Grammatical Deviations Research Articles

MENINGKATKAN KEMAMPUAN ‘GRAMMAR’ MAHASISWA JURUSAN BAHASA INGGRIS FBS UNP SECARA LISAN DAN TULISAN

English Department Students as EFL learners must be able to use correct grammar of English well either in oral or written form; nevertheless, based on a prelimenary observation many of the English Department Students of Faculty of Languages, Letters and Arts of State University of Padang committed grammatical deviations when they communicated in English. This article aims at describing the action research about using OHP/LCDP, Role Plays/Language Games, and written exercises as the efforts to improve Grammatical Ability of the English Department Students. The research was carried out in two cycles, and the subjects were a class of education program consisting of thirty students, who were taking Structure 2 at that time. The findings of the research showed that using OHP/LCDP as media of teaching, Role Play/Language Games as oral exercises, and asking the subjects to do two kinds of written exercises (homework from their handbook as usual and their own sentences/paragraphs as assignments) in teaching Structure 2 communicatively improved the students’ grammatical ability either in oral or written forms much more significantly. Their grammatically-oral ability increased by 14.5 points/73.5% (from 21.8 to 36.3) whereas their grammatically-written ability increased by 13.1 points/82.3% (from 19.1 to 32.2) on the average. Thus, the research questions were answered positively, and the hyphotheses were proven.

Grammartical Deviations in O'Neill's Hairy Ape

The greatest American writer Eugene O'Neill (1888- 1953) achieved a recognizable place among the English and American dramatists through the stylistic features of his dramatic language . This study investigates O'Neill's way of handling dramatic language, in Hairy Ape ,( the use of grammar from the settled norms in play writing) . It endeavors to show how O'Neill manipulates his character's dialogue and the effects of this manipulation .The problem is related to what extent O'Neill's use of language deviates from the linguistic norm , and the levels of linguistic deviation in his style. The study aims to analyze the types of grammatical deviation in O'Neill's 'Hairy Ape'. Moreover, it attempts to justify the reasons behind these deviations (and to support some critical points of view concerning O'Neill's and style in using grammatical deviations). . Deviation as a linguistic phenomenon has an important effect on the readers (and hearers ), if a part of a poem is deviant it becomes especially , noticeable , or perceptually prominent ( Short, 1969 : 11 ) . Out of the stylistic analysis ,it has been found out that the writer uses a language deviated from the literary convention or everyday speech(norm). He uses different types of linguistic deviations to achieve his purposes .

EFL LEARNERS’ GRAMMATICAL DEVIATIONS FROM CONCORD: What degree did they become mistakes and errors?

This article, based on the other part of the research entitled EFL Learners’ Concord Mastery and their grammatical Deviations carried out by the writer, aims at describing to what degree EFL learners have committed grammatical deviations from 3 types of concord: subject-verb concord (SVC), subject-complement concord (SCC), and subject-object concord (SOC) and to what extent those deviations became mistakes and errors. With the population of 120 EFL learners of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with one class of them chosen as the sample comprising of 32 subjects by cluster-sampling technique, the data were gathered through a fifty-item test with one administration but with 4 versions of the answers. Thus, with 4 versions of grammatical deviations (GD): GD of version 1 (GD1), GD2, GD3, and GD4 taken from the answers of the test of version 1, 2, 3, and 4 respectively, and the overall grammatical deviations (OGD) as the accumulation of the 4 versions of GD, and by using quantitatively descriptive method, it was found out that on the average the EFL learners’ GD1 was more than one-third of the total test items (TTI), and that of the OGD was nearly a half of TTI. Besides, after the split of OGD into mistakes and errors it was known the ratio between the two kinds of GD was about 2:5, or in every 7 GD there were 2 mistakes and 5 errors on the average. Furthermore, there were 3 types of grammatical errors (GE) found for each kind of concord: omission, addition, and misformation. Misformation had the greatest percentages of GE for SVC and SOC. Most of the GE of this type dealt with the use of plural verbs for singular ones, that of possessive adjective (their) for reflexive genitive (their own), that of reciprocal pronoun referring to 2 peeople (each other) for reciprocal pronoun referring to 3 people or more (one another) and that of object pronoun (them) for reciprocal pronoun referring to 3 people or more (one another). For SCC the omission type of the GE had the greatest, and most of them were absence of plural indicators –s/-es.

