Grammar Categories Research Articles

A Study on EFL Learners’ Preferred Types of Salience and Categories in Movie English

The purpose of this paper is twofold: (1) to observe EFL learners’ preferred types of salience in Movie English and (2) to examine which language categories are mainly salient. The types of salience are based on Schmid and Günther’s (2016) 4 types of salience, with categories of grammar, individual words, chunks, and messages. This is a case study of five college students majoring in English all with TOEIC scores higher than 800. The study was divided into a self-heuristic group of three students and a category-presented group of two students. The self-heuristic group was instructed to find out what they found salient and noticeable in a movie, without the terms salience and category being mentioned. The category-presented group was directed to find out what they found salient and noticeable in the movie, based on given categories. The results showed that the two groups preferred surprise and novelty. Both groups preferred different categories, however. The self-heuristic group mostly focused on chunks, with a preferred order of chunks, grammar, words, and messages. The category-presented group mainly focused on words, with a preferred order of words, chunks, messages, and grammar. Pedagogical implications will be discussed in more detail in this paper.

A Study on Coding Education for Non-Computer Majors Using Programming Error List

When carrying out computer programming, the process of checking and correcting errors in the source code is essential work for the completion of the program. Non-computer majors who are learning programming for the first time receive feedback from instructors to correct errors that occur when writing the source code. However, in a learning environment where the time for the learner to practice alone is long, such as an online learning environment, the learner starts to feel many difficulties in solving program errors by himself/herself. Therefore, training on how to check and correct errors after writing the program source code is necessary. In this paper, various types of errors that can occur in a Python program were described, the errors were classified into simple errors and complex errors according to the characteristics of the errors, and the distributions of errors by Python grammar category were analyzed. In addition, a coding learning process to refer error lists was designed to present a coding learning method that enables learners to solve program errors by themselves.

Ethnic oriented approach to imperative mood examination in teaching of Russian as a foreign language

This article examines difficulties to teaching the Russian language grammar in “Russian as a Foreign Language” (referred to as “RFL”) classes to students from Chinese contingent. While learning Russian grammar, many students encounter a number of challenges, one of which is an attempt to transfer their native language knowledge onto the learning of a foreign language. Since grammar categories of different languages are not identical, the learner’s consciousness attempts to overlay one language onto another (phenomenon of interference), which in turn hinders the adequate learning of chosen language’s certain grammar category. Without a doubt, focusing on such cases and bearing in mind possible mistakes of such type while learning a certain grammar category focusing on features of students’ native language creates a deeper understanding of Russian language structure and prevents cases of interference. The current article is relevant to the number of studies related to the examination of approaches to the ethnic oriented education of foreign languages. A detailed analysis of inducement expression methods in Russian language as compared to those in Chinese language is considered highly relevant. Authors of the current study come to the conclusion that the introduction to the Russian imperative mood and its manifestation in language and speech can be presented with interest from the position of ethnic oriented approach to the teaching of “RFL” classes by combining the grammar aspects of language learning with culturological ones. The framework of this article and collected illustrative material can be of use to the “RFL” teachers in their pedagogical practice in the preparation and conduct of classes with Chinese students, as well as in preparation of training courses of Russian language grammar and in creation of teaching aids based on ethnic oriented approach.

Regarding the issue of specificity of A. Vvedensky's language

The object of analysis in the provided article is the language-game as a method of representing the author’s vision. The content behind term “language-game” is revealed by an art space of A.I. Vvedensky, Russian poet of avant-gardism and philosopher. It is analyzed a distinction between children’s and adult’s works. The main content of the current study is an analysis of the most effective methods of language-game presentation in artistic communication of the poet, such as free verse, contamination of phraseological units, comparison, semantic indifference of lexemes, transformation of grammar categories, phrase deformation, etc. Based on the conducted research, a conclusion about specifics of the poet’s individual writing style can be made. In Vvedensky’s linguistic poetics, language-game manifests itself at different levels of text function as an important factor to text formation. It is important to note that language-game techniques found in his children’s works are aimed at building a positive dialog and are seen as a positive phenomenon, while his more mature works feature an abstract artistic world with abstract artistic meaning.

