Grammar Units Research Articles

Derivational Morphology on Calum Scott’s Song from Bridges Album

This study aimed to know the derivational morphemes in Calum Scott Song from Bridge Album. Derivation is a part in linguistics. Linguistics is the scientific study of language. Derivational morpheme is part of morphology. Morphology means the smallest significant units of grammar. Morphology has two parts, there are derivational and inflectional. Derivational is related to affixes such prefixes, infixes, and suffixes, meanwhile inflectional is related to plural, possessive, progressive, pat time, comparative and superlative. Morphemes are divided into two parts, they are free morphemes and bound morphemes. Free morphemes are morphemes that can stand on their own, while bound morphemes that cannot stand with their own. This research focuses on derivational morphemes in Calum Scotts songs in the album Bridges. The songs in the album were used as the data of the research. This research used qualitative method and the result were some derivational morphemes found in the album Bridges. From 7 songs there are 4 prefix, such as re-, pre-, sur-, and a-, and some suffixes, such as -ent, -ion, -full, -ing, -ed, -ness, -less, -ly, -ment, -ian, -er, -y, -a.

Using the Osborne Model to Develop Grammar Concepts in Morphology Teaching and Learning

The study aimed to investigate the effectiveness of teaching a unit of grammar using Osborne’s model of creative problem-solving, to help secondary school students in the United Arab Emirates develop grammatical concepts. The study sample consisted of 62 tenth-grade students from the Elite School in Abu Dhabi, with 32 students in the experimental group and 30 students in the control group. The participants were purposefully selected during the academic year 2023/2022. The results indicated statistically significant differences in favor of the experimental group taught according to Osborne’s model of creative problem-solving in developing grammatical concepts. The study provides several recommendations, including retesting Osborne’s model for developing grammatical concepts on both male and female students and across different grade levels. We also suggest that teachers consider using Osborne’s model during their teaching or incorporating some stages of the model into Arabic language curricula, particularly in general education stages. Also, to implement the Osborne model to develop thinking skills at different levels, specifically critical thinking skills, creative thinking, and problem-solving.

ДЕФРАЗЕОЛОГИЗАЦИЯ ДИАЛОГИЧЕСКИХ КЛИШЕ КАК ПУТЬ К ГРАММАТИКАЛИЗАЦИИ

The article analyzes the current problematic of dialogic cliché. Such type of phraseological language units is a sort of syntactic phraseologisms – so called phraseological schemes, the undivided communicative units. Their peculiarity of dialogic clichés of that type lies in the pronoun inclusions they contain, which stipulate certain specificity of such units. These language units are nowаdays subjects of lexicographical, dictionaries’ description. In the article the attention is paid to the parts of such phraseological units, e. g. the forms of Dativus Ethicus) in Slavic languages which succeed the Latin tradition, so that they are included into morphologic paradigms of pronouns. Such way they gain the status of grammar units, but not dictionary ones. On the base of the analysis it is asserted that apparent contradiction in the interpretation and qualification of such structures as objects of dictionary description and, at the same time, elements of grammar is caused by practical convenience and the existing pragmatics of their grammatical and linguodidactic description as the members of morphologic paradigms. In the central position are the issues of interpretation and qualification of such structures, differences of their types, the degree of their phraseological and grammatical content. In the article the material of Russian and some other Slavic languages is used.

From Structured Input to Purposeful Output

This Finestra presents a pedagogical technique called Structured Input, which is designed to help second language learners make form-meaning connections from grammatical forms in the input they are exposed to. In this article, I will first outline the major theoretical principles that informed the development of Structured Input as an instructional technique. I will then demonstrate how to design Structured Input activities for the communicative language classroom, thereby providing ready-to-use activities for a grammar unit on the imparfait/passé composé distinction meant to enable learners to talk about past professional experiences as they prepare for a job interview in French.

