Chinese Syntactic Structures Research Articles

The contrastive analysis of English, Ukrainian and Chinese syntactic structure

The contrastive analysis of English, Ukrainian and Chinese syntactic structure

Emotion-Semantic-Enhanced Bidirectional LSTM with Multi-Head Attention Mechanism for Microblog Sentiment Analysis

The sentiment analysis of microblog text has always been a challenging research field due to the limited and complex contextual information. However, most of the existing sentiment analysis methods for microblogs focus on classifying the polarity of emotional keywords while ignoring the transition or progressive impact of words in different positions in the Chinese syntactic structure on global sentiment, as well as the utilization of emojis. To this end, we propose the emotion-semantic-enhanced bidirectional long short-term memory (BiLSTM) network with the multi-head attention mechanism model (EBILSTM-MH) for sentiment analysis. This model uses BiLSTM to learn feature representation of input texts, given the word embedding. Subsequently, the attention mechanism is used to assign the attentive weights of each words to the sentiment analysis based on the impact of emojis. The attentive weights can be combined with the output of the hidden layer to obtain the feature representation of posts. Finally, the sentiment polarity of microblog can be obtained through the dense connection layer. The experimental results show the feasibility of our proposed model on microblog sentiment analysis when compared with other baseline models.

Effect of Topic-prominent Features of Mandarin Chinese on English Writing

Mandarin Chinese features a subject-verb-object word order and lacks grammatical agreement of any sort. It is basically a head-last language with the modifiers preceding the head word. Other prominent grammatical features include serial verb construction, resultative complement and the double nominative constructions. My paper focuses on the role of topic and subject in Mandarin, drawing on three views on Chinese syntactic structures, namely, SVO approach, topic-comment approach, and topic-prominence approach. A comparison is made among the different views and a conclusion is drawn that topic-prominent approach may better capture the complexities of Chinese syntax, which definitely contributes to English writing.

A Comparative Study of Syntactic Hypotaxis and Parataxis in English and Chinese From the Aesthetic Perspective of Classical Painting

Parataxis is the main grammatical feature of Chinese sentences while hypotaxis is the main grammatical feature of English. Similarly, Chinese classical paintings stress on the psychological harmony of subject-object unity and Western classical paintings on extrinsic form. It is found that the aesthetic thinking of classical painting is reflected in English and Chinese syntactic structure.

Recognizing syntactic errors in Chinese and English sentences: Brain electrical activity in Asperger's syndrome

This study investigates electroencephalographic (EEG) oscillatory activity in the brain for bilingual participants with Asperger's syndrome (AS) and bilingual healthy control participants during visual recognition of syntactic errors in traditional Mandarin Chinese (native) and English (foreign) sentences. Reading performance is similar for the two groups in both languages. While reading Mandarin Chinese, the control group showed a left-hemispheric specialization within the 400–600ms interval in delta synchronization. However, delta synchronizations were widely distributed in all scalp regions and lasted longer than 600ms in the AS group. One possible interpretation of our data is the hypothesis that the AS group has more difficulty in brain organization of semantic and syntactic processes than the control group when reading their native language, because Chinese syntactic structure requires more work to be done by the perceiver. Nevertheless, other brain mechanisms (e.g., top-down regulation), can partially compensate for this difficulty, allowing AS subjects to attain the same level of response activity as the controls.

Redes sociales y factor de impacto de las revistas biomédicas

This study investigates electroencephalographic (EEG) oscillatory activity in the brain for bilingual participants with Asperger's syndrome (AS) and bilingual healthy control participants during visual recognition of syntactic errors in traditional Mandarin Chinese (native) and English (foreign) sentences. Reading performance is similar for the two groups in both languages. While reading Mandarin Chinese, the control group showed a left-hemispheric specialization within the 400–600 ms interval in delta synchronization. However, delta synchronizations were widely distributed in all scalp regions and lasted longer than 600 ms in the AS group. One possible interpretation of our data is the hypothesis that the AS group has more difficulty in brain organization of semantic and syntactic processes than the control group when reading their native language, because Chinese syntactic structure requires more work to be done by the perceiver. Nevertheless, other brain mechanisms (e.g., top-down regulation), can partially compensate for this difficulty, allowing AS subjects to attain the same level of response activity as the controls.

A comparative study on generation of Korean & Chinese syntactic structure and word-order processing through ‘X[Sino-Korean word]+hada’

A comparative study on generation of Korean & Chinese syntactic structure and word-order processing through ‘X[Sino-Korean word]+hada’

A Computational Model for Chinese Syntactic Structure Induction Based on Sentence Alignment

This paper introduces an unsupervised learning framework of Chinese syntactic structure based sentences similarity. First, all sentence pairs in the Chinese sentence corpus are aligned, and each pair is partitioned into similarity segmentations and different ones which alternately occur, Then, aligned similarity segmentations or different ones are selected as potential constituent candidates based on the strategy of similarity priority or of difference priority respectively. As the boundary friction may be introduced in the later step, its disambiguation is further carried out. Finally, by inducing sentence constituents, the syntactic structures are learned. In order to reduce word sparseness in the process, some words are replaced by classes in advance. Three forms of the sentence units, such as the sequence of words, the sequence of POS (part of speech)-tags and the sequence of words with POS-tag, are examined and the learned syntactic structures are evaluated respectively. The results show that different priority strategy achieves a better performance than the similarity one, and the Fs are above 46% for all three forms, with the best one being 49.52%, which is better than those having been reported.

The teaching of Chinese and the Chinese way of thinking

AbstractThe teaching of Mandarin Chinese can be enhanced by the application of principles underlying the Chinese way of thinking -the Conceptual Sequence Principle (CSP) (Wu 1992:53) and the Principle of Temporal Sequence (PTS) (Tai 1985:61). These are fundamental principles motivating syntactic structures and discourse organisations in Chinese. The two principles capture the most general tendency of Chinese syntactic structures and discourse organisation. CSP accounts for various double (or multiple) nominative constructions typical of the language including Subject-Object-Verb (SOV) and Object-Subject-Verb (OSV) patterns, whereas PTS explains the relative position of verbs in verb compounds and serial verb constructions, and the position of adverbials – typically those of time and location – in relation to the verb in a sentence, as well as the because-therefore discourse pattern (Kirkpatrick 1991:183). An understanding of the two principles will not only enable students to gain insight into the Chinese language and avoid common mistakes caused by the interference of their mother tongue, but also assist them to understand the Chinese way of thinking and achieve interactive competence in the language.