Формы, значения и категории языковых и речевых структур

Review of the monograph: Koshevaya I.G. Text-Forming structures of Language and speech. Moscow, 2018. 184 p. (in Russ.). The reviewed monograph reflects the results of a multifaceted study of text-forming language and speech structures. It presents a multi-level analysis of categories of communicative and systemic grammar, focuses on the problem of text formation and its structural and semantic organization, dwells on text characteristics and components, as well as on the speech situation and speech complex. Moreover, the book demonstrates an extraordinary approach to studying texts and exploring their elements, as well as an in-depth understanding of underlying text structures.

Contrastive Analysis of Grammar Categories in Common Germanic and Old Slavonic

Contrastive Analysis of Grammar Categories in Common Germanic and Old Slavonic

Russian noun pluralization in bilingual children: Evidence from four countries. Part 1. Qualitative analysis

The Russian language is confronted with a variety of other languages from around the world on the individual level. Russian is spoken by a large proportion of the population in some countries. As a result, it is necessary to investigate how the home / family or the first language (L1) interacts with the language of the environment in early childhood and how this influences the acquisition results at various stages. The aim of the study was: (1) to compare the pattern of noun pluralization in Russian (L1) among monolingual Russian-speaking and bilingual (L1) Russian-speaking children; (2) to examine the possible role of L2 background in production of noun plurals in L1 Russian. The participants included four groups of 4- to 5-year-old bilingual children with Russian as L1 and English, German, Finnish, or Hebrew as L2, who were compared to monolingual children in Russia in two age groups (3–4 and 4–5 years of age). A semi-structured elicitation test was conducted. Our findings revealed no qualitative difference between the groups on noun pluralization. Even if this is the case, some minor negative influence was evident in the children with English as L2, which is characterized by most regular noun pluralization. The presence of a grammar category in L2 plays the central role in the acquisition of this category in L1. Still, it is not clear what the role of L2 is: maybe the bilingual children are so good with Russian plural marking because their L2 has plural marking or because Russian is their dominant language and they have had a lot more input in it, so that the status of their L2 is irrelevant. The article actually consists of two parts, each dealing with qualitative and quantitative analysis, respectively.

Gender-fair language as an object of amateur language criticism in German media

The article deals with interpretation of gender problems in amateur criticism of the German language. The goal of the study is to define specific features of gender-fair language forms, to detect the arguments of the discussion members as well as their linguistic explanation, and to consider the means of assessment used in discussion about gender-fair language. The materials examined were taken from German online-media for the period 2017 to 2021. The main research method is multifaceted discourse analysis which considers the trans-textual situation, intra-textual features and positions of the actors. The study is based on the achievements of feministic and gender linguistics. Examining gender-fair lexical units demonstrates their heterogeneity in form (natural and man-made) and content (gender specific and gender neutral). The arguments of the discussion members deal with important language problems, such as the possibility of a conscious change of language forms, the influence of language changes on the non-linguistic reality, understanding of grammar categories (gender of nouns), communicative function of the language, and problems of practical usage of language forms: intelligibility, reproducibility, compliance with mental and ethical norms. The analysis of evaluative vocabulary and keywords demonstrates conventionality and the reserve of assessments given by supporters of gender-fair language as well as the emotionality and figurativeness of assessments provided by opponents. The study of gender problems in amateur language criticism and their linguistic comprehension contributes to the development of modern scientific language criticism.