KOOPERATIVNO UČENJE U NASTAVI JEZIKA I KNJIŽEVNOSTI

Contemporary teaching methods and approaches are increasingly being directed towards learners (instead of teachers), learner competences (instead of abilities), learner autonomy and responsibility for learning (instead of viewing them as “empty recepticles”, i.e. passive participants in the learning process). Thus, learners and learner outcomes have been growingly placed at the forefront of modern-day teaching, which is visible both in scholarly papers within the educational studies, as well as tendencies in teaching practices and practical suggestions proposed by national education systems. In conclusion, despite the insightful comments given by a large number of the participants, some teachers still appear to cling to the belief that traditional classes and the teacher as the only relevant source of knowledge are crucial for complex teaching units (e.g. the introduction of a grammar unit that learners find difficult and complex). Finally, it is deemed necessary that teachers in Serbian state schools should be given support and trained in such a teaching approach. Consequently, the fact that a considerable number of the participants expressed their wish to attend a cooperative learning workshop is promising. Finally, in future studies, we aim to investigate not only the general perception of language teachers, but also their knowledge on concrete cooperative learning postulates to gain more valuable insights into the extent to which teachers are familiar with this teaching approach, but also to determine their beliefs and attitudes towards its actual use in the classroom. Such investigations might provide a step forward in Educational Studies, as well as Applied Linguistics.

“Learning Functional Grammar is fun”: A snapshot of functional grammar unit at an English Education Department in Indonesia

This paper reports on a teaching program for the Functional Grammar (FG) unit at an English Education Study Program of a state university in West Java Indonesia in 2020-2022. Three cohorts of pre-service teachers in semester six were involved in the program (38 students in 2020, 26 in 2021, and 36 in 2022). The teaching program was conducted online due to the Covid 19 pandemic. The report focuses on exploring students’ understanding of Systemic Functional Linguistics (SFL) – FG in particular, and their ability to use SFL in text analysis. The study also addresses students’ opinions on learning SFL through FG unit. The study used a qualitative case study design and the data were obtained from participant observations, a questionnaire distributed at the end of the teaching program, and analysis of students’ essays on text analyses. In the interest of space, the paper will only present and discuss data from the questionnaire and three samples of student essays. The questionnaire data were analysed qualitatively using a thematic analysis of different aspects of the unit and SFL, and students’ essays were analysed using SFL, especially theme, transitivity, and mood systems in lexicogrammar stratum. The data from the questionnaire indicate that all the students in all cohorts responded positively to the teaching program. Many students in each cohort said that learning FG is fun, enjoyable, interesting, and useful for both daily and academic life. They displayed a good understanding of SFL, including its basic principles, notions, and values ­ – especially concerning their reading and writing improvement. The data from students’ essays also reveal their ability to show how and why the text means what it does and to evaluate why the text is or is not effective for its own purposes. On this basis, it is recommended that SFL be introduced to Indonesian university students to enhance their literacy capacity and to Indonesian teachers to improve their teaching skills and their ways to develop assessment that is linguistically informed.

Text-Work and Its Units: Key Textforms and Textform Keys

The article examines the semantic organization of text-work by means of textual units, which convey meaning, unlike linguistic units, which convey significance. Textual units differ: a) in structure — simple (indivisible in meaning) and complex; b) by origin — unoriginal (quotations) and original; c) by function — neutral and marked: key units that accumulate meaning, and unit-keys that reveal meaning; d) by semantic volume — intratextual and intertextual; e) by position in the text — structurally marked and structurally unmarked. Certain formal and functional ways of their use in a text allow to identify textual units: repetition, their use for explanation or replication. In the Russian philological tradition, these units were called “symbols” [Vinogradov, 1980], “abbreviations of meaning” [Bakhtin, 1986], “narrative keys” [Toporov, 1983; Nikolaeva, 2012]. The author of the present article introduces the term “textforms” (“key textforms” and “textform keys”) which makes it possible to view textual forms as units of text grammar and grammatical forms as units of language grammar. The article presents an analysis of textforms that organize the semantic dimension of texts of confessional culture (“The Tale of Boris and Gleb”) and texts of secular culture that differ in artistic principles and forms of presentation of these principles (Pushkin’s novel “The Captain’s Daughter” and Brodsky’s poem “December in Florence”).

