English and Thai dependent prepositions: (1) [–prep] in English but [+prep] in Thai, (2) [+prep] in English but [–prep] in Thai, (3) [+prep1] in English but [+prep2] in Thai, and (4) [+prep] in English and [+prep] in Thai. The findings demonstrate that systematicity occurred in the learners’ English usage of prepositions of all such types, possibly due to negative transfer from the learners’ native language. Also, the L2 learners tended to exhibit such systematicity irrespective of their English proficiency level. It may be assumed that the cognitive aspect of L2 learners’ working memory is involved in processing the usage of the four types of English dependent prepositions. The results of the study are expected to shed light on the problems of L2 English interlanguage of dependent prepositions among L1 Thai learners.
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Rankin, Tom, and Barbara Schiftner. "Marginal prepositions in learner English." International Journal of Corpus Linguistics 16, no. 3 (October 24, 2011): 412–34. http://dx.doi.org/10.1075/ijcl.16.3.07ran.
Повний текст джерелаАнотація:
This paper illustrates the use of learner corpus data to inform language teaching. A comparative interlanguage analysis of a specific class of complex and marginal prepositions in a range of L1 German learner corpora is presented. The comparison shows that, in native English, prepositions in the semantic field of “reference” and “aboutness” are used in distinct structural and collocational environments, while the learner data shows a greater degree of interchangeability in use. Since the distribution of these prepositions in native English is more differentiated than might be suggested by the standard pedagogical reference works, implications for English language teaching are suggested.
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MWANGI, SERAH. "Prepositions vanishing in Kenya." English Today 20, no. 1 (January 2004): 27–32. http://dx.doi.org/10.1017/s0266078404001051.
Повний текст джерелаАнотація:
ACCORDING to Schmied (1991a:52), ‘there is some evidence that language learners in general use simplification strategies at an early stage and try to reproduce memorized phrases from the target language later, irrespective of the linguistic and pragmatic context.’ The English prepositional system is well known for its complexity and language learners might well be inclined to simplify in order to reduce such complexities. Indeed, there is evidence from the East African component of the International Corpus of English (ICE-EA) of such a process of simplification in the use of prepositions in the English of Kenya. As a result, some prepositions might well disappear from use in this second-language variety of English.
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Evans, Vyvyan, and Andrea Tyler. "Rethinking English ‘Prepositions of Movement’." Adpositions of Movement 18 (December 31, 2004): 247–70. http://dx.doi.org/10.1075/bjl.18.13eva.
Повний текст джерелаАнотація:
In this paper, we argue against the view that prepositions designate motion. We make the case for prepositions such as to and through being associated with spatial properties in addition to a functional element. The functional element arises as a consequence of our daily interaction with the spatial configuration associated with the particular preposition. While to is associated with a spatial configuration in which a TR is oriented in the direction of a LM, its functional element is that of the LM constituting the TR’s goal. Due to the integration of spatial and functional elements with sentential context, particularly motion verbs, a movement reading is derived. Previous scholars have assumed this is due to the preposition itself. With regard to through, its semantics are associated with a spatial configuration involving contiguous locations from one side of a bounded LM to the other. The functional element is that of path, which, while correlating with motion, is distinct from it. The notion of motion which often arises in sentences involving through is due to the integration of the spatial and functional character of through with other sentential prompts for movement such as motion verbs. In essence, we argue for carefully articulating the nature of conventional content associated with prepositions, including both spatio-geometric and functional content, and for teasing apart distinct and distinguishable (albeit related) concepts such as orientation, path, trajectory, goal, and motion.
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Brestovci, Meliha, and Sadete Ternava-Osmani. "English Prepositions of Time Translated into Albanian." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 691. http://dx.doi.org/10.17507/jltr.0804.07.
Повний текст джерелаАнотація:
The study of language as a form of communication includes the structure and rules under which words interrelate. Scholars are facing the need for research on difficult issues and comparisons at the global and local level. The theme of this research is prepositions of time. Its aim is to deepen the knowledge of distinct prepositions and their use. Several comparative studies of this nature exist regarding the English and Albanian languages; it is tried to update the studies to facilitate students’ acquisition of English as a foreign language and the work of translators between English and Albanian. On the basis of this research, the question rises as: How English prepositions of time for and after are translated into Albanian? In order to clarify the research, it was studied the use of prepositions, particularly prepositional phrases with emphasis on prepositions of time (for and after), and compared them with prepositions in the Albanian language from selected novels in English and Albanian. The research is based on a corpus of four novels, two by English authors and two by an Albanian writer. This research looked into analytical and comparative nature with the aim of enhancing and improving the current state of learning and it resulted that our assumption was right as these prepositions were translated as it was expected in the dictionary.
