Grammatical Expression Research Articles

Language impairment in sporadic and familial (type 8) amyotrophic lateral sclerosis: A comparative study.

Language is frequently affected in patients with sporadic amyotrophic lateral sclerosis (sALS), with reduced performance in naming, syntactic comprehension, grammatical expression, and orthographic processing. However, the language profile of patients with familial type 8 ALS (ALS8), linked to p.P56S VAPB mutation, remains unclear. We investigated language in patients with ALS8 by examining their auditory comprehension and verbal production. We included three groups of participants: (1) patients with sALS (n = 20), (2) patients with familial ALS8 (n = 22), and (3) healthy controls (n = 21). The groups were matched for age, sex, and education level. All participants underwent a comprehensive language battery, including the Boston Diagnostic Aphasia Examination, the reduced Token test, letter fluency, categorical fluency (animals), word definition from the Cambridge Semantic Memory Research Battery, and a narrative discourse analysis. Participants also were evaluated using Addenbrooke's Cognitive Exam-Revised Version, the Hospital Anxiety and Depression Scale, and the ALS Functional Rating Scale-Revised. Compared to controls, sALS and ALS8 patients had impaired performance on oral (syntactic and phonological processing) comprehension and inappropriate discourse cohesion. sALS and ALS8 did not differ in any language measure. There was no correlation between language scores and functional and psychiatric scales. ALS8 patients exhibit language deficits that are independent of motor features. These findings are consistent with the current evidence suggesting that ALS8 has prominent non-motor features.

Speaking about knowledge

Abstract We focus on the grammatical expression of four major groups of meanings related to knowledge: I. Evidentiality: grammatical expression of information source; II. Egophoricity: grammatical expression of access to knowledge; III. Mirativity: grammatical expression of expectation of knowledge; and IV. Epistemic modality: grammatical expression of attitude to knowledge. The four groups of categories interact. Some develop overtones of the others. Epistemic-directed evidentials have additional meanings typical of epistemic modalities, while egophoricity-directed evidentials combine some reference to access to knowledge by speaker and addressee. Over the past thirty years, new evidential choices have evolved among the Tariana – whose language has five evidential terms in an egophoricity-directed system – to reflect new ways of acquiring information, including radio, television, phone, and internet. Evidentials stand apart from other means of knowledge-related categories as tokens of language ecology corroborated by their sensitivity to the changing social environment.

한국어와 몽골어의 종결어미 대조 연구

This paper examines the response patterns according to the meaning and function of individual termination endings by comparing the termination endings system of Korean and Mongolian. The characteristics of the system are summarized as follows by comparing the termination ending system of the two languages.
 First of all, in the case of the Korean and Mongolian ending systems, there are two criteria for classifying the terminating endings in Korean: the sentence style and the Korean relative honorifics system. The ending of the Korean language ends the sentence, so the sentence style is the standard. In addition, Korean relative honorifics system becomes an important criterion because the ending end treats the opponent. On the other hand, in Mongolian, the ending is classified according to the tense and number of personal names.
 Next, similarities and differences were examined in contrast to the end of Mongolian, focusing on the end of Korean. As a result, the imperative ending of Mongolian was most consistent with the ending form of each Korean relative honorifics system. In addition, in the case of the request ending, the promised ending, the permitted ending, and the boundary ending, respectively, it was Korean relative honorifics system did not appear separately and correspond to one form. In addition, when the Mongolian form of '-ya/ye/yo' indicates the speaker's will, it corresponds to the promised ending of the Korean language. When suggesting joint participation to listeners, it corresponds to the request ending of the Korean language, respectively. Looking at this, it can be seen that one morpheme represents two meanings. In the case of declarative, exclamatory, and interrogative endings, the corresponding forms are different depending on the verb and adjective. However, there are four Mongolian declarative endings corresponding to one form of Korean, and two for the interrogative endings. The final ending of the Korean language varies according to the Korean relative honorifics system, and there are these forms according to the vowel harmony rule. In addition, when conjugation it, there is a form depending on whether the previous word stem is a vowel or a consonant, so irregular use should be noted. On the other hand, in Mongolian, there is a form according to the rules of vowel harmony, but there is no form according to irregular use.
 There is also an end to Mongolian that does not correspond to Korean. In other words, the Mongolian blessing origin '-tygai/tugei, hope -aasai4, -sygai/sugei, -g' does not have a termination ending corresponding to the Korean language. However, there are grammatical expressions that can correspond to each other in terms of function and meaning. In this paper, the Mongolian blessing origin ‘-tygai/tugei is corresponding to the Korean ‘-기를 바란다’ grammatical form, and the Mongolian hope ‘-aasai4’ is expressed in the Korean grammar form ‘-었/았/였으면 한다’, ‘-sygai/sugei’ as a “-m” genitive ending, and the “-g” ending is corresponding to the Korean ‘-도 좋다, -도록 하다’ grammatical forms.
 There will also be linguistic significance in revealing parts that have not been made through system classification and functional contrast studies of these termination ends. In addition, it is expected to be a basic material that can be used in Korean-Mongolian translation and foreign language education.