Maritime Students Meeting the Maritime Industry English Standards: An Analysis of Types of Sentences

A sentence is the highest unit of grammar. Thus, constructing error-free sentences in writing is one of the biggest challenges encounted by most non-native speakers, and even university students are not an exception to this reality. This study aims at investigating various types of sentences produced by tertiary-level maritime students in a Sri Lankan university. The study was based on a narrative writing activity in the English for Academic Purposes (EAP) module. The students were provided forty-five minutes to produce the piece of writing as an in-class activity on a topic relevant to their field visit to a port. This is a descriptive study based on the analysis of a small corpus of essays written by twenty maritime students, and a structural analysis of sentences was employed to examine the students’ writing. Different kinds of sentences and sentence errors were identified, and they were classified accordingly. The findings of the study revealed that the students favoured simple sentences over other sentence types. Approximately two-thirds of the sentences produced belonged to the simple sentence category. The compound-complex form was found to be the least utilized sentence type among the target group. The analysis of sentences was based on the elements of the clause structure explained in Quirk et al. (1985) and Oshima and Hough (2006). Interestingly, it was observed that there was no single common clause structural pattern used by the participants. Instead, they used subject-verb-object (SVO), subject-verb-complement (SVC) and subject-verb-adverbial (SVA) types very often when writing. Similarly, fragments and run-on sentences were recorded high among maritime learners’ erroneous sentences in writing. The study findings have pedagogical implications for the teaching of English language grammar that subsumes essay writing in the EAP module. 

A Morphosyntactic Analysis on Narrative Writing of the Fresh Year Students’s of Management Informatics AMIK MEDICOM

The purpose of the research is to analyze about morphology and sintactic structure in writing an English narrative essay. Morphology and Sintax are very important studies in learning English. Morphology is the study of how words are structured and how they are put together from smaller part, as morphemes are the smallest significant units of grammar. Meanwhile syntax discusses how sentences are structured. The purposes of this research are to cover the students morphosintactic errors operating on the students of the management informatics students’ narrative writing and how these errors affect the whole clause structure, the inflectional morphemes, derivational morphemes and the pattern of clause structure in the students narrative writing. The method used in this reserch is qualitative describtion where the data sources are taken from the fresh year students narrative writing. The finding revealse are two kinds of morphology, they are derivational and inflectional. Affixes such as suffixes, infixes, prefixes, ablaut and reduplication are kinds of derivational morphology, meanwhile plural, possessive, past time, progressive, comparative, and superlative are kinds of inflectional morphology. Syntactically, the errors occur becuse of not being aware how to build a phrase or a sentence in English. They write more than one verb in a phrase or a sentence which does not need but one. As well they are not sure about word order in English and how to build a simple sentence. They like to miss subject or object pronoun in their sentence. We can explain that by saying that all these forms do not exist in Bahasa Indonesia (Indonesian Language), resulting in the tendency for the students to omit or add these forms in their writing. Too many clauses in one sentence often occur in their sentece.

The System of Grammatical Categories of the Verb in Kazakh, Russian, and English

The relevance of the study is conditioned by the fact that the verb is a part of speech that expresses the grammatical meaning of an action, so there is a sign of a dynamic flow in time. The verb is the only part of speech that has analytical forms. The specificity of a verb is a dependent grammatical meaning that binds verbs concerning an action. They do not contain the semantics of the restriction in the action that they denote, their boundary can be considered as defined from the outside, but not as a result of the verb semantics. The purpose is to consider and compare the system of grammatical categories of the verb in Kazakh, Russian, and English. The following methods were used: linguistic, comparative, and structural. The basic unit of grammar is the grammatical category. It combines grammatical forms with a single grammatical meaning. Whole, homogeneous, and opposite grammatical forms of a particular language are called a paradigm. When analysing categories, it is especially important to consider the unity of semantic and formal plans: if there is no plan, then this phenomenon cannot be classified. Grammatical categories of each language can be a kind of questionnaire for describing objects and situations in that language.