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Solstad, Torgrim, and Cathrine Fabricius-Hansen. "Seth Lindstromberg: English prepositions explained." Studies in Language 23, no. 3 (December 31, 1999): 714–18. http://dx.doi.org/10.1075/sl.23.3.16sol.
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Xenia, Tia, and Christiana Dwi Prisilia Anjani. "THE EFFECT OF ENHANCED EXTENSIVE READING TO THE INCIDENTAL ENGLISH PREPOSITION ACQUISITION." LLT Journal: A Journal on Language and Language Teaching 25, no. 1 (May 9, 2022): 122–31. http://dx.doi.org/10.24071/llt.v25i1.4440.
Повний текст джерелаАнотація:
The English prepositions are still problematic for EFL learners since the existing knowledge of their first language hinders them from understanding the use of English prepositions. This study investigated the effect of enhanced extensive reading on their incidental English preposition acquisition. A total of 16 Indonesian University learners of English as a foreign language participated in this study. The treatment lasted for four weeks, initiated with the pretest. Two weeks after the treatment, the posttest was administered, followed by distributing questionnaires to find out the factors influencing them in doing the posttest. The results showed a significant improvement in the students' incidental acquisition of the targeted English prepositions after they received repeated exposure to the English prepositions through enhanced extensive reading. The factors influencing the improvement of their incidental acquisition involve their existing knowledge of the English prepositions and their built intuition in decision making. It is hoped that teachers and educational institutions are encouraged to add extensive reading to their curriculum.
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Kleiner, Luna Filipovic. "The Semantics of English Prepositions." Journal of Pragmatics 37, no. 5 (May 2005): 775–79. http://dx.doi.org/10.1016/j.pragma.2004.03.009.
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Lutfullina, Gulnara Firdavisovna, and Savva Sergeevich Savinov. "Expression of the category of precedence by prepositions and conjunctions in the English language." Philology. Issues of Theory and Practice 17, no. 2 (February 22, 2024): 496–502. http://dx.doi.org/10.30853/phil20240071.
Повний текст джерелаАнотація:
In this article, a semantic-syntactic analysis of prepositions and conjunctions in the English language with the semantics of precedence is presented. The research objective is to determine the features of the functioning of prepositions and conjunctions in the English language involved in representing the category of precedence. A set of prepositions and conjunctions of temporal semantics implementing the studied meaning has been identified in the paper. The scientific novelty lies in identifying the dominant functions of a preposition or conjunction as non-verbal means of expressing temporality, particularly the meaning of precedence, in determining the temporal meaning of the statement. The obtained results revealed that in the English language, the potential for representing precedence by prepositions and conjunctions is determined by their combinability. Prepositions of precedence are differentiated by types of precedence: 1) immediate precedence (till and until); 2) distant precedence without obligatory localization (before); 3) precedence to a specific moment in time without a zone of distance (by). Prepositions more often express precedence to an explicit time interval, while conjunctions represent precedence to an event described in a subordinate clause, and implying an interval. The specificity of the English language lies in the homonymy of prepositions and conjunctions of precedence.
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Nephawe, Farisani Thomas, and Matodzi Nancy Lambani. "Use of Question-And-Answer Method in Teaching English Prepositions to Primary School Learners." International Journal of Language and Literary Studies 4, no. 3 (August 5, 2022): 109–25. http://dx.doi.org/10.36892/ijlls.v4i3.1000.
Повний текст джерелаАнотація:
Primary school education in South Africa is based on the premise that foreign language learners study English as First Additional Language. Although the ideal situation for acquiring any language is to live among native speakers, most learners are not exposed to native English speakers. As the teaching methods employed are governed by this principle, the question-and-answer method provides immediate feedback to teachers and enhances learners’ proficiency in English prepositions. The paper investigated if the question-and-answer method improves learners' proficiency in the learning of English prepositions of movement. Using a qualitative approach, the researchers interviewed and observed the teaching of English prepositions of movement by English First Additional Language teachers. Three rural Grade Six Lwamondo Primary school teachers in Limpopo Province, South Africa were sampled depending on the use of traditional teaching methods. The paper established that the question-and-answer method improved learners’ proficiency in the use of these English prepositions. However, learners were incompetent in a class where the teachers used the narrative method as no questions were answered at the end of the lesson. It can be concluded that the question-and-answer method is appropriate for teaching the English prepositions of movement to Grade Six learners in this regard.
