Adjectives Research Articles

Exploring Figurative Language: Expressions and Metaphors in Sports Reporting of Java Pos (Edition, June 1, 2018)

The utilization of figurative language in sports reporting significantly enhances communication’s allure and competitiveness within this realm. Figurative language entails expressions not meant to be taken literally but carrying implied meanings that enrich interpretation for readers or listeners. It crucially illustrates action and drama in sports news, engendering a more immersive reading experience and influencing how events are comprehended. This research probes into the use of figurative language, particularly expressions and metaphors, within sports reporting's context. The study’s focal point was the June 1, 2018 edition of the esteemed Indonesian newspaper, Java Pos, renowned for its vibrant sports reporting, particularly in football. Data consisted of expressions and metaphors in the form of verbs, nouns, adjectives, and numerals, sourced from Java Pos' sports reporting (June 1, 2018 edition), especially relating to football. The methodology involved participatory observation reading 7 football-specific sports pieces and scrutinizing each for expressions and metaphors. Additionally, documentation was employed collecting and analyzing articles from the designated edition to assess metaphors and expressions through a figurative language lens. Post data collection, data was condensed and classified by category (nouns, verbs, adjectives, and numerals) then verified and interpreted contextually. Content analysis was applied for data analysis, comprehending the contextual use and its impact on reader comprehension. The findings unveiled the presence of expressions and metaphors, encompassing verb phrases, nouns, adjectives, and numerals, in the news reports. This study uncovers the usage of figurative language, enriching communication, fostering creativity, and contributing to elevated sports reporting quality and deeper audience understanding.

The long and the short of it: Russian predicate adjectives with zero copula

The present article presents an empirical investigation of the choice between so-called long (e.g., prostoj ‘simple’) and short (e.g., prost ‘simple’) forms of predicate adjectives in Russian, based on data from the syntactic subcorpus of the Russian National Corpus. The data under scrutiny suggest that short forms represent the dominant option for predicate adjectives. It is proposed that long forms are descriptions of thematic participants in sentences with no complement, while short forms may take complements and describe both participants (thematic and rhematic) and situations. Within the “space of competition” where both long and short forms are well attested, it is argued that the choice of form to some extent depends on subject type, gender/number, and frequency. On the methodological level, the approach adopted in the present study may be extended to other cases of competition in morphosyntax. It is suggested that one should first “peel off” contexts where (nearly) categorical rules are at work, before one undertakes a statistical analysis of the “space of competition”.

Adjectival Phrases in English and Kurdish A Contrastive Study

This research is an attempt to show the similarities and differences of adjectival phrases in both English and Kurdish languages and to present how the two languages are rich in using adjectival phrases. English and Kurdish adjectives have some similar and different properties which affect language learning/teaching and translation. Adjectival phrases in both languages have the same syntactic and predicative functions. Moreover, in both languages superlative adjectives are dealt with morphologically.Throughout this contrastive study, we will be able to recognize the mistakes and differentiate between the adjectival phrases in these two languages. As a result, researchers will know how to use adjectival phrases correctly without any confusion.This study is of four sections. The first one deals with a brief

Analisis Kontrastif Kata Sifat Dalam Bahasa Arab Dan Bahasa Inggris

This study aims to conduct a contrastive analysis of adjectives in Arabic and English. The study will compare the characteristics, usage, and syntactic structure of adjectives in both languages with the aim of identifying the similarities and differences that exist. The methodology of this research is based on the contrastive approach which allows comparing the linguistic systems of two languages systematically. The research data will be collected from Arabic and English textual sources, such as textbooks, journal articles, and language corpus. Data collection will involve identifying the most common and representative adjectives in both languages, as well as an in-depth analysis of the syntactic attributes and functions attached to those adjectives. The research will address differences and similarities in terms of the grammatical categories of adjectives, such as tense changes, word formation, and the syntactic roles that adjectives assume in sentences. Contrastive analysis will be conducted in semantic, morphological, and syntactic aspects with a focus on the differences between Arabic and English. The results of this study are expected to provide a better understanding of the structural and functional differences of adjectives in Arabic and English. The findings of this study can be useful for second language learners, translators, and curriculum developers in designing effective teaching methods and overcoming common mistakes that often occur when learning Arabic or English.