STRUCTURAL DECOMPOSITION OF PASHTO PATH PS

Background and Purpose: Past studies categorized Pashto prepositions as pre-position, post-position and ambi-position on the basis of their syntactical position in a unit of grammar. This paper aims to analyze the Pashto path prepositions and to find out its syntactic differences from other major languages, particularly English.
 
 Methodology: A data corpus consisted of 245 clauses and sentences collected from Pashto grammar books was analysed using a nanosyntax approach, following Pantcheva and Svenonius’ decomposition of Path Ps and Place Ps where the terminal nodes of Pashto path Ps in the data were identified.
 
 Findings: The findings revealed that Pashto Path Ps exhibited Pantcheva’s eight functional semantic heads, but its complexity due to ambiposition and precedence of place Ps over path Ps in complex phrases required adjustments in Pantcheva and Svenonius’ syntactical models to harness the complex patterns of Pashto prepositional system. Moreover, the headedness of PPs in Pashto is flexible, as it can be both head initial and head final.
 
 Contributions: This paper not only contributes to the existing literature on Pashto Path Ps but also reflects that the existing syntactic models may further be enriched by their application to cross linguistic data. This paper suggests further studies into Pashto prepositions from other syntactic and semantic perspectives such as nanosyntax algebraic models and iconicity which will not only contribute to the understanding of Pashto grammar and syntax but also to learning Pashto as a second language and translating it.
 
 Keywords: Preposition, post position, ambiposition, Path Ps, Place Ps.
 
 Cite as: Sardaraz, K., & Kainat. (2022). Structural decomposition of Pashto path Ps. Journal of Nusantara Studies, 7(1), 168-195. http://dx.doi.org/10.24200/jonus.vol7iss1pp168-195

ИНТЕРАКТИВНЫЕ ЭГОЦЕНТРИКИ В РУССКИХ ПЕРЕВОДАХ АНГЛОЯЗЫЧНОЙ ПРОЗЫ: СЕМАНТИКА, ПРАГМАТИКА, ИНТЕРПРЕТАЦИЯ

The article focuses on semantic and pragmatic aspects of using interactive egocentric units (such as personal deixis and discourse markers) in Russian literary translations of English prose. These units are usually employed to create images of the narrator and its addressee in a text and to realize their virtual contact. The research based on the analysis of original narratives and their numerous translations (made from the end of XIX to the beginning of XXI century) describes the repertoire of lexical and grammar units performing interactive function in English and Russian texts. The article presents new classification of egocentric units, based on their functions in texts. The widespread trends in translating egocentric units are described in the article. Seven translations of Edgar Poe’s “Hop-Frog” are used as the material for examples.

E.D. Polivanov on Chinese and Japanese

In 1930 E.D. Polivanov published in co-authorship grammars of Chinese and Japanese. He proposed some original approaches in the both grammars but his approaches were different for these languages. In the Japanese grammar he emphasized the peculiar role of syllables and interpreted all the not independent grammar units as affixes; however he considered the same units as in the usual languages: phonemes, morphemes, words, clauses. His approach to Chinese was quite different: Polivanov considered syllables and incorporations the basic units of Chinese instead of phonemes, words and clauses, denied the principal difference of morphology and syntax in his language.