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Stroka, Ogerta Koruti. "Frequency of the misuse of prepositions by Albanian students: A case study with first year students studying Greek, Italian and German at the Faculty of Foreign Languages." European Journal of English Language and Literature Studies 10, no. 8 (August 15, 2022): 22–32. http://dx.doi.org/10.37745/ejells.2013/vol10n82232.
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This study looks at English prepositions and the challenges that students learning English as a Foreign Language (EFL) encounter in mastering them. The purpose of this study is to describe the problems Albanian students studying English have in discovering out how to use prepositions correctly. Examples of preposition misuse are taken from the descriptive essays submitted by Albanian students at the University of Tirana, Faculty of Foreign Languages. We acknowledge that inappropriate use of prepositions was one of the ten most common errors observed in the collected corpus of essays based on the findings of the study conducted with students of the Faculty of Foreign Languages. The findings suggest that Albanian students studying English as a foreign language have difficulty using prepositions correctly. Prepositions are the most frequently misused part of speech. By, at, in, on, to, of, and for were the most often misused prepositions.
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Palamba, I. Made Alvianto Putra, and Anna Fitriati. "The Mastery of Prepositions for and to Among the Sixth Semester Students at English Letters Department of Sanata Dharma University." Journal of Language and Literature 16, no. 2 (October 1, 2016): 126–36. http://dx.doi.org/10.24071/joll.v16i2.360.
Повний текст джерелаАнотація:
This research aims to measure the mastery of prepositions for and to among the sixth semester students at English Letters Department of Sanata Dharma University. The researcher is also eager to identify whether or not the students find difficulties to decide which prepositions (for or to) they should use in making a correct sentence, especially in translating the Indonesian prepositions untuk, kepada, ke, buat and bagi into English. This will be related to certain conditions in which the students first language (mother tongue) influences their second language learning. Thus, it is also very important to find out whether or not the students are influenced by their first language (Indonesian) in second language (English) learning process. Keywords: prepositions, errors, mastery, accuracy
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Bosede, Sinmisola Sotiloye, Bodunde Helen, and Olayemi Oluwakemi. "English language prepositions: An Albatross for English Language learners In Nigeria." International Journal of English and Literature 6, no. 6 (June 30, 2015): 103–8. http://dx.doi.org/10.5897/ijel2015.0783.
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Almuhaysh, Marwan A. "Impact of First Language Transfer on the Use of English Prepositions by Arab English Learners." Journal of World Englishes and Educational Practices 4, no. 2 (June 27, 2022): 80–96. http://dx.doi.org/10.32996/jweep.2022.4.2.7.
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This study aims to investigate the overuse of English prepositions by Arabs caused by first language transfer among high school, university, and graduate-level students who study English as a foreign language in Saudi Arabia. The researcher developed the research tool of multiple-choice questions to be responded to by the study participants, including five hundred thirty-one persons of the mentioned research community. It has been found after the analysis of responses of the study participants that the greater the students' competence level, the less impact the first language transfer has on second language acquisition. In this study, the researcher recommends that the student should be taught more about the different meanings and usage of prepositions in English and Arabic. In addition, more comparative linguistic research between English and other languages, such as Arabic, should be encouraged to help students understand how prepositions are used in each language.
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Congo, Rubén, Marlen Mishel Congo Cervantes, and Dillan Steaven Congo Cervantes. "Uso de Preposiciones en Ingles: Una Propuesta Académica para Fortalecer la Escritura en Estudiantes de Primer Nivel de Inglés de la Universidad Técnica del Norte de Ibarra, Ecuador." Revista Científica de Ciencias Humanas y Sociales RECIHYS 1, no. 3 (December 29, 2023): 41–45. http://dx.doi.org/10.24133/recihys.v1i3.3326.
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This research-based article shows strengths and weaknesses that first level students of English at the Universidad Técnica del Norte of Ibarra-Ecuador have on the uses, functions and meaning of English prepositions. Prepositions, as part of the grammar system, can occur everywhere in the process of writing, and there are not many rules to help beginner students to use them correctly. It is difficult for students to learn to use prepositions all on their own; even after a lot of work and effort to achieve a high English proficiency level, students of English still struggle with prepositions. Thus, the main purpose of this work was to describe and explain why beginner students of English make mistakes when using prepositions in writing, and then contribute to the correct use of prepositions in English to strengthen not only Speaking but Writing skills. The findings showed that there were some mistakes that beginner students committed at the moment of using prepositions when writing; the main errors encountered have relation with the following phenomena: i) Language transfer or interference from the mother tongue, ii) Transfer of training, and iii) Overgeneralization of target language rules. Therefore, this article indicates that guiding students in the study of prepositions is essential before fossilization occurs; it also motivates teachers to supplement their classes with refreshing activities and exercises that will give learners exposure to target writing since beginners.