Russian noun pluralization in bilingual children: Evidence from four countries. Part 2. Quantitative analysis

In several countries Russian is spoken by a considerable percentage of the population. The Russian language has been influenced by a number of different languages from throughout the world. As a result, it is crucial to look into how the first language (L1) of a family interacts with the language of the environmentin early life and how this affects acquisition outcomes at different stages. This paper reports on a cross-sectional study of the acquisition of Russian plural morphology by preschool-age bilingual and monolingual children. The bilingual children speak Russian as their L1 and acquired English, Finnish, Hebrew or German as their early L2 around age 2 or 3. The L2s in this study belong to three typologically diverse groups. The resultsof an elicitation study show that all children make qualitatively similar errors but that the Russian/English bilinguals make the most errors, possibly due to the fact that plural morphology in English is much more regular than that in Russian and the other languages in this study. This paper contributes to our understanding of childhood bilingualism; there have been relatively few studies of Russian in the bilingual context. The study is placed within the framework of bilingualism, heritage speakers, and child L2-acquisition. The theoriesof how morphology develops in early sequential bilinguals / heritage speakers are put forth. Concrete predictions of particular theories are tested. The theoretical part shows how plurals are formed in Russian in contrast with other languages in this study. Our study purports to determine whether L2 affects L1 and makes the claim that availability of a grammar category in L2 is important for acquisition of that category in L1. The article actually consists of two parts, each dealing with qualitative and quantitative analysis, respectively.

La clasificación del sustantivo a partir del análisis de un poema

En el presente trabajo, se exponen los resultados de la aplicación de una secuencia didáctica en cursos de primer año de secundaria de adultos y adultas, pertenecientes a diferentes escuelas de la ciudad de Buenos Aires. Las actividades fueron confeccionadas desde la perspectiva del Enfoque Cognitivo Prototípico (ECP) (Langacker, 1987, 1991; Lakoff, 1987), que sostiene que la gramática es un sistema de tendencias que refleja la concepción del mundo de una sociedad. Partimos de la hipótesis de que el enfoque discursivo que plantea el ECP supera las limitaciones que implica operar en un nivel oracional, y, por lo tanto, permite a los y las estudiantes una mejor comprensión de las categorías gramaticales que en los casos en los que se utilizan formas descontextualizadas. En el análisis de las secuencias, concluimos que las actividades planteadas desde un enfoque discursivo contribuyeron a mejorar la comprensión del tema gramatical y la interpretación del texto.

A semântica da construção ditransitiva em perspectiva diacrônica

Este artigo tem como foco a construção ditransitiva do português do Brasil, com o objetivo de examinar sua evolução semântica. Para tanto, compara manifestações dessa construção nos séculos XVIII e XX a fim de investigar se houve mudança em sua morfossintaxe e na classe semântica dos verbos que a instanciam. A abordagem teórica conjuga pressupostos e categorias analíticas da Linguística Funcional Centrada no Uso (FURTADO DA CUNHA, M. A.; BISPO, E. B.; SILVA, 2013a) e da Gramática de Construções (GOLDBERG, 1995; TRAUGOTT; TROUSDALE, 2013; HILPERT, 2014). Os resultados obtidos indicam que, tanto no século XVIII como no século XX, em seu sentido prototípico, a construção ditransitiva conceitualiza um evento de transferência física, em que um participante animado (Sujeito) transfere um objeto (Objeto Direto) para uma entidade humana (Objeto Indireto). Além disso, não foi constatada mudança na classe semântica dos verbos que podem instanciar extensões do sentido central dessa construção.