ГРАММАТИЧЕСКИЕ ПАРАМЕТРЫ КОНФЛИКТОГЕННОСТИ: МОРФОЛОГИЧЕСКИЕ КАТЕГОРИИ РОДА И ЧИСЛА

The article is written at the intersection of two quite different research paradigms – expressive grammar and linguoconflictology. The communicative conflict is produced not only by known conflictogens such as invectives and obscenisms, but also by less vivid and specific means, including grammatical forms different in normativity degree. It is extremely important for the public communication harmonization to develop a methodological construct for measuring verbal conflicts and methods for predictive modeling of the cognitive structures of conflict communication. In this connection, it is important to analyze specific lexicon and grammar units able to become a source of communicative conflict. To outline the range of connotations connection with the possibility of grammatical forms to act as a factor of conflict communication is quite feasible, shown by the example of the morphological categories of gender and number. The terms “conflict-containing”, “conflict-causing”, applied to lexical units, can be extended to separate grammatical forms. Localization of attention on components of non-central zone in the totality of linguistic conflict markers introduces new materials and synthesis to the communicative conflict theory, expands the system of knowledge in the field of linguoconflictology. The same morphological form can be filled with completely different pragmatic content, since grammatical forms can be axiologized, get their own content and functional specifics in the process of expressing the author’s intentions. The conventional values of morphological forms and the permissible limits of their variation are modified according to the conditions of communication and the broad context of the situation.

Bound Morpheme Used In AL JAZEERA News Entitled “SYRIA’S REFUGEE CHILDREN: FUTURES LOST TO THE WAR” by Barbara Bibbo: A Morphology Perspective

The purpose of the research is to know about the use of bound morpheme in an article in Al Jazeera News, entitled, “Syria’s Refugee Children: Futures Lost to the War” written by Barbara Bibbo. Bound morpheme is commonly used in some articles because it can change the meaning of the word itself. Bound morpheme is part of derivational morphology. Morphology itself means the study of morphemes which are the smallest significant units of grammar. A morpheme is the smallest unit in English linguistics which form word. There are two kinds of morpheme; they are free morpheme and bound morpheme. Morpheme that can stand on their own are called free, and ones that cannot are bound. A bound morpheme has two types; there are Derivational and inflectional morpheme. The data of the research was taken from an article in Al-Jazeera News. Qualitative descriptive method was used to do the research. The results of the research are there are 49 bound morphemes found in the article. 5 of them are derivational and 44 of them are inflectional.

Narrative retells in Swedish school-aged children – a clinical pilot study

Aim The aim of this pilot study was to evaluate two new retelling tasks intended for clinical use in terms of language sample size, effects of picture support, and order of presentation. Methods Forty Swedish-speaking children in grades 4–6 participated in the study, 31 children with typical language development (TLD, mean age 11;1), and nine children with developmental language disorder (DLD, mean age 11;5). Two oral retells, one with and one without picture support, were analyzed with regards to productivity, syntactic complexity, basic Story Grammar (SG) units, and Internal Responses (IR). Results Results showed no systematic order effects in the TLD group, although this needs to be investigated further, and good inter-rater reliability. Both tasks elicited sufficiently large language samples, except from one participant with DLD whose samples were excluded from subsequent comparisons. When appropriate, data were analyzed with ANOVA (productivity, mean length of C-unit/MLCU), otherwise t-tests (TLD-group) or non-parametric tests (DLD-group) were used. As expected, retells from participants with DLD were shorter, with shorter MLCU and fewer SG units compared to the TLD group. There were also task effects: in the task with picture support, all participants had longer MLCU, and participants with TLD also showed a higher proportion of subordinate clauses, indicating that pictures may function as a support for syntactic complexity. The task without picture support, on the other hand, elicited more C-units indicated by a significant main effect, and more SG units, which was a significant effect in the TLD group. Conclusions >We conclude that both tasks might be useful for Swedish speech-language pathologists.

