Structure Grammar Research Articles

Musical text: An effective instrument in teaching language and culture

Studying musical text effectively reinforces grammar structures and vocabulary taught in class while simultaneously developing cultural literacy, a critical component in second language acquisition. Musical text facilitates a multimodal learning experience as it combines the verbal and aural modes, and is often accompanied by the visual mode. In addition, studies have shown that there is a strong connection between music, visual mental imagery and memory, which is beneficial for language learning. What is unique to the study of musical text is that there is sound, and sound has meaning. In tone languages, a change in pitch changes word meaning, while intonation and phonology influence meaning in non-tone languages. Voice code, experiential meaning potential and provenance further assist in conveying the meaning of the text. Whether using music as a complement to reinforce topics introduced in traditionally structured language courses or as the basis for an entire syllabus of university level language study, the following case studies demonstrate that musical text can be a powerful instrument in enhancing language acquisition not only for children, but also in the context of higher education.

МЕТОДИЧНА ХАРАКТЕРИСТИКА АНГЛОМОВНИХ АВТЕНТИЧНИХ ТЕКСТІВ ПЕРІОДИЧНИХ ОН-ЛАЙН ВИДАНЬ ЯК МАТЕРІАЛУ ДЛЯ ФОРМУВАННЯ КОМПЕТЕНТНОСТІ В ЧИТАННІ УЧНІВ ПРОФІЛЬНОЇ ШКОЛИ

Introduction. Nowadays the society puts high demands to the level of reading competence of profiled school students that requires applying new effective educational technologies. The English authentic texts of online edition present a panoramic view of the national culture, a wide choice of authentic vocabulary and grammar structures, as well as a variety of motivating, thought-provoking information that is interesting and meaningful to students and meets their needs and interests. When used in teaching reading in profiled senior school, this type of texts develops critical thinking, stimulates the mental activity. Purpose. The article tackles the problem of forming reading competence of profiled school students with the help of English authentic texts of online editions. Methods. The study provides theoretical substantiation backed up with results of empirical research for organizing the process of forming reading competence of profiled senior school students with the help of English authentic texts of online editions. Results. The article contains an overview of the modern scientific ideas regarding the problem of forming reading competence of profiled senior school students with the help of English authentic texts of online editions. It defines the aim and the structural components of reading competence of the profiled school students and considers the advantages of using English authentic texts of on-line editions. Dealing with the notion of text authenticity it also dwells upon characteristics of authenticity peculiar to English authentic texts of online editions. The interactive foreign language teaching and its techniques are suggested as a methodological bases and tool adequate to the tasks of forming reading competence of profiled school students using English authentic texts of online editions. Conclusion. The research has shown that English authentic texts of online editions are an effective means of forming reading competence of profiled school students. English authentic texts of online editions have a powerful lingua-sociocultural, psychological and pedagogical potential; when used as teaching material, authentic texts of newspaper and magazine publications stimulate learners’ motivation and interest to the country of the target language that increases the effectiveness of forming reading competence of profiled school students.

FEATURES OF DEVELOPMENT OF READING SKILLS IN JUNIOR SCHOOLCHILDREN USING THE METHOD OF "COLOR READING"

The article deals with the basic methods of teaching reading in a foreign language to elementary schoolchildren in domestic and foreign theory and practice. The role of early school foreign language reading as a kind of speech activity aimed at the perception and understanding of written text is defined. Reading technique is interpreted as forming automatic skills of quick perception and processing linguistic information (letters, letter combinations, words, punctuation, grammar structures of sentences), followed by correlation with semantic information. The article analyses the new and unique method of teaching students reading technique – the “colour reading”.To determine the rational order of teaching English reading techniques it is necessary to consider difficulties that arise while reading. There are three groups of them. The first group includes difficulties associated with differences between sound and spelling systems of the English language (intralingua interference). The second group includes problems related to stress in different types of words while reading. The third group includes difficulties that are based on differences between the rules of stress and word order in the sentence between native and foreign languages (interlingua interference). But all of the methods have its advantages and disadvantages, that’s why it’s really necessary to find and choose the best one for schoolchildren.