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Brestovci, Meliha, and Arsim Sinani. "Comparative Analysis of English Prepositions In and On Translated Into Albanian." Journal of Language Teaching and Research 13, no. 3 (May 2, 2022): 462–70. http://dx.doi.org/10.17507/jltr.1303.02.
Повний текст джерелаАнотація:
The most common use of prepositions is to express the meaning of words placed before a noun or a pronoun, and as such they are used very frequently. The English language as well as the Albanian language, uses prepositions frequently, thus enriching the given language and allowing for a clearer expression of the functions of a sentence. This research is centered around certain prepositions in English which have a high frequency of use, and yet are quite simple. While comparing them, we will deepen the knowledge of these most frequent prepositions in English, their use and how they are translated into Albanian. These language comparison studies are becoming increasingly appealing. The structure and norms under which words interrelate are part of the study of language as a method of communication. Scholars are faced with the requirement to perform research on challenging subjects and make global and local comparisons. Therefore, this research looks into analytical and comparative analysis with the aim of enlightening and empowering the current use of prepositions in and on and giving a clearer picture of their translations in Albanian. The research is based on the analysis of two English novels that have been translated into Albanian.
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Harara, Nour Mohammad. "Teaching English Grammar with Special Reference to the Use of Prepositions at Al-Balqa Applied University." World Journal of English Language 12, no. 2 (March 16, 2022): 117. http://dx.doi.org/10.5430/wjel.v12n2p117.
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This study aims to investigate the teaching of English grammar with special reference to the use of prepositions at Al-Balqa Applied University, Jordan. The researcher has collected the data from a total of 120 students studying English at the four levels of BA English students. From each level, 30 students were selected to participate in this study. The data on English prepositions and other grammatical categories were analyzed by using a statistical model like SPSS version 16.0. The statistical analysis indicates that: (1) there is plenty of differences in the rate of committed errors by students at all levels. Furthermore, students face many problems in the use of English prepositions than the other grammatical categories. These problems are probably a result of the interference of their mother tongue (Arabic), and the lack of linguistic competence. (2) Errors of prepositions and other grammatical categories were not equally distributed within all levels of students. (3) The statistical analysis shows that prepositions are the most problematic grammatical item for students. Finally, the negative role of mother tongues influences in the learning of English prepositions and other grammatical categories noticed high. Some pedagogical implications have been given.
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Mahardika, Agustine Andriana Ayu, and Barli Bram. "Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students." Pedagogy : Journal of English Language Teaching 10, no. 2 (December 31, 2022): 97. http://dx.doi.org/10.32332/joelt.v10i2.4560.
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Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
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Budiharto, R. Agus, Liza Tri Mudita Azizah, and Zhabila Winora Yazunka. "INVESTIGATING MOTHER TONGUE EFFECT IN THE ACQUISITION OF ENGLISH PREPOSITIONS BY INDONESIAN-SPEAKING LEARNERS." ELTR Journal 7, no. 1 (December 28, 2022): 34–47. http://dx.doi.org/10.37147/eltr.v7i1.163.
Повний текст джерелаАнотація:
English prepositions are problematic for non-native speakers. The debate on whether prepositions should be memorized as divergent cases or introduced in the teaching process by revealing their manifold senses as a network of related meanings is more likely to be resolved by adhering to the latter, occasionally referred to as the motivating polysemy method. The article investigated the source of the problems that Indonesian-speaking learners face when using English prepositions. Twenty-three students participated in this study. The participants were third-year English–major students writing for a professional context class of Madura University (UNIRA) in the academic year 2020 – 2021. The participants were supposed to answer a multiple-choice test designed for this purpose. The test was made up of 15 questions. Findings indicated that UNIRA learners of English meet considerable problems in employing English prepositions. The study suggested that the Indonesian language as a mother tongue interferes with using English prepositions by Indonesian-speaking learners and brings about numerous difficulties in English prepositions.
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Klein, Jared S., Tom Lundskær-Nielsen, and Tom Lundskaer-Nielsen. "Prepositions in Old and Middle English." Language 70, no. 3 (September 1994): 610. http://dx.doi.org/10.2307/416516.
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Keizer, Evelien. "English prepositions in Functional Discourse Grammar." Functions of Language 15, no. 2 (October 1, 2008): 216–56. http://dx.doi.org/10.1075/fol.15.2.03kei.