Comparison of Acquisition of Tense Markers in Oral and Written Language in Bilingual Children

Abstract: Tense acquisition plays a crucial role in the language development of children. Tense refers to the grammatical expression of time in a sentence, which can be in the past, present, or future. Children begin to learn about tenses from a very young age and gradually acquire the ability to use them accurately as they develop their language skills. The present study aims to describe the comparison of the acquisition of tense markers in the oral and written language of 8 to 12-year-old MalayalamEnglish bilingual children. The study involves 20 typically developing children, studying in regular schools with English as the medium of instruction. Two tasks were selected, which included oral and written picture descriptions and narration. The results revealed that, in 8 to 10-year-old children, the acquisition of the simple present tense for both oral and written tasks in Malayalam and English was non significant and the acquisition of the simple past tense for both tasks in Malayalam and English was significant. However, the acquisition of the simple future tense in oral tasks for both languages was significant, while the written performance for future tense acquisition in both languages was non significant. For children aged 11 to 13 years, the acquisition of the simple present tense for oral and written tasks in Malayalam and English was inconclusive and the acquisition of the simple past tense for oral and written tasks in both Malayalam and English was non significant. The acquisition of the future tense for oral tasks was significant whereas for written tasks, it was inconclusive in both languages.

Prose Translation Strategy Study from Chinese to English from the Perspective of Functional Equivalence

Prose works boast rich cultural connotation, loose structure, free form of expression. There are great cultural differences between Chinese culture and West culture; English pays attention to hypotaxis and strictly obeys the grammatical expression norms. Achieving complete equivalence between the original text and the translated text when translating Chinese prose works into English is difficult. Nida's functional equivalence theory emphasizes that grammatical accuracy and literal corresponding should not be attached great importance in translation but that the reaction of the readers to the translation should be essentially like that of the original readers, which effectively reduces the conversion between the source language and target language of objective standard and furthest achieves functional equivalence between the original text and translated text and effectively solves the problems in the process of prose translation. Under the guidance of functional equivalence theory, four strategies for prose translation from the lexical, syntactic, discourse and stylistic levels are proposed in this paper, which are lexical transformation, sentence structure changing, constituent addition, holistic consideration.

Songs for enhancing oral communication through the acquired of vocabulary

When learning a foreign language, it is necessary to take into account that there are several factors that influence its acquisition, including the methodology used by the teacher in the classroom. It is necessary to consider what is the role played by foreign language teachers in the language teaching process, characteristics are their limits, objectives and how to achieve them. Didactic music is the methodology that is carried out when a person needs to develop the senses such as auditory, intellectual, sensory, speech and mainly the motor sense of the child. This research was exploratory, with a quantitative approach. The population was the first-year students of the Unified General Baccalaureate (BGU) of the Fiscal Educational Unit ""Galo Plaza Lasso"" of Jipijapa - Manabí, to whom a survey was applied. The results suggest that the use of songs helps students to obtain and acquire new vocabulary, as well as grammatical expressions.