STUDENTS’ ABILITY IN USING SUBJECT-VERB AGREEMENT

This research was aimed at investigating the Students’ Ability in Using Subject- Verb Agreement and the error made by the students in using subject-verb agreement. The writers was used the deductive approach to minimize the errors on learning grammar process and improving their ability in using subject-verb agreement. The students ability in using subject-verb agreement was categorized into the poor categories with 17 students and followed by very poor categories with 8 students from 34 students are there in the class. This research also found some causes of the students error while learning the grammar structure especially subject-verb agreement. The error occurred while learning subject verb agreement was on intralingua error like, false analogy and misanalysis.

From analysis to pedagogy: Developing ESP materials for the Welcome Address in Sri Lanka

A paucity of authentic language data has made the teaching of certain spoken genres which occur in formal professional settings a challenging task in the Sri Lankan L2 classroom. The Welcome Address (WA), an integral part of the agenda of many Sri Lankan professional events, is one such hitherto unexplored genre. The aim of this study was to identify lexico-grammatical and rhetorical features of the WA that could be used for developing effective pedagogical materials for a Business English course with a module on Special Occasion speeches. For this purpose, a specialized corpus of 20 WAs was compiled, and lexical patterns were identified using AntConc and Compleat Lexical Tutor. Swales' (1990) move structure analysis was applied to identify typical rhetorical functions of the genre. The results reveal that the WA has three obligatory moves and one optional move. Keywords, n-grams and frequency lists all reveal language patterns central to genre specific language acquisition. The results of the analysis enable the design of pedagogical materials focusing on move structure, communicative purposes, and sentence level grammar and lexis. The paper concludes with sample lesson materials for teaching the construction of an effective WA in a professional context in Sri Lanka.

A Comparative Study of Deep and Shallow Parsing Approaches to Automated Grammaticality Evaluation

The concept of automated grammar evaluation of natural language texts is one that has attracted significant interests in the natural language processing community. It is the examination of natural language text for grammatical accuracy using computer software. The current work is a comparative study of different deep and shallow parsing techniques that have been applied to lexical analysis and grammaticality evaluation of natural language texts. The comparative analysis was based on data gathered from numerous related works. Shallow parsing using induced grammars was first examined along with its two main sub-categories, the probabilistic statistical parsers and the connectionist approach using neural networks. Deep parsing using handcrafted grammar was subsequently examined along with several of it‟s subcategories including Transformational Grammars, Feature Based Grammars, Lexical Functional Grammar (LFG), Definite Clause Grammar (DCG), Property Grammar (PG), Categorial Grammar (CG), Generalized Phrase Structure Grammar (GPSG), and Head-driven Phrase Structure Grammar (HPSG). Based on facts gathered from literature on the different aforementioned formalisms, a comparative analysis of the deep and shallow parsing techniques was performed. The comparative analysis showed among other things that while the shallow parsing approach was usually domain dependent, influenced by sentence length and lexical frequency and employed machine learning to induce grammar rules, the deep parsing approach were not domain dependent, not influenced by sentence length nor lexical frequency, and they made use of well spelt out set of precise linguistic rules. The deep parsing techniques proved to be a more labour intensive approach while the induced grammar rules were usually faster and reliability increased with size, accuracy and coverage of training data. The shallow parsing approach has gained immense popularity owing to availability of large corpora for different languages, and has therefore become the most accepted and adopted approach in recent times.
 Keywords: Grammaticality, Natural language processing, Deep parsing, Shallow parsing, Handcrafted grammar, Precision grammar, Induced grammar, Automated scoring, Computational linguistics, Comparative study.