THE SYNTACTIC BEHAVIOR OF –LYADVERBS AND –LY ADJECTIVES

This paper is an attempt to demonstrate the syntactic behavior of -ly adverbs and -ly adjectives. It mainly deals with -ly as an inflectional suffix that forms adverbs and adjectives It is hypothesized that there are differences between adjective-forming –ly and adverb-forming –ly.The researcher first made general and specific observations about the morphological processes of -ly adverbs and -ly adjectives. Since the study focuses on a linguistic phenomenon, its data is a set of -ly adverbs and -ly adjectives used as examples to support the hypothesis. The importance of studying the syntactic behavior of -ly stems from the fact that thousands of English adjectives and adverbs are created by adding the suffix "-ly" to their roots. Despite the fact that both adjective-forming –ly and adverb-forming –ly bring about new words and they occur at the end of the word’s root, there are still striking differences related to the occurrence and morphological derivation.
 In conclusion, adjectives and adverbs that are made by adding adjective- and adverb-forming –ly to bases called "nouns or adjectives" are plentiful in English. Words known as de-nominal adjectives, de-adjectival adverbs, and de-adjectival adjectives are the products of this morphological process.

Mastering English Multiple Adjectives Ordering among Early versus Late Second Language Speakers: Evidence from Arabic-English Bilinguals

Recent research has shown that learners demonstrate huge variability in second language (L2) end-state attainment. While some L2 learners attain native-like command, others only attain an undeveloped command and some stuck in between. It is also assumed that early learners often surpass owing to Lenneberg’s Critical Period Hypothesis (1967) that proposes that early onset often advance L2 development. This study investigates the extent to which, age is associated with mastering the target language among late versus early Arabic-English bilinguals. Specifically, this study concerns itself with the issue of how Arabic-English bilinguals typically perceive the right ordering of multiple consecutive adjectives (e.g., the small yellow bird). A considerable amount of literature has established that L2 learners encounter challenges in mastering the right sequence of adjectives, particularly when there are several adjectives modifying a single noun. To determine how Arabic-learners of English perceive English descriptive adjective orderings, this study observes whether an earlier age of first contact with English enhances the learners’ accuracy and the reaction time. To test this assumption, the intuitions of two groups of early (n=8) vs. late (n=8) Arabic-English bilinguals in the United Kingdom (i.e. Leeds) were compared for English descriptive adjective ordering preferences through a Speeded Acceptability Judgment Task (SAJT). The participants were requested to show their ordering preferences for a couple of multi-adjective strings (n=16). The findings suggested that early Arabic-English bilinguals significantly outperformed late Arabic-English bilinguals in terms of exhibiting native-like ordering preferences. The study concludes that early exposure is more likely to facilitate mastering the target system and that it generally accelerates L2 development. This study also concludes that accuracy and response time may reflect the L2 development. The study suggests a number of pedogeological implications for teaching and learning an L2.

Перевод Сказания Агапия как памятник древнейшего периода болгарской письменности

The article analyzes the archaic linguistic features of the Old Bulgarian translation of the apocryphal Journey of Agapius to Paradise (The Narration of our father Agapius). Examples demonstrating a literal translation from Greek and the difficulties experienced by translators are considered. In the language of the monument, attention is drawn to the features inherent in the entire Old Bulgarian period, for example, the use of uncontracted forms of imperfect and adjectives, the primordal forms of participles on *-ius-, as well as to some unique lexemes. The handwritten tradition of the Narration of Agapius also reflects a number of features characteristic of the earliest stage of Bulgarian writing (late 9th – early 10th century), in particular the use of a root aorist. Especially important are the examples that testify to the glagolitic nature of the initial translation.

Investigating Strategies for Mitigating and Avoiding Expert Blind Spot Development in Teaching English Attributive Adjectives

Teaching is a prominent paraphernalia that brings numerous insights for developing learners’ competence in educational concerns. However, teaching English to non-native learners poses challenges as innovative strategies are scant. Sometimes teachers overlook the difficulties experienced by novices when they approach a new English grammatical domain. Psychological expert blind spot sporadically and intuitively develops due to teachers’ ignorance. The paper investigated strategies for mitigating and avoiding expert blind spot in teaching English attributive adjectival phrases at Khwevha High School in Limpopo Province, South Africa. Quantitative and qualitative research approaches were adopted to corroborate the findings. A questionnaire was used to collect data from 35 selected Grade 10 respondents using a simple random sampling technique. Qualitatively, semi-structured interviews were conducted on two purposely sampled schoolteachers from Dzindi Circuit, based on the researcher’s preference for obtaining an in-depth understating of the topic. Initially, learners were incompetent in using adjectives but after employing ‘points of entry’, offering ‘explanations’, presenting ‘structures’ and checking ‘comprehension’ strategies, learners improved considerably. The paper underscores using the identified strategies to mitigate and avoid the advancement of the expert blind spot in teaching English attributive adjectives.