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Adpositions have always been problematic in terms of analysis and representation: should they be regarded as lexical elements, with an argument structure, or as semantically empty grammatical elements, i.e. as operators or functions? Or could it be that some adpositions are lexical and others grammatical, or even that one and the same adposition can be either, dependent on its use in a particular context? In Functional Grammar (Dik 1997a,b) adpositions are analysed as grammatical elements, represented as functions expressing relations between terms (referring expressions). Various alternative treatments have been proposed within FG, all of which, however, fail to solve all the problems, or address all the relevant questions involved. This article offers an analysis of English prepositions within the model of Functional Discourse Grammar (Hengeveld and Mackenzie 2006, 2008), based on the semantic, syntactic and morphological evidence available and fully exploiting the novel features of this model.
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Ciszek-Kiliszewska, Ewa. "Degree of Grammaticalisation of Behind, Beneath, Between and Betwixt in Middle English." Research in Language 16, no. 2 (June 30, 2018): 193–222. http://dx.doi.org/10.2478/rela-2018-0006.
Повний текст джерелаАнотація:
The present paper traces the history of four selected adverbs with the prefix be- in Middle English. Already in Old English behind, beneath, between and betwixt are attested to function as both adverbs and prepositions, which demonstrates that the process of grammaticalisation accounting for the development of prepositions from adverbs started before that period. The focus of the study are the diachronic changes of the degree of grammaticalisation of the examined lexemes in the Middle English period as demonstrated by the ratio of their use with a respective function in the most natural context. Hence, specially selected Middle English prose texts are analysed. The analysis shows that while behind and beneath are still frequently used as adverbs in the whole Middle English period, between and betwixt are predominantly used as prepositions already in Early Middle English. This clearly demonstrates that the degree of grammaticalisation of the latter two Middle English words was much higher than that of behind and beneath.
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Huang, Liyuan. "A Comparative Study of Prepositions in English-Chinese Translation." International Journal of Education and Humanities 8, no. 2 (April 25, 2023): 246–48. http://dx.doi.org/10.54097/ijeh.v8i2.7823.
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Prepositions can be regarded as virtual words, which are used frequently in English and Chinese, flexible in application and changeable in meaning, which are used to express the relationship between words and sentences, affect whether the target language readers can effectively understand the original text, and play an important role in English-Chinese translation. By comparing the differences between English and Chinese prepositions, this paper discusses the classification of English and Chinese prepositions from different angles, analyzes the diversity of prepositions based on specific translation examples, and studies the five translation methods of English preposition equivalence, omission, addition, conversion and reverse translation to accurately convey information, hoping to learn and progress together with the majority of readers and translators.
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Perozzi, Joseph A., and Maria Lourdes Chavez Sanchez. "The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children With Language Delay." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 348–52. http://dx.doi.org/10.1044/0161-1461.2304.348.
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This investigation compared the rate of receptive acquisition of English prepositions and pronouns for two groups of bilingual first grade children with language delays. Group A received instruction in Spanish prior to instruction in English, and Group B received instruction in English only. The results indicated that the subjects in Group A acquired the English prepositions and pronouns twice as rapidly as the subjects in Group B. These results support the interdependence hypothesis and the practice of language intervention in a child’s native language (L1).
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Wang, Chunying. "Implicit cognitive meanings of the spatial prepositions in, on, and at in English." International Journal of Linguistics and Translation Studies 1, no. 2 (July 23, 2020): 70–83. http://dx.doi.org/10.36892/ijlts.v1i2.33.
Повний текст джерелаАнотація:
Learning English prepositions is deemed as a difficult task for EFL learners (Cheng, 2006) because some English prepositions have many similar but slightly different meanings (Boers & Demecheleer, 1998; Radden, 1985). EFL leaners face difficulty in using English prepositions because they may only learn the linguistic forms but not the conceptual meanings embedded in prepositions. The purpose of this research is to investigate English spatial prepositions in, on, and at from a cognitive perspective, e.g. the theory of conceptual metaphor (Lakoff & Johnson, 1980) and cognitive grammar (Langacker, 2008). The investigation of the present study was mainly done with document analysis (Bowen, 2009; O’Leary, 2014). After reviewing many primary and previous studies (Dikken, 1995; Freeborn, 1987; Lindstromberg, 1996, 2010; Nishimura, 2005; Radden, 1985), the findings show that English prepositions in, on, and at have not only their prototypical meanings but also implicit meanings, which may be extended by metaphors. It is also found that there is an intimate relationship between the spatial and temporal meanings of prepositions. Besides, the prototypical meanings of in, on, and at can be the foundation to learn other spatial or temporal concepts. Therefore, it is suggested that understanding metaphors and the implicit meanings embedded in prepositions can help EFL students’ learning of English language.
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Bratož, Silva. "Teaching English locative prepositions: a cognitive perspective." Linguistica 54, no. 1 (December 31, 2014): 325–37. http://dx.doi.org/10.4312/linguistica.54.1.325-337.