Challenges of diversity in languages: the dilemma of using English as a medium of learning in Nigeria – report

Nigeria, just like many other African countries and Asian countries were colonized by the first world countries, The British adopted the policy of assimilation, which the learning of ‘English language’ by Nigerians was one of them. The reason was not far-fetched from the fact that we needed a united language for political, economic and social stability and convenience because of our diversity in cultures and languages. This however was an accomplished agenda because everyone had no option but to learn English language right from childhood and pass mark of this language subject was a criterion to get into the higher education. My experience as an educational instructor of English language, I discovered that students find it easier to express themselves in their native languages than English language, there is stigmatization, disdain or discriminatory expression given to a student finding it hard to make correct grammatical expression by his or her colleagues. Students even feel embarrassed to make presentations, debates and even engage with their colleagues in extracurricular activities because they consider it a deficiency and an embarrassment.

Agrammatism in a usage-based theory of grammatical status: Impaired combinatorics, compensatory prioritization, or both?

This paper proposes an understanding of agrammatism from the perspective of a recent usage-based theory of grammatical status, the ProGram theory (Boye and Harder, 2012). According to this theory, grammatical elements have two central properties: they are by convention discursively secondary (i.e. attentional background) and dependent on combination with a host item. The paper first surveys studies of agrammatic speech which, based on or reconsidered in relation to the above-mentioned criteria, show that the usage-based theory makes correct predictions about the behaviour of linguistic elements in agrammatic speech. Subsequently, the paper outlines and discusses two hypotheses about the mechanism behind agrammatism that can be derived from each of the two central properties of grammatical items. According to the prominence hypothesis, agrammatism is due to insufficient overall processing resources; this leads to a prioritization of lexical over grammatical expressions because the latter, being discursively secondary, can be dispensed with for communicative purposes. According to the dependence hypothesis, agrammatism results from an impaired capacity for combining or unifying simple elements into complex wholes: This impairment affects grammatical elements in particular, because these are dependent on (combination with) host items. • Recent studies of agrammatism support a usage-based theory of grammatical status: The Program Theory. •Grammatical elements are discursively secondary (background) and depend on a host item. •The ProGram theory entails two hypotheses about the causes of agrammatism. •Agrammatism is a deprioritization of secondary elements in response to resource reduction. •It is also due to an impaired capacity for combining simple elements into complex ones.

Англо-французские языковые контакты в Канаде: переключение и смешение кодов

The paper describes English-French language contacts in Canada and discusses the main strategies of the modern language policy in relation to the French language in Canada. The approaches to the definition of language interference, code mixing and code switching were studied. The research aims to identify the characteristics of code mixing and code switching in the English-French language pair in written and oral sources in terms of their grammatical expression and functional content. Scientific novelty of the research lies in investigating the reasons for code switching/mixing in the English-French language pair in the situation of state bilingualism in Canada and determining the grammatical and lexical features of code switching/mixing for languages belonging to different language groups, which contributes to the development of language contact theory. The research findings have shown that despite the fact that oral speech is characterised by lack of motivation, spontaneity, emotivity in code mixing and written speech is characterised by motivation and functionality, the grammatical expression of lexical units from the embedded language in the matrix language occurs according to similar principles for oral and written speech.

L’auteur de la porte d’Amon à Karnak

Summary The texts and images of the façade of the Ptolemaic gate of the second pylon of Karnak show similarities with the texts of the façade of the Ptolemaic temple of Esna. Numerous divine epithets are unique to those two compositions which also use similar grammatical expressions. The gate of Karnak was engraved during the first phase of the reign of Ptolemy VI Philometor. Work on the façade of Esna started five years later during the third phase of the reign. Comparisons between the two temple decorations suggest that both were composed by the same author.