The retrieval and inflection of verbs in the spontaneous speech of fluent aphasic speakers

Fluent aphasia of the anomic and Wernicke's type is characterized by word retrieval difficulties. However, in fluent aphasic speech, grammatical deviations have been observed as well. There is debate as to whether these grammatical problems are caused by the word retrieval deficit, by an additional grammatical deficit, or by an integration deficit. Verbs are an interesting word class in this respect, because they are among the words that are hardest to retrieve for many fluent aphasic speakers and some forms require a considerable amount of grammatical computation. For production of a finite lexical verb, the lexical form and inflection for tense and agreement need to be integrated. In the present study, the use of lexical verbs in finite and non-finite form in the spontaneous speech of 8 Dutch fluent aphasic speakers was analyzed. The results show that retrieval of lexical verbs decreases when more grammatical information needs to be computed. It will be argued that this is best accounted for in terms of an integration deficit: the more computation is needed to express a relation between a verb and intrasentential (agreement) and extrasentential (tense) information, the more difficult it is to retrieve a normal range of lexical verbs.

TO WHAT EXTENT EFL LEARNERS HAVE MASTERED CONCORD

Concord is one of grammatical items from which many EFL learners still commit deviations. Their deviations from this grammatical item are a reflection of their concord mastery. There are five kinds of concord. However, this article aims at describing to what extent EFL learners have mastered 3 types of concord: subject-verb, subject-complement, and subject-object. The article was based on a part of the research entitled EFL Learners’ Concord Mastery and their grammatical Deviations carried out by the writer two years ago. The population was 120 EFL learners consisting of three classes of the third year students of the English Department of the Faculty of Languages, Literature, and Arts of the State University of Padang, and with cluster-sampling technique one class of them was chosen as the sample comprising of 32 subjects. The data were gathered through a fifty-item test with one administration, but the sample students were required to write 4 versions of the answers. There were 2 versions of concord mastery (CM), CM1 which was based on the correct answers of version 1 and CM 2 which was based on the correct answers after the grammatical deviations were split into mistakes and errors. With the use of quantitatively descriptive method, it was found out that on the average the EFL learners’ CM1 was only 64 which was categorized into satisfactory level based on 5 achievement categories proposed by UNP (2005): excellent, good, satisfactory, weak, and poor. However, CM2 on the average increased significantly to 70, and the achievement category changed into good level. The writer believes CM2 was the actual concord mastery of the EFL learners. Thus, he suggests that an EFL lecturer/ teacher not neglect concord and (s)he split grammatical deviations into mistakes and errors in order to know actual mastery of any grammatical item.

Teachers' Language: L1 Attrition in Russian–English Bilinguals

The present study reports on the evidence of first language (L1) attrition in a population that may appear to be the most resistant to L1 changes. Russian monolinguals (n= 3) and Russian–English bilinguals (n= 10) participated in the study. The bilinguals were graduate students teaching Russian as a foreign language at a U.S. university. The data were obtained through semispontaneous discourse on assigned interview topics and a grammaticality judgment task. Numerous instances of lexical and grammatical deviations registered in the data suggest that an extensive exposure to the L1 in the second language (L2) environment and motivation to keep it intact due to a high professional demand may still diminish the speaker's control over his or her L1 skills. Implications for L2 acquisition and foreign language teaching (FLT) are offered in the article.