Syntax of Standard English and Bangla: A Bilingual Study of Simple Declarative Sentences

This research paper explores much of the basic and background knowledge of English and Bangla sentence patterns or structures as well as tries to compare and contrast between these two very languages, English and Bangla at the sentential levels. As it is known the concept of basic sentence structures is necessary for classroom teaching and learning to perceive the subtleties of language at the highest unit of grammar, this study is expected to facilitate the understanding of bilingual relationships between them (may be as a native or a foreign language) for researchers, teachers, learners and/or speakers of both the languages. The ideas drawn from the findings in this paper will also help one in the field of translating amid these two languages which is pedagogically very significant as well. For a few dissimilarities, we often notice greatly faulty grammatical constructions both in English and Bangla, when learners or users shift from one to another. So, this study of the two types of sentence patterns along with their components will be of considerable use to many, specially to those who teach, learn or use these languages.

Retracted] A Formal Verification Method of Compilation Based on C Safety Subset

With the rapid increase in the number of wireless terminals and the openness of wireless networks, the security of wireless communication is facing serious challenges. The safety and security of computer communication have always been a research hotspot, especially the wireless communication that still has a more complex architecture which leads to more safety problems in the communication system development. In recent years, more and more wireless communication systems are applied in the safety‐critical field which tends to need high safety guarantees. A compiler is an important tool for system development, and its safety and reliability have an important impact on the development of safety‐critical software. As the strictest method, formal verification methods have been widely paid attention to in compiler verification, but the current formal verification methods have some problems, such as high proof complexity, weak verification ability, and low algorithm efficiency. In this paper, a compiler formal verification method based on safety C subsets is proposed. By abstracting the concept of C grammar units from safety C subsets, the formal verification of the compiler is transformed into the verification of limited C grammar units. In this paper, an axiom system of first‐order logic and special axioms are introduced. On this axiom system, the semantic consistency verification of C grammar unit and target code pattern is completed by means of theorem proving, and the formal verification of the compiler is completed.

Функции синтаксических конструкций с точки зрения якобсоновской модели коммуникации

The article discusses the role of the syntactic level of the organisation of a poetic text in the formation of a model of literary communication. The research aims to identify the role of syntactic structures in the construction of lyric discourse and to explore the poetic function of grammar units in the text. The author employs the principles and techniques of linguopoetic analysis and the methodology of constructing a communicative act, which was developed in the works of Vinogradov, Shcherba, Jakobson and Lotman and others. Special attention is paid to the functional potential of syntactic forms in relation to lyrics. The concept of artistic communication has been clarified. In this study, it is understood as an interaction between the writer and the reader in the process of interpreting a poetic work. The poetic function of syn­tactic means is analysed on the example of Yevgeny Boratynsky’s poem "Autumn", which plays a special role in his creative heritage. Along with the poetic function, the emotive, phat­ic, conative, referential and metacommunicative functions of syntactic constructions are re­vealed. The author demonstrates the breadth of the functional spectrum of syntactic units in poetic discourse. The semantics of sentences is an integral part of the semantic structure of a poetic text. Poetic syntax, closely related to the melody, metrics and composition of the poetic text, plays a key role in creating rhythm. In Yevgeny Boratynsky's poem, the ‘twilight’ syn­tax with its particular complexity of organisation contributes to the archaization of the style of the philosophical elegy and brings it closer to the traditions of preaching, psalm, and spir­itual ode.

Free phrase and phrase unit

This article shows grammar units and free phrases, and some criteria to find the differences between them. When a set of free words (such as a long day) is compared with phrase units, such as “Long term”, we can see that the noun day and adjectives have been retained for a long period of time. These words are used alone in the free word category The part of speech possessed by the time. The vocabulary of the language has not only increased by words, but also by phrase units. The phrase unit is a part of speech that cannot be formed in speech, but it exists as a ready-made unit in the language. Words are used in certain vocabulary contexts, that is, in combination with other words. Substantive issues are often used in combination with adjectives such as important, urgent, urgent, controversial, and subtle. The syntactic valence of these verbs is different. Semantically speaking, all sentences can be divided into motivated and unmotivated. Unmotivated phrases are often described as phrase units.