Особенности организации ядра функционально-семантического поля аспектуальности в современном осетинском языке в сопоставлении с русским: научный и методико-дидактический аспекты проблематики

The presence in the modern Ossetian language of a functional-semantic field of aspectuality (hereinafter referred to as the FSF) with a polycentric core (grammatical category of type and grammatical category of polytemporal multiplicity) distinguishes it from closely related Iranian languages for which the grammatical expression of aspectual meanings is not relevant and noticeably brings it closer to the East Slavic, primarily with the Russian language, in which the expression of the specific meaning is mandatory for any verb. Meanwhile, the results of scientific research on this issue from the standpoint of comparative (Russian-Ossetian) and general aspectology achievements have not been practically introduced into the scientific use of modern Ossetian studies for the last decades, have not become the property of methodological and didactic manuals to help practical teachers, which, in our opinion, underlines the relevance of the research undertaken within the framework of this article. The genre of the article is somewhat unusual: it combines aspects of scientific coverage of the topic of the device of the core and periphery in the FSF of the aspectuality of the modern Ossetian language, the features of their interaction in comparison with the situation in the FSF of aspectuality in modern Russian, brief information about the landmark stages of the development of this problem, individual methodological recommendations and specific didactic proposals to help teachers-practitioners working with an Ossetian-speaking audience with both Russian and Ossetian language of instruction. The desire of the author of the article to “immerse” Ossetian scientists, practical teachers, philology students studying in the areas of dual qualification “Teacher of the native language. The teacher of the Russian language”, explains the bibliography of the question, which is greater than is customary in such publications, that in the situation of the lack of educational and methodological literature on this topic should be considered a plus rather than a flaw, as well as a detailed description of the conceptual (terminological) apparatus used in modern aspectology. All the fundamental differences in the organization of the core of aspectuality in the modern Ossetian language in comparison with Russian are highlighted on specific linguistic facts, as well as the most debatable aspects of the topic.

Evaluation System of Mobile English Learning Platform by Using Deep Learning Algorithm

At present, China’s economic development continues to progress and foreign exchanges are also increasingly frequent. Learning to master the world’s universal pronunciation, English, has become a more important link. However, people’s living habits make it difficult to carry heavy desktop devices for a long time, so mobile English learning platform meets the development needs of people’s English teaching. Based on the existing English mobile learning platform, this paper puts forward the concept of integrating artificial intelligence and deep learning technology into it. Through deep learning, the learning status and learning situation of students in the process of English learning are extracted, so as to analyze the needs and learning interests of each student in English learning and then push corresponding English materials to each student, which improves the efficiency of English learning. In addition, deep learning can also model the data of students’ behaviors and build a language vector feature extraction mechanism and translation quality evaluation model, so as to carry out certain intelligent auxiliary correction and correction on students’ English grammatical expressions and spoken English. The research in this paper has achieved good results through practice. The practice results show that the integration of deep learning into the existing mobile English teaching platform can optimize the functions of the existing platform, provide more ideas for the development of online English learning, and has good theoretical and practical value.

On an idiosyncratic type of an Old English simile

ABSTRACT This paper describes a manner of expressing similarity through an Old English construction employing the noun gelicnes “likeness” (or its variants) as a comparison marker. The constructions in question are scrutinised with regard to their structure and their semantics, and these turn out to show direct interdependency and interconnectedness. The result is a detailed description of two major structural types of simile in Old English with the gelicnes component, distinguishable by their number of verbalised components, their positioning, and grammatical expression. The uniqueness of this structure is its capability to create similes without an explicitly expressed, but undefined tenor, which is no longer the case in Modern English. A simile with a non-verbalised undefined tenor is closer to metaphor than other poetic comparisons.