ORIGIN, DEVELOPMENT AND FUNCTIONING OF GRAMMAR CATEGORY OF NUMBER IN THE GERMAN LANGUAGE

The thesis suggests the comprehensive approach towards the study of the origin, development and functioning of grammar category of number in different historic periods of the German language. The investigation of the number of a noun in this study is based on a synchronic-diachronic approach. To solve the tasks, the comparative historical method, the method of linguistic reconstruction and descriptive analysis were used. The analysis is based on Old-, Middle- and Early High German texts as well as the data from lexicographic sources of the German language. In the course of the study, the chronology of the origin and genetic origins of the grammatical category of number in the German language were traced. We have identified and disclosed the features of the origin and development of the studied units in the diachronic aspect. The linguistic reconstruction of the preforms was also carried out and the primary motivation of the lexemes under study was revealed. It is suggested that the origin and development of the concept of number came from the opposition 'whole / part', which served as the source of the concept of 'singularity / duality (plurality)', to the emergence of proper grammatical formatives of the category of number in the Indo-European proto-language. The material of the analyzed ancient texts made it possible to single out a clear realization of the singular and plural in the nouns and to find traces of the dual, the functioning of which belongs to the preliterate time. As shown by the analysis of literary texts of all periods of the development of the German language, the most ancient one is the non-reflective type, which belongs to the lexical type of plurality, other means of expressing the number indicate the transition to the grammatical level and at the same time the emergence of grammatical markers of number. The research results of grammar category of number allowed defining the grammar-phonetic markers of plurality which replaced the semantic ones. Thus, we may suggest the idea about the substitution of the synthetic expression means by the analytic ones.

An An Analysis of Authentic Assessment Implementation in English Speaking Skill of Second Grade Students

This paper is a qualitative study which aimed at finding the result of authentic assessment implementation in assessing student English speaking skill. The data were analyzed using content analysis approach. The result of the study showed that the students in their speaking practice got various score in each category. In fluency category, there were five students or 16.67% got 5 score. It meant the student’s fluency and their volume is better. It was smooth and fluid speech. There were few or no hesitations and also there were not attempts to search for words. In pronunciation and accent category, the students who got 5 score was only two students or 7% which their pronunciation is excellent. They had good effort at accent like native. In vocabulary category, the students who got 5 score was 11 students or 37%. It meant their language control was excellent and there was a wide range of well-chosen vocabulary. In grammar category, there were only one student or 3.33% got 5 score. His/her grammatical structures are accuracy and variety. The last category was details which 16 students 53.33% got 5 score. It meant that their level of description was excellent. Additional details information beyond the required included. In the process of conducting evaluation, authentic assessment has big enough influence especially in assessing students’ speaking skill.

A Study on Grammar category of ‘기다’ in Korean

A Study on Grammar category of ‘기다’ in Korean

ОСОБЕННОСТИ ЛЕКСИКО-ГРАММАТИЧЕСКОГО СТРОЯ ЯЗЫКА СПЕЦИАЛЬНОСТИ И ЕГО ОСВОЕНИЕ КИТАЙСКИМИ УЧАЩИМИСЯ


 
 
 The study was aimed to consider the features of the lexical and grammatical structure of the scientific style of the Russian language and learning difficulties for the Chinese students at the early academic study. Drawing parallels between grammar categories of Russian and Chinese Author clarifies all the reasons for the emergence of the students' difficulties, analyses their mistakes and offers different types of exercises, aimed at eliminating all the mistakes of students. Author dwells on the major grammar categories of the Russian language and explains how difficult it is for foreigners to accept them. She provides examples of grammar categories which are difficult to study, such as, Participle I, II; Adverbial Participle; Active/Passive Constructions and etc. Author pays attention to the issues of word formation, word order in the Russian sentences. She offers different kind of tasks which are intended for the development of communication skills of the Chinese.
 
 

Correlation and Grammar Categories for ‘즈음’ and ‘쯤’

Correlation and Grammar Categories for ‘즈음’ and ‘쯤’

DIFFUSENESS AND DIFFERENTIATION OF THE STYLISTICS OF A SCIENTIFIC TEXT AND SPEECH STUDIES

This article represents a methodological problem that concerns the hypothesis on the possibility to differentiate adjacent scientific directions — the stylistics of a scientific text and speech studies. Theаexplanatory discourse approach (cognitive, discourse, and stylistics) is based on the concept of functional stylistics that is being developed by the Perm Scientific School (by Prof. M. N. Kozhina). The hypothesis represents the semantic structure of scientific text correlated with its extralinguistic base. This base is concretized through scientific knowledge and defined with cognitive and communicative activities of a subject towards an object. The communicative and cognitive activities of a subject are complexes of extralinguistic factors that have different levels of abstraction in a particular epistemic situation. This level of abstraction is a methodological instrument that provides differentiation of those scientific directions. The stylistics has its own niche — the study of language units as well as grammar and functional semantic categories in the framework of functional styles. These styles are influenced by abstract factors, which include public conscience, areas of activities, and cogitation. The stylistics of a scientific text is a fragment of contemporary functional stylistics, it deals with extralinguistic factors and text formation. The speech studies concern the research of unlimited dynamic space of speech and texts (not necessarily scientific ones). This space is interpreted according to dominant discourse factors (strong but not style-forming).