GRAMMATICAL ERRORS ANAYLSIS IN WRITING ENGLISH ABSTRACT OF FINAL REPORT AT AIR CONDITIONING AND REFRIGERATION PROGRAMME STUDY OF POLITEKNIK SEKAYU

Abstract : This research aimed to give clear description and concrete about the students’ ability in writing English abstract of final report at Air Conditioning and Refrigeration Programme Study of Politeknik Sekayu.The ability to write a clear and concise abstract of final report was indispensable skill to writers; thus it was essential for students to be aware of linguistic aspects of writing. This research used secunder data which English abstract of final report written by students’ of at Air Conditioning and Refrigeration Programme Study at Politeknik Sekayu.Thus, the sample of this research was taken with Simple random sampling, it was a descriptive qualitative research which aimed to analyze grammatical errors. The source of data in this research were documents taken from students’ final report. The data were collected by using coding sheets. The findings of this research showed that the most common grammatical errors found in writing English abstracts of final report were word order with 24%. The possible solutions to overcome students’ grammatical errors were using indirect method in teaching grammar and prioritizing grammar structures to teach. Keywords: grammatical errors, writing English abstract

Agreement, disagreement and the NP vs. DP debate

Of special relevance for the NP vs. DP debate are nominals in which the determiner has other values for number, gender, case and/or person than the noun, for depending on whether such nominals share these values with the noun or with the determiner they provide evidence in favor of either the NP or the DP approach. This paper discusses some nominals of this kind and shows that they share the relevant feature values with the noun. It then develops an NP analysis for these nominals which is cast in the notation of Head-driven Phrase Structure Grammar. It also shows what a DP analysis would look like. A comparison reveals that the NP analyses are less complex, more uniform and less stipulative. Examples are taken from Dutch, English, German, French, Italian, Spanish, Polish and Serbo-Croatian.

Communication Strategies Used by EFL Learners in Task-Based English Debate

This research aims to describe the use of communication strategies in an EFL classroom during the completion of task-based debate activity. This research was conducted in an English course located in Sidoarjo. The subject of this study are 10 EFL intermediate level students. In line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. For obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on Dornyei (1995) taxonomy of communication strategies during the debate activity. The result showed that all taxonomies by Dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. There are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. As the conclusion, English debate activity is considered as one of the task that promotes students-centered learning in a TBLT class, provides opportunities for students to speak Engish, and challenge students to use their language sources to strengthen their arguments. In the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the English debate activities.
 Keywords: Communication strategies, task-based learning, English debate.

Effects of Digital Short Stories on the Development of Listening Skills: An Action Research

Literary texts can be used to improve language learners' skills such as reading, writing, speaking and listening because these texts contain rich vocabulary, complex grammar structures, interesting plot and most importantly imagination of the author. However, using literature for language teaching purposes is a controversial issue among scholars. While some researchers think positively, others have negative views on the subject. Learners' needs and way of using literary texts are the main concerns of literature use in language pedagogy. In this context, the present research aimed to find out whether digital short stories can improve language learners' listening skills. The purpose of this study was to figure out student teachers' perceptions of digital short stories’ implementation into language classrooms. Specifically, the current research aimed to investigate whether digital short stories are useful to develop language learners' listening skills in English. The research is action research in design. The study used pre-test and post-test, a written structured interview to collect data and it included both quantitative and qualitative components. The interview consisted of six open-ended questions. Achievement tests and t-test were used to analyze quantitative data. On the other hand, content analysis was used to analyze qualitative data. The data were collected in 2016-2017 academic years, Bayburt University. Participants were prep class students of English language teaching department of Bayburt University. In the treatment process, digital short stories were used for eight weeks, which were written by various famous American authors and voice recorded by various American natives. Additionally, weekly worksheets and handouts were prepared by the researcher. Results showed that digital short stories provide satisfactory content, supports vocabulary learning, improves language learners’ listening skills, helps participants to gain familiarity with complex grammar structures and makes students more familiar with different cultures. Furthermore, participants are satisfied with digital short stories and they think these digital stories are useful to improve their listening skills.