Grammatical Coding and the Discursive Construction of Participants: Spanish Passives in Written Press News Discourse

AbstractThis paper presents a comparative analysis of two Spanish constructions that are usually characterised as passive, namely the periphrastic or attributive passive – formed with the verb ser ‘be’ plus a participle – and the reflexive passive – formed with third‐person reflexive clitic se. An isomorphic functional approach is adopted whereby the inherent syntactic‐semantic features of each construction are considered to be at the basis of their discourse‐pragmatic uses. Using a corpus of local written news pieces from the Peninsular town of Salamanca, the grammatical expression of both the initiators and the endpoints of events in each construction is quantitatively and qualitatively analysed, paying special attention to their variable encoding and placement within the clause and the semantic correlates of formal variation. While attributive passives are used to predicate transitive events of topical endpoints, reflexive passives often conceptualise events as thetic, reducing transitivity and defocusing initiators. These meanings are projected onto the discourse‐pragmatic domain by favouring different interpretations of the role of human participants, particularly with respect to their involvement in events amenable to negative judgements. This supports the hypothesis that the syntax and semantics of each grammatical construction are undetachable from its communicative potential in specific contexts.

ИЗРЕЧЕНИЯТА С КОНКЛУЗИВ В БЪЛГАРСКИЯ ЕЗИК – ИЗВОДИ, ОБОБЩЕНИЯ ИЛИ ПРЕДПОЛОЖЕНИЯ? / SENTENCES WITH INFERENTIAL FORMS IN BULGARIAN: DEDUCTIVE, INDUCTIVE OR ABDUCTIVE STATEMENTS?

Some languages have evidential verb markers that indicate the type of inference denoted by the sentence. Bulgarian is not among them. Furthermore, conclusions drawn using the same rule of inference could be conveyed by sentences with conclusive (inferential), indicative or presumptive forms. This paper gives an account of Bulgarian sentences with inferential evidentials. The aim of the study is to demonstrate that they serve to express not only abductive, but also deductive and inductive reasoning. After an outline of the three inference types, I briefly discuss various views on their grammatical expression. I then go on to study text excerpts which allow for a clear-cut analysis of the inference type. Lastly, I consider the so-called non-inferential use of the conclusive evidential forms in an attempt to offer a possible explanation as to the common denominator of the category. Keywords: evidentiality, conclusive forms, abduction, deduction, induction

Avoiding Negative Transfer from Grammar and Culture When Teaching Chinese to Japanese Students

The purpose of this article is to explain the negative language transfer from Japanese grammar and culture. It can help teachers who are Teaching Chinese as a Second Language (TCSL teachers) to give more targeted coping strategies in teaching. In the process of learning a second language, learners usually tend to rely on their mother tongue to understand the second language, which is recognized to create a certain negative transfer of the mother tongue. In the process of teaching Chinese to the Japanese students, the Japanese students often cannot overcome broke the rule of the original mother tongue. It affects the processes of Chinese language acquisition and the way of expression. China and Japan are the only two countries in the world that use characters. There are many common Chinese words in Chinese and Japanese, so it is relatively easy for Japanese to learn Chinese, but there are also some bottlenecks. The research object of this paper is Japanese adults who are learning Chinese, from basic to intermediate and advanced levels. By comparing Chinese and Japanese grammatical structures, expressions, and cultural factors to find out the difficulties of the Japanese students to learn Chinese, then, analyze the reasons and make suggestions. This paper systematically summarizes the problems that Japanese students encounter in terms of grammar, expression habits, and culture when they are learning Chinese, but does not conduct an in-depth analysis of each point, which is hoped to pave the way for future research. Of course, the factors that affect Japanese learning Chinese are pronunciation problems and other problems, which are not covered in this article.

Методика объяснения и отработки грамматических особенностей английского языка

Research relevance: article reveals the essence of grammar teaching approaches in English language. Modern interactive methods should help students understand why they are doing this or that task or learning certain rules. Research purpose: to consider the approaches, as well as to describe the actions of the teacher in teaching the subject of the English language on various approaches to teaching grammar, the sequence of actions. Research methods and materials: the methods in teaching the English language grammar and formal properties of grammatical phenomena based on the theory are described. Examples of explaining grammatical material using an implicit approach are given, examples of exercises to strengthen grammatical skills using modern interactive methods are given