ПРОСТОРОВА УЯВА В ТОПОНІМІЧНОМУ ДЕЙКСИСІ КОЗАЦЬКОГО ТРАВЕЛОГУ

In the article expression of space imagination with toponyms based on Ukrainian Hetman Danylo Apostol travel journal (1728 year) is considered. The travel journal of the 1728 year belongs to dairy or travelogue which was very popular in European culture in the XVIII century. In the research short characteristics of this type of Cossack chronicle are explained. Toponymic deixis (a part of space) is always used with temporal and personal deixis in the narration. This article shows an attempt to make a complex typology of toponyms and similar topography objects in Ukrainian lands and Eastern and South-Eastern Europe. In the paper «geographical centre» i.e. where hold the biggest number of events of narration were analyzed. An analysis shows that the toponymic deixis centre of narration was in Hetman capital Hlukhiv city. Also, it was given a short explanation of a term horod (город) in this dairy. This research finds grammar categories and lexical tools expressing events and a person’s movement in, between or near towns, villages and other geographical objects. It investigates a category of a forest when it becomes a toponym with own location and characteristics. In this article considered how the author of travel journal marks familiar and far people settlement and in what way writer points well-determined and symbolic spaces. It concluded a strong correlation in detailed description (with name of type and for unknown (for the author or his potential readers) towns. A content analysis demonstrates aspects of using the most common words «Malaya Roseya» and «Ukraina» marking Ukrainian Hatmanate territory. Comparing using names of Cossack state and Ukrainians lands («Malaya Roseya» and «Ukraina») with other dairies of the same epoch and the same social group testify political and ideological views of travelogue‘s author.

Covert modernist techniques in Australian fiction

Abstract Peter Carey’s short story American dreams (Carey 1994 [1974]) presents a recalibration of consciousness as a small Australian town gradually becomes Americanized. The text foregrounds epistemological concerns by demonstrating a clear tendency toward delayed understanding. For this reason, I argue that the story is an instance of modernist fiction: a label not previously applied to Carey’s stories. In contrast with popular modernist techniques such as free indirect discourse and stream of consciousness, the techniques presented in the text appear to be covert, which may at least partially explain why the story has managed to avoid being labelled modernist by literary critics until now. Using analytical tools grounded in systemic functional grammar and appraisal categories, I demonstrate how linguistic analysis can lay bare the covert modernist techniques at work in the story, indicating that such an approach can be a useful complement to non-linguistic literary criticism.

МОВНОСОЦІУМНА ОБ’ЄКТИВНА ГРАМАТИКА: КАТЕГОРІЇ, РІВНІ, АСПЕКТИ

W skład obiektywnej gramatyki językowo-społecznej wchodzą, m.in. kategoria językowa, kategoria mówienia czy kategoria komunikacyjna z poziomami werbalno-semantycznym, kognitywnym czy pragmatycznym, a także kategorie językowego/ kognitywno-językowego, narodowo-kognitywnego obrazu świata i in. Podstawowymi jednostkami są wyraz morfologiczny i wyraz syntaktyczny, związek wyrazowy, zdanie, wypowiedzenie, tekst z uwzględnieniem różnorodnych dyskursów, ich organizacji, dyskursywnych praktyk. Obiektywna gramatyka językowo-społeczna opiera się na rozróżnieniu poziomów morfologicznego i syntaktycznego, ich różnych aspektów.