The Role of Universal Grammar in Second Language: English Adjective Phrase by Saudi Learners

English is the primary second language learned in Saudi Arabia. Many Saudi students are learning English as a second language for several reasons. Still, almost all English second language learners in Saudi Arabia are willing to learn English proficiently as English natives. Chomsky’s Universal Grammar is one of the primary theories that has discussed the idea of learning a second language. The primary purpose of this study is to develop an understanding of the role of Universal Grammar in second language acquisition by investigating how Saudi Learners of English use the English Adjective Phrase Structure. This research adopts the Full Transfer/Full Access Model as its model. This study used an online questionnaire method design and both quantitative and qualitative approaches to analyze data. This study assigned 118 participants from undergraduate students in Level Two and Level Five at English Language and Literature Department at Prince Sattam bin Abdul-Aziz University. The primary findings of this study indicate that native-like proficiency can be reached due to the fact there is full access to Universal Grammar when learning a second language. This study also found that Arabic as a first language plays a significant role in the beginning stages of learning English as a second language. Furthermore, the findings reveal that the effect of the first language on the second language can be overcome with more input the learner gets.

Basic Emotion Prototypes in English and in Polish

Abstract This paper explores the conceptualization differences between the prototypical categories of six basic emotions (anger, disgust, fear, joy, sadness, surprise) in English and Polish lexicalizations of these concepts in noun, verb, and adjective forms. Measures of valence, arousal, and dominance were collected and analyzed across the six semantic categories, between parts of speech and depending on the gender of the study participants for both languages. The results indicate that the basic emotion prototypes in both languages have common characteristics hinging broadly on valence but have unique language-specific patterns of valence, arousal, and dominance across individual emotion categories. Conceptualizations of emotions were found to be different between men and women and across languages, while language-specific patterns were found in part-of-speech effects. These results have serious implications for future study designs and research methodology at the intersection of cognition, emotion, and language and in cross-linguistic contexts.

Contrastive Analysis of English and Pashto Adjectives

Language is a systematic means of communication that employs sound or conventional symbols. Using a foreign language can be problematic when attempting to communicate or translate written or spoken language from one's native language due to structural differences between languages. Among the most widely spoken languages in the world, English is understood by approximately half of the global population, though it is neither an official nor a second language in our country. Nonetheless, due to its significance, it is often taught as a foreign language at schools, institutes, and universities. As previously mentioned, Pashto, our language, shares both structural similarities and differences with English, which can pose challenges for learners. To address these difficulties in learning English, this paper presents a contrastive analysis of English and Pashto adjectives, examining the similarities and differences between them. The study employs a descriptive and contrastive methodology.

Verbification of Feminine Forms of Adjectives Można ‘Posible ’, Niemożna ‘Imposible ’ and Niepodobna ‘Imposible ’ – Corpus -Based Aproach

Abstract The article is devoted to the process taking place in the Middle Polish period, which led to the transformation of nominative, singular, feminine forms of three adjectives (można ‘possible’, niemożna ‘impossible’ and niepodobna ‘impossible’) into verbal lexemes (the so-called predicatives). In this respect, the predicative uses of these forms in the texts collected in the Electronic Corpus of 17th- and 18th-century Polish Texts (up to 1772) were investigated. The progressive verbification of adjectival forms was considered to be indicated by three changes in the constructions where these forms played the role of a predicate: supersession of connections with feminine verb forms by connections with neuter forms, limiting the connections with verbs to the auxiliary verb być ‘to be’, and disappearance of connections with the personal form of the verb być in the present tense. The research results show that both forms acquired the two most important features characteristic for predicatives during the 17th century. The third of the analysed properties characterizes the form można/niemożna from the second half of the 19th century, and the process of its acquisition by the form niepodobna has not ended yet.

WHO International Standard Terminologies on Traditional Chinese Medicine: Use in Context, Creatively

WHO International Standard Terminologies on Traditional Chinese Medicine: Use in Context, Creatively

Care

Care

The Role of Congruency in Collocation Acquisition: A Case Study of Vietnamese Students Learning English Adjective + Noun Collocations

Collocational competence is of critical importance to EFL learners’ language proficiency. Due to limited research on L1 influence on L2 learners’ development of receptive and productive knowledge of adjective + noun collocations, especially in the context of Vietnam, this study is an attempt to address these gaps by investigating whether Vietnamese learners could recognize and use congruent English adjective + noun collocations more accurately than incongruent ones. Data were collected from 72 English-major undergraduates in a Vietnamese university who completed three collocational tests: the Receptive Knowledge Test, the Productive Knowledge Test, and the paragraph-writing test. Results showed that, in contrast to language transfer theory, congruent collocations posed considerably more problems for the students in identifying the well-formed lexical combinations and using them accurately in writing. These findings highlight the importance of explicitly teaching congruent and incongruent collocations in EFL classrooms.