Повний текст джерелаАнотація:
Prepositions are notoriously hard to learn, and frequently subject to negative transfer. In addition, prepositional meanings are commonly extended from the spatial to abstract domains and are, as a consequence, often unpredictable and arbitrary. Traditional approaches to second language preposition teaching have, therefore, suggested that the best way to learn prepositions would be through rote learning. On the other hand, a cognitive linguistics approach argues that the multiple uses of prepositions can be seen as related in systematic ways. Several pedagogical implications of applying cognitive linguistics findings in second language teaching and learning will be discussed, suggesting ways of translating theory into practical consideration and effective teaching materials. The second part of the article presents an instructional model for teaching the locative prepositions in, on and at from a cognitive perspective, and discusses the results of a study conducted to observe the learners’ response to instruction, based on cognitive linguistics findings. In addition, the benefits of focusing on the cross-linguistic differences between the native and target language, in an explicit and systematic way, will be discussed. In this context, reference will be made to several insights and ideas promoted by the CEFR. The article will end by considering some suggestions and ideas for future research.
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Бакина, Анна Дмитриевна. "The Problem of Variability in Biblical Phraseological Units." Tomsk state pedagogical university bulletin, no. 1(225) (January 30, 2023): 58–68. http://dx.doi.org/10.23951/1609-624x-2023-1-58-68.
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Проблема лингвистической вариативности остается актуальной вследствие динамичности развития национального языка. Исследование фразеологических единиц библейской этимологии в аспекте вариативности приобретает в последнее время все бóльшую значимость, поскольку отмечается факт широкой употребительности фразеологизмов, восходящих к библейским текстам и сюжетам, в разных видах дискурса. Разнообразие вариантов библейских фразеологизмов требует отслеживания, организации и структуризации типов их варьирования. Цель – выделение типов вариативности английских фразеологических единиц библейского происхождения. Теоретической основой исследования является фразеологическая концепция, выдвинутая А. В. Куниным. Материалом исследования послужили данные фразеологических словарей: 1) двуязычный «Англо-русский фразеологический словарь» А. В. Кунина, 2) «Англо-немецко-шведский словарь библейской фразеологии» Т. Н. Федуленковой и др., 3) многоязычный фразеологический словарь «Лепта библейской мудрости» З. К. Адамия и др. Анализируемые контексты, содержащие библейские фразеологические варианты, были отобраны в основном из Британского национального корпуса (British National Corpus) и новостного подкорпуса News on the Web. В качестве методов исследования были использованы метод фразеологической идентификации фразеологизмов, метод структурного, компонентного и вариативного анализа фразеологизмов, метод количественного анализа и метод контекстуального анализа. В итоге было выяснено, что наряду с языковой вариантностью фразеологическая вариативность есть результат естественного развития языка как системы. Вариантность библейских фразеологизмов не отождествляется с фразеологической синонимией. Анализ отобранных фразеологических единиц библейского происхождения позволил выделить следующие типы вариантов: простые варианты и сложные варианты (например, субстантивно-квантитативные варианты, адъективно-квантитативные варианты, вербально-квантитативные варианты) фразеологических единиц. Внутри каждой из предлагаемых групп возможно подразделение на узуальные и окказиональные варианты. Простые варианты представлены лексическими вариантами (включающими субстантивные варианты, препозитивные варианты, препозитивно-субстантивные варианты, атрибутивные варианты, глагольные варианты); грамматическими вариантами (включая морфологические варианты и морфолого-синтаксические варианты); квантитативными вариантами (с усечением и добавлением компонентов). Сокращенные части фразеологической единицы могут быть представлены тремя видами (усечение начальной части фразеологической единицы; усечение конечной части фразологизма; смешанное усечение). Выделена группа квантитативных компаративных вариантов, в которых первый союз в результате регулярного усечения становится факультативным, что приводит к появлению квантитативно-вариативных пар. Выделен тип смешанного варьирования, подразумевающий происхождение вариантов путем многократных изменений. Субстантивно-квантитативные варианты образуются путем изменения субстантивного компонента совместно с варьированием структуры фразеологической единицы за счет ее расширения переменным компонентом с предлогом. Адъективно-квантитативные варианты представлены таким набором фразеологических единиц, в которых наблюдается количественная вариантность за счет расширения компонентного состава фразеологической единицы, а также замены адъективного компонента. С помощью корпусных данных было успешно выявлено предпочтение носителями языка одних вариантов идиом другим. Вывод заключается в том, что исследуемые фразеологические единицы библейского происхождения не являются статичными, а представляют собой живые, постоянно изменяющиеся языковые единицы, широко используемые в современной английской речи. Более того, как простая, так и сложная вариативность компонентного состава данного фразеологизма не оказывает значительного влияния на инвариант значения