Multicultural Issues In Audiology

Multicultural Issues In Audiology

Multicultural Issues In Audiology

Multicultural Issues In Audiology

Toward a Pragmatic Poetics: The Convergence of Form, Act, and Ontology in Hopkins' "The Leaden Echo and the Golden Echo"

I WOULD LIKE TO BEGIN BY RECONSIDERING A WELL-KNOWN DISAGREEMENT between F. R. Leavis and Robert Bridges concerning poetry of Gerard Manley Hopkins. In 1918, Bridges published first edition of Poems of Hopkins and appended Preface to Notes where he denounced Hopkins' unusual mannerism and style. According to Bridges, Hopkins' poetry problematic because it both extravagant and obscure. He accuses poems of occasional affectation in metaphor, of human feeling, and exaggerated Marianism and deplores the naked encounter of sensualism and asceticism in Golden Echo as well as Hopkins' efforts to force emotion into theological or sectarian channels. In Bridges' opinion, such poetic tactics constitute rude shocks of purely artistic wantonness. They do not contribute to an overall poetic purpose, but make for and Obscurity, aberrations in Bridges' mind that not part of [the poet's] intention since Hopkins is serious and always ha s something to say. Elsewhere, Bridges expresses his perplexity over the mixture of passages of extreme delicacy and exquisite diction with passages where in jungle of rough root-words, emphasis seems to oust euphony (Preface, p. 99). Bridges' theory of poetics implied here, but it also abundantly clear. Poetry must be part of continuous literary decorum (p. 96). It must follow poetics of intelligibility, striking balance between all extremes. Affectation and perversion must be cast out and replaced with genuineness and normality. Oddity and obscurity must give way to familiarity and clarity. Coherence must be favored over paradox. In short, poetry must follow official rules of convention, semantics, and common-sense. Bridges comments on of Deutschland in similar vein: The labour spent on this metrical experiment must have served to establish poet's prosody and perhaps his diction: therefore poem stands logically as well as chronologically in front of his book, like dragon folded in gate to forbid all entrance, and confident in his strength from past success. This editor advises reader to circumvent him and attack him later in rear; for he himself shamefully worsted in brave frontal more easily perhaps because both and were to (Preface, p. 114) While stating that poem experimental and, therefore, premature in Hopkins' poetic development, Bridges does not tell us what makes poem great dragon folded in gate. He says that he was himself shamefully worsted in brave frontal assault, but he does not tell us how or why. Nor does he explain what caused subject and treatment of poem to be distasteful to him. It clear, however, that, for Bridges, poem something to be overcome rather than enjoyed. In associating Wreck with forbidding dragon, Bridges prepares reader for very specific experience of poem. We are not only led to anticipate grave semantic difficulties, but are encouraged to negotiate these difficulties through type of interpretive assault. For Bridges, Wreck threatens to devour readers who make frontal assault because it catches them off their hermeneutic guard; it discovers them as helpless prey, drifting within a galaxy of signifiers rather than a structure of signifids. (2) Subsequently, poem must be read only after it has been vanquished by readerly invasion from rear. Perhaps most significant of Bridges' comments in terms of their relation to his theory of poetics his discussion of Hopkins' various grammatical deviations: Here ... another source of poet's obscurity; that in aiming at condensation he neglects need that there for care in placing of words that are grammatically ambiguous. …

Grammatical Deviations in the Spoken and Written Language of Hebrew-Speaking Children With Hearing Impairments.

The present study reports a detailed analysis of written and spoken language samples of Hebrew-speaking children aged 11-13 years who are deaf. It focuses on the description of various grammatical deviations in the two modalities. Participants were 13 students with hearing impairments (HI) attending special classrooms integrated into two elementary schools in Tel Aviv, Israel, and 9 students with normal hearing (NH) in regular classes in these same schools. Spoken and written language samples were collected from all participants using the same five preplanned elicitation probes. Students with HI were found to display significantly more grammatical deviations than their NH peers in both their spoken and written language samples. Most importantly, between-modality differences were noted. The participants with HI exhibited significantly more grammatical deviations in their written language samples than in their spoken samples. However, the distribution of grammatical deviations across categories was similar in the two modalities. The most common grammatical deviations in order of their frequency were failure to supply obligatory morphological markers, failure to mark grammatical agreement, and the omission of a major syntactic constituent in a sentence. Word order violations were rarely recorded in the Hebrew samples. Performance differences in the two modalities encourage clinicians and teachers to facilitate target linguistic forms in diverse communication contexts. Furthermore, the identification of linguistic targets for intervention must be based on the unique grammatical structure of the target language.