Systematization: The Effective Way to Learning and Achieving Competence of the English Language

This article aims to show that systematization is the final stage of any language learning through grammar competence, reading, and writing. Even if it is the new language being learned, systematization is the conceptualization and the formation of meaning based on the learner’s native or mother language and adjusted to ‘the target language’, and creation of new words. The data mining technique was utilized to validate the hypothesis generated. Results reveal that Systematization is a combination of prescriptive and descriptive grammar in the sense that a language learner has to learn the structure and function of grammar in achieving the accuracy of the target language. A learner’s native language can also take a big part in the formation of various concepts and meanings in learning the language. Moreover, tone and inflection put the meaning across because the way how things are said or written greatly affects the meaning of the statement. When all considerations are met, a language learner reaches the point of forming new words out of his language faculty. Thus, systematization in language learning is the optimum level of achieving fluency, accuracy, and competence of the target language where the learner could manifest language mastery at its best. Keywords: accuracy, competency, inflection, language learning, systematization DOI: 10.7176/JEP/11-14-03 Publication date: May 31 st 2020

ORDERING OF MODIFIERS IN THE MULTI-NOUN PHRASE OF SL AND TL

In this paper there is an overview of ordering in English multi-noun phrases (MNP) or poly-adjectival nominal phrases (PNP) and the model of semantic ordering is revealed:[Det] + MODIFIERS (+ size [Adj] + shape [Adj] + age[Adj] – colour [Adj + nationality [Adj] + HEADWORD [Noun]. The transformation patterns of rendering English MNPs into Ukrainian ones are recognized and we developed a relevant analysis of MNPs. This project concerns the ordering among modifiers in poly-adjectival nominal phrases (PNP) coined by Bache (1978) to refer to any noun phrase which contains more than one modifier(see also Georgi, 2010). We considered the concept of ordering the constituents in the multi-NP (MNP) in the process of translating from English into Ukrainian. Sproat and Shih (1988) provide one of the most comprehensive cross-linguistic analyses of adjective ordering restrictions, and suggest that the semantic-based ordering theories proposed for English are largely universal across languages. This rearrangement of ordering is triggered by the Ukrainian synthetic grammar structure which permits free word order in the phrase and a sentence, and a change of the communicative focus by the translator. A modifier is defined as words or phrases which premodify the head word of the phrase and can postmodify it as well. From 150 pages of the novel “Angels ad Demons” by Dan Brown and its Ukrainian translation by Aнжелa Кам’янець only 35 multi-noun phrases have been retrieved as an object of our study which we have classified into 4 groups according to the type of transformation (equivalent, permutation, addition, and omission). There is one of the main arguments for the rearrangment motivation of noun headwords and modifiers is the opposition of the author’s and translator’s intentional meaning. In addition we put forward a hypothesis – the both transformations are motivated by the semanticsof modifiers. The Semantic Model of ordering adjectives in the English multi- noun phrase must be verified in various discourse registers to define common and distinctivefeatures of this phenomenon.

The indonesian grammatical interference on EFL students’ writing

This research was aimed to find out what factors of the occurrence of Indonesian grammar interference in EFL students’ writing and what type of Indonesian grammar interference occur in EFL students’ writing. To answer the research problem on Indonesian grammatical interference, a descriptive qualitative was done by taking the fourth semester students of English Department STKIP PGRI Tulungagung as the subject of the research. Further, the data related to the Indonesian grammar interference were taken using test and observation. The result of data analysis shows that the students still got interference from Indonesian grammar as their native language. The grammatical interference in this research is classified into two; syntactical interference and morphological interference. The syntactical interference consists of word order, preposition, extra word and missing word. The most interference in syntactical interference is on preposition. The morphological interference consists of omission of determiner, wrong determiner, subject-verb agreement, be form, tenses usage, singular and plural form. The most interference in morphological interference is omission of determiner. From the observation, it was found that the cause of interference is the different structure of Indonesian and English grammar. Moreover, the students usually wrote it first in Indonesian and later translated into English.