фразеологической единицы. The problem of linguistic variability remains acute due to the dynamism of national language development. The study of phraseological units of biblical etymology in the aspect of their variability has recently become increasingly significant, as the fact of wide use of phraseological units derived from biblical texts and stories in various types of discourse is noted. The diversity of variants of biblical phrases requires identifying, organising and structuring the types of their variation. The aim of the research is to identify new variants of biblical phraseological units that are widely used in various discourse types (fiction, media, publicistic, historical, political). Contexts that verify the resulting data of the research were borrowed from the British National Corpus (BNC), News on the Web (NOW) and electronic dictionary Reverso Context (RC). Language material for the research was extracted out of 3 phraseological dictionaries: 1) the bilingual “English-Russian phraseological dictionary” by Alexander V. Kunin, 2) “English-German-Swedish Dictionary of Biblical Phraseology” by Tatyana N. Fedulenkova and others, 3) the multilingual phraseological dictionary “The Mite of Biblical Wisdom” by Zoya K. Adamia and others. The research methods, namely the method of the phraseological identification, the method of the structural and componential analysis, the method of the quantitative analysis and the method of contextual analysis, allow to analyse 350 phraseological units of biblical origin that are actively used in modern English and identify a set of variants that include both usual and occasional simple variants, i.e. lexical and grammatical, quantitative variants of phraseological units and mixed or complex variants of phraseological units. It was found out that along with linguistic variation, phraseological variation is the result of the natural development of language as a system. Variation of biblical phraseological units is not equaled to phraseological synonymy. The analysis of selected biblical phraseological units allowed us to identify the following types of variants: simple variants and complex variants (e.g. substantive-quantitative variants, adjectival-quantitative variants, verbal-quantitative variants) of phraseological units. Within each of the given groups, a division into usual and occasional variants is made. Simple variants are represented by lexical variants (including substantive variants, prepositional variants, prepositional-substantive variants, attributive variants, verbal variants); grammatical variants (including morphological variants and morpho-syntactical variants); quantitative variants (with truncation and addition of components). Truncated parts of a phraseological unit may be represented by three types (truncation of the initial part of the phraseological unit; truncation of the final part of the phraseological unit; mixed truncation). A group of quantitative comparative variants is distinguished, in which the first conjunction (as) as a result of regular truncation becomes optional, resulting in quantitative-variative pairs. A type of mixed variation has been identified, implying the origin of variants by multiple modifications. Substantive-quantitative variants are formed by changing the substantive component together with varying the structure of the phraseological unit by expanding it with a variable component with a preposition. Adjectival-quantitative variants are formed as the result quantitative variation (expansion of the structure of the phraseological unit) coupled with the replacement of the adjectival element. With the help of corpus data, the preference of native speakers for some variants of idioms over others was successfully revealed. The conclusion is made that the studied phraseological units borrowed from the Bible are not static, but are ‘living’, constantly changing language units, widely used in modern English speech. Moreover, both simple and complex variation in the component composition of a given phraseological unit has no significant impact on the invariant meaning of the phraseological unit.
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Alwreikat, Emad Abedalaziz, and Kamariah Yunus. "THE USE OF PREPOSITIONS IN ARABIC AND ENGLISH: A COMPARATIVE STUDY." International Journal of Education, Psychology and Counseling 5, no. 35 (June 5, 2020): 31–37. http://dx.doi.org/10.35631/ijepc.535004.
Повний текст джерелаАнотація:
Arabic and English are derived from different language families. While Arabic belongs to the Semitic family, English belongs to Germanic languages (Alhaj, 2015). Consequently, these two languages are supposed to have dissimilar prepositional structures. The methodology used in this study to comprehend these variances and resemblances regarding prepositions in Arabic and English, the researcher conducted a comparative study among these two prepositional systems. The objective of this paper is not to prove or disprove this claim. Its main focus is finding out how this syntactic feature is dealt with in English and Arabic in general and the contrast in the use of prepositions in both languages. To achieve this aim, the research makes use of the English categories of prepositions and gives the Arabic equivalents, in some cases, there is no Arabic equivalent because English prepositions are more than Arabic ones.
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Nykiel, Joanna. "Constraints on ellipsis alternation: A view from the history of English." Language Variation and Change 27, no. 2 (June 8, 2015): 227–54. http://dx.doi.org/10.1017/s0954394515000071.