Der Ausdruck von Zeitkonzepten in fortgeschrittenen Lernervarietäten

Many pecularities in the production of a second language learner can easily be diagnosed as grammatical, morphological or lexical deviations from the target norm. But there are others which escape such a straightforward analyis: there is not a single »error«, it is just felt that the learner’s utterances »are not English«; deviations of this type are well-known, and there are particularly characteristic of advanced learner varieties. Following up earlier work by Carroll and von Stutterheim, the present paper reports result from an empirical study in which deviations of this sort are analysed. Three groups of speakers — native speakers of English, native speakers of German and very advanced learners of German with English background had to perform an instruction task. It is shown that speakers of English and native speakers of German organise the expression of time in longer stretches of discourse in quite different ways; these differences — on whichever level of conceptualisation they may be — are transferred in SL production and result in characteristic deviations from the way in which native Germans construct their texts as well as the indidual utterances of which they consist.

Discourse strategies in francophone African literary works

Abstract In multilingual contexts such as those found in Africa, ethnic conflicts have played a major role in human relations, and have often led to linguistic conflicts. The resulting situation has made it difficult to implement local languages as national and official languages. During colonisation, these linguistic problems were usually solved by adopting European languages as vehicles of communication among linguistically and culturally diverse peoples. In this paper, it will be shown that the cross‐cultural use of French has resulted in creative linguistic and stylistic modifications reflecting the sensibilities, inherited cultural patterns, and disposition of its users. Accordingly, new linguistic varieties of French have unfolded throughout the francophone world in Africa. The native speakers’ common reaction to texts created in African varieties of French has been puzzlement, alarm, indignation, mockery, and the like. Using texts from novels written by francophone African writers, it will be shown that these reactions have ensued from linguistic processes known as grammatical deviations, non‐native lexicalisation, and non‐native style features. This paper also shows that in the African context, French is acquired in the socio‐cultural and intellectual context of Africa and not the Christian, Franco‐European intellectual milieu of the native varieties. As a consequence, new discourse strategies that express the beliefs, values, experiences, and knowledge gained in the African setting have developed. Given that these discourse texts are intended for an African audience, African authors who write in French are directly or indirectly compelled to use varieties that serve as the basis of daily linguistic input in most communicative interactions. Finally, it will be shown that readers of francophone African literary work must consequently develop the textual competence for these varieties. This competence, according to Y. Kachru (1987), involves three types of knowledge: the knowledge of the linguistic characteristics of African varieties of French; the familiarity with the experiences, expectations, beliefs, values, and knowledge of the African people; and the knowledge of text types in African literature.

Semantic sets and Dylan Thomas' “light breaks”

The present article aims to show that the elicitation of intuitive literary-aesthetic sentence judgments taps into readers’ poetry-specific linguistic register, and how such judgment methods can be used to support and constrain future theory formation in experimental poetics. In two experiments, we examined effects of deviant and parallelistic linguistic features on readers’ grammatical and literary-aesthetic evaluation of single sentences.In Experiment 1, participants rated carefully selected and modified lines of German poetry for either acceptability or poeticity (n = 40 each) on a 7-point scale; original lines featured grammatical deviations that were absent in modified versions. All investigated deviation types reduced the acceptability of the lines, but only routine licenses of German poetry increased their perceived poeticity and showed moderate to strong correlations between poeticity and deviance (i.e., low acceptability).In Experiment 2, participants made forced acceptability (n = 120) or poeticity (n = 120) choices regarding two (out of four) syntactic variants of a single sentence; variants crossed syntactic canonicity (canonical/non-canonical) and sentence rhythm (alternating/non-alternating). Acceptability choices favored only canonical syntax; poeticity choices were sensitive to both variables, and favored non-canonical syntax and alternating sentence rhythms.Our results indicate that poeticity judgments reflect categorical and gradient genre-specific well-formedness (Exp. 1), and that poeticity criteria are similar for traditional verse and for regular sentences without salient genre cues (Exp. 2). The observed prosodic and grammatical preferences suggest that perceptual fluency and conceptual challenge are prototypical characteristics of poetry reading. We conclude that sentence judgments can reveal whether and to which degree specific features of linguistic structure contribute to poetic effects.