Исследование эволюции лингвокультурологического концепта БАЛАНС на основании частотного анализа универсальных и национально-специфических коллокаций с компонентом «баланс» в русском и англо-американском дискурсе

The subject of the research is the polysemantic borrowed noun «баланс» (balance) in Russian and “balance” in the Anglo-American language. The aim of the research is to identify the significant universal and culture-specific collocations with the “balance” component, as well as to determine the structure of the concept represented by this lexeme in Russian and Anglo-American discourse. The statistical and psychological methods for analysing collocations in text corpora have been considered. The research is focused on adjective collocations with the “balance” component, formed according to the scheme ADJ (adjective) + NOUN, detected by statistical methods that calculate the frequency and mutual information (relevance) of shared use in dictionaries and linguistic corpora of Russian and Anglo-American texts in the time ranges (1820-1900) and (2015-2019). Within the framework of the psychological approach, the notions of semantic prosody and lexical priming have been considered. From the perspective of the psychological approach, it can be argued that the lexical unit «баланс» / “balance” in Russian and Anglo-American discourse in most cases is used with positive collocates and is associated with positive prosody. The scientific novelty of the research lies in identifying the significant universal and culture-specific collocations with the “balance” component, as well as in studying the evolution of the segmental concept БАЛАНС/BALANCE in Russian and Anglo-American discourse based on the frequency approach using contrastive, diachronic and etymological analysis. The research findings demonstrated the difference in the structure of the concept BALANCE in the time ranges (1820-1900) and (2015-2019) in the Russian language.

Approximation and comparison in word-formation: The case of denominal adjectives in Dutch, German, and English

The paper presents a corpus-based comparative study of denominal adjectives in Dutch, German, and English. It aims at clarifying the notion of approximation. More specifically, it focuses on investigating the relation between approximation and comparison as semantic categories in word-formation. Drawing on equivalent patterns, we study both the relation between comparative and approximative readings in various word-formation patterns (derivation and compounding) in Dutch, German, and English as well as the respective differences between the languages. We specifically focus on suffixes and other right head constituents (in particular Dutch -achtig, German -artig and -ähnlich, and English -like), thereby addressing the question whether word class changing morphology is at all suitable for expressing approximation. We conclude that the patterns investigated in our study may have approximative readings but are not approximative in the strict sense.

Getting close-ish: A corpus-based exploration of -ish as a marker of approximation and vagueness

This paper investigates the approximative nature of -ish, which takes its origin in de-adjectival adjectives in Middle English and from there spreads to -ish-derivatives from a wide array of bases, in terms of both categoriality and complexity. Drawing on data from the TV corpus, the paper charts the inventory of ‑ish-derivatives expressing approximative senses and zooms in on de-adjectival derivatives (largish, small-er-ish), de-numeral derivatives (fourth-ish, 2.8-ish), as well as on non-category changing -ish-formations (a few weeks-ish, nothingish). Building on both the diachronic trajectory of approximative ‑ish as of Middle English and the inventory of -ish-formations in the TV corpus, the paper proposes an approximation cline ranging from the earliest relational/associative senses of the suffix via similitudinal and genuinely approximative senses to incipient privative senses, (almost) all of which are attested in the data investigated.

(206) Proposal to guide the choice among grammatical forms in epithets with uncertain grammatical status

(206) Proposal to guide the choice among grammatical forms in epithets with uncertain grammatical status

An Analysis of Derivational and Inflectional Morphemes in Song Lyrics on Taylor Swift’s “Fearless” Album

Morphology is the study of morphemes. By studying morphemes, especially derivations, it can develop our English vocabulary because it generates new word classes and meanings. The purpose of this study was to determine the process of forming derivational and inflectional affixes and the types of derivational affix functions used in song lyrics on Taylor Swift’s “Fearless” album. Researcher used 3 songs, including: Love Story, You Belong With Me and Breathe. The approach of this research was descriptive qualitative research. The instrument used was the researcher as the main instrument and document analysis as the second instrument used to collect data. The subject of this reseach is the song lyrics on Taylor Swift’s “Fearless” album. The data of this study are all data containing affixes on Taylor Swift’s “Fearless” album. The researcher found 57 affixes; 53 inflections and 4 derivations. The inflection data were 5 –s third-person singular, 15 –ed past tense, 14 –ing progressive, 3 –en past participle, 15 –s plural and 1 –er comparative. Meanwhile, the derivation data were 1 noun to adjective, 2 adjective to adverb and 1 adjective to adjective. Then, the researcher found 2 types of derivation affix functions; adjective formation and verb formation.