Dramatization as a way of developing communicative skills

The article is devoted to the analysis of drama activities as a way of developing students’ communicative skills at all stages of teaching English. Drama activities are an essential component of interactive games. Demand for interactive games containing dramatization and for dramatization itself is constantly growing making teachers use new methods and educational styles. Drama activities can be an efficient way of forming and developing any language skills. All sorts of activities containing acting can help teachers to create communicative situations, which are close to real life. Properly arranged, these games can help the teacher to introduce new vocabulary or a grammar structure, to simplify the teacher’s explanation as well as motivate learners and keep them involved and active during the whole language class. Dramatization may function in various forms and may be used at different stages of teaching a foreign language class. Acting out short dialogues at beginner and elementary levels can be a good way of practicing new grammar structures. The triad teaching format offered by N. McIver can be beneficial for mixed-ability groups. The article proves that the language material used for drama activities can be divided into two groups – real and dramatic or imaginary. Examples from everyday experience can be used to create familiar communicative situations. Such exercises have a practical nature as the learners demonstrate the interaction between people and different services. Close-to-real-life situations are combined with some imaginary or dramatic components. Activities based upon imaginary situations contribute to learners’ better cooperation and provide the opportunity for creating an atmosphere of friendliness and mutual understanding. The exercises based on imaginary situations often require the preparation of lengthy role cards. The dramatization of famous paintings and songs forms another group of communicative activities, suitable for all levels of proficiency. An open, long-term drama activity can maximize creativity and motivation as well as provide an opportunity to develop flexibility in using a foreign language. The drama activities offered in the article are easily adaptable to any language material or teaching format.

ИСТОРИЯ РАЗВИТИЯ АНГЛИЙСКОГО ЯЗЫКА И ЕГО ДИАЛЕКТОВ

Language has been continuously evolving and changing over the whole history of its existence which might as an integrated whole. For this purpose, linguists divide the history of language into sections or periods, each of which has its own grammar structure, phonetics and other qualitative characteristics describing a certain period of language development. Nowadays the history of the English language is traditionally divided into three periods each of which is closely related to peoples' history. This language separation is relative, but such classification is convenient for combining large volumes of English - language materials in order to study its history.

Computational Psycholinguistics

Computational Psycholinguistics

To the question of studying the American mass media discourse on immigration

This article is dedicated to the analysis of discourse of the modern American mass media communication space dedicated to the subject field of immigration. The work describes the existing attitudes of mass media and population to the problem of immigration and immigrants, characterized by contradiction and polarization, as well as demonstrates various processes of stereotypization of perceptions on the migration discourse. The subject of this research is the current American mass media discourse on the topic of immigration. The main goal lies in determination of attitudes developed by the American mass media and society on the immigrants, which concepts are used for their description, and how it affects the social perception of such complex phenomenon as immigration. The article is structures on the basis of text interpretation of factual material, with application of two methods of discursive analysis: analysis of lexical means for determining explicit representations; and analysis of grammar structures for determining implicit meanings. The research displays that mass media accommodate different points of view, and at the present moment, the public space of American mass media indicates different types of discourse revealing polar understanding of immigration, The President of the country is one of those, who vividly expresses negative attitude to the problem of immigration and immigrants. On the other hand, the neoliberal discourse seems more neutral and even compassionate. Therefore, the trend of describing immigrants in negative connotations is reducing. Despite the attempts of country’s leadership to create a negative image of an immigrant, the analysis of contradictory attitude to them proves that the role of mass media in formation of public opinion is not as significant.