Повний текст джерелаАнотація:
AbstractI offer a diachronic perspective on English ellipsis alternation, or the alternation between inclusion and omission of prepositions from remnants under sluicing and bare argument ellipsis. The relative freedom to omit prepositions from remnants has not been stable in English; this freedom is connected to the strength of semantic dependencies between prepositions and verbs. Remnants without prepositions are first attested, but remain less frequent than remnants with prepositions, as late as Early Modern English and gain in frequency following this period. I demonstrate that three constraints—correlate informativity, structural persistence, and construction type—predict ellipsis alternation in Early and Late Modern English. However, predicting ellipsis alternation in present-day English requires semantic dependencies in addition to the three constraints. The constraints can be subsumed under principles of language processing and production (considerations of accessibility, a tendency to reuse structure, and a conventionalized performance preference for efficiently accessing constituents that form processing domains), permitting a unified processing account of ellipsis alternation with cross-linguistic coverage.
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Alnasery, Israa Hamid Shnain. "Reducing the Ambiguity in Translating Prepositions from English into Arabic." Arts for Linguistic & Literary Studies 6, no. 2 (May 26, 2024): 541–55. http://dx.doi.org/10.53286/arts.v6i2.1959.
Повний текст джерелаАнотація:
The study seeks to identify the common difficulties and ambiguities that arise when translating prepositions from English into Arabic and to provide suggestions for improving the precision and understandability of this process. Data are collected from a wide range of online translations carried out by translators with varying degrees of training and proficiency. The findings of a study have highlighted the importance of considering the intricate details of the target language and its cultural background while translating prepositions. The study suggests that linguistic and cultural variations can lead to difficulties when translating idiomatic statements that contain prepositions. Prepositional idioms, which are commonly used in informal English, can be particularly challenging to translate accurately in other languages. The study suggests that language proficiency alone is insufficient for accurate translation. Translators must also take into account cultural and emotional nuances while translating prepositions to ensure that the intended meaning is conveyed accurately.
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MINDT, DIETER, and CHRISTEL WEBER. "Prepositions in American and British English." World Englishes 8, no. 2 (July 1989): 229–38. http://dx.doi.org/10.1111/j.1467-971x.1989.tb00658.x.
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Phuc, Tran Huu, Nguyen Tat Thang, and Tran Tin Nghi. "Exploring the Influence of Gender and L1 Conceptual Transfer on English Prepositional Usage." Theory and Practice in Language Studies 13, no. 10 (October 2, 2023): 2449–56. http://dx.doi.org/10.17507/tpls.1310.03.
Повний текст джерелаАнотація:
This study explores how gender and first language (L1) conceptual transfer influence the use of English prepositions among 50 Vietnamese university students aged 18 to 25, enrolled in an English language program. The participants' comprehension of English prepositions in terms of usage, meaning, and context was assessed using pre- and post-tests consisting of 20 multiple-choice questions. The data analysis employed descriptive and inferential statistics, including chi-square tests and independent samples t-tests. Both the pre- and post-test results revealed a moderate level of English prepositional usage, with all participants displaying improvement. Female participants performed slightly better than males on the post-test, while there were no notable gender differences in pre-test scores. In both tests, participants with high levels of L1 conceptual transfer performed significantly poorer compared to those with low levels. These findings highlight the significant role of L1 conceptual transfer in the English prepositional usage of Vietnamese language learners, while suggesting a minor impact of gender. Further research is needed to delve deeper into this relationship. The results emphasize the importance of addressing L1 conceptual transfer in English language instruction, specifically regarding prepositions, within the context of Vietnam.
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Sumonsriworakun, Piyaboot. "Coursebooks or the BNC? Teaching English Verbs and Their Dependent Prepositions." rEFLections 30, no. 1 (April 28, 2023): 132–58. http://dx.doi.org/10.61508/refl.v30i1.265148.
Повний текст джерелаАнотація:
The study compares English dependent prepositions of the verbs agree, apply, and die shown in English language coursebooks and a corpus. It also suggests English prepositional verbs and their dependent prepositions that are suitable for teaching to L1 Thai learners and a method that should be employed for the instruction. The data were collected from four English language students’ books used by many upper secondary schools in Thailand and the British National Corpus. The findings demonstrate that the coursebooks offer nearly all of the most frequent dependent prepositions of the verbs with scant sentence examples and collocations, while the corpus reveals more dependent prepositions with numerous sentence examples and collocations. Further, the corpus data provide many noun collocates that can be arranged into themes according to their semantic preferences. It is advisable that the coursebooks and corpus data should be used in Thai EFL class to complement each other. The most frequent constructions should also be taught as phraseology through indirect access to data-driven learning, with suggested inductive activities and examples of simplified key word in context concordances.