İngilizce Öğrenen Suriyeli Öğrencilerin Kullandığı Dil Bilgisi Öğrenme Stratejileri

Learning grammar is not an easy task for many English language learners. Learning grammar might be easier for those students if they are exposed to explicit grammar learning strategies. Research have shown that using grammar learning strategies help students to learn language easily and contribute to language learning process. The aim of this study is to elicit the learning strategies that are employed by Syrian students in learning English. Quantitative research method was used in collecting the data of the research. The data of the research was gathered through a questionnaire from 36 Syrian students studying in Syrian schools in Istanbul, Turkey. The outcomes revealed that the students are aware of the importance of using different types of learning strategies when they learn grammar structures in the process of language learning. More specifically, the findings of the present study revealed that the most frequently used grammar learning strategies by the majority of the learners are respectively: elaboration and association with previous knowledge to represent information; analyzing the components of the target language with components of the first language to identify the differences and the similarities; breaking down the new structure into parts to understand the whole expression; using the information to predict the meaning to fill the gap; to ask a teacher of English to repeat and/or further explanation; taking notes; highlighting; using resource materials; practicing by writing new sentences using the new structures and self-monitoring. The least used grammar-learning strategies are: peer-to-peer co-operation; reviewing the newly learnt grammar structures; practicing at home; visualization and taking risks.

МЕТОДИЧНІ ОСОБЛИВОСТІ ВИКОРИСТАННЯ РОЛЬОВОЇ ГРИ ПРИ ВИВЧЕННІ АНГЛІЙСЬКОЇ МОВИ НА НЕСПЕЦІАЛЬНИХ ФАКУЛЬТЕТАХ ЗВО

Introduction. The article determines the place of the role play at the English lessons in the institutes of higher education. The attention is focused on the studying of the subject «Foreign language» for the nonspecial departments. The role play is the active method of studying English language. The play motivates for foreign language learning, it stimulates for development of students’ unassisted activity. The role play helps to remember grammar structures of the English language. Using of communicative situations which are approximate to the real events take possibilities for students to deal with in foreign language more fluently. The purpose of the article is finding of basic principles of role plays’ putting into the educational process. The role play is necessary to realize on the different learning stages. The article is directed to the opening of the point of the using of the role plays in the studying process. The methods of playing elements, minigames, role plays are used to achieve this purpose. The place of these ways on the lessons is determined in dependence of the learning stage and students’ language training. Results. Realization of the role play is needed for im- portant preliminary work. Complex using of didactic principles activates students’ educational activity. Principles of novelty, scientific quality, unassisted, systematization, visualization, activity, and consciousness are used in the process of teaching subject. Originality. Students do differentiated tasks in response to their various levels and linguistic training. Students’ wish to say their own opinion in English is approved. Lexical units and clichés which were studied unassisted introduce in practical using at the lesson. So, it takes place mutual enrichment and improvement of lexical communication skills. Conclusion. Complex using of didactic principles helps to increase students’ interest for the educational subject «Foreign language». Communication skills in English are improved thanks to systematic and succession in mastering of new teaching material. Role plays motivate for effectiveness of studying on the preparatory stage. The role play using is the most effective under systematization and generalization of knowledge with the definite theme.

Innovations in science popularization (in on-line legal texts)

The article aims at analysis of popularization tactics as means of science popularization. The authors see these tactics as an innovative means of popularization of science and education development in the professional sphere. These tactics help specialists explain certain terms and concepts of a professional domain. As a research material, the authors chose on-line legal texts that are in demand for wide readership. The following tactics have been revealed: choosing sub-technical terms or spoke equivalents, using plain grammar structures and short understandable sentences, explication of professional presuppositions, quoting and referencing to the legal acts, using non-verbal elements. The authors used the National Corpus of the Russian Language for the comparison of the usage of professional terms and their spoken equivalents. The findings of the research can be used for linguistic and pragmatic simplification of legal texts (on-line and off-line), and professional texts of other professional domains. The findings of this research are essential for preparation of educational materials for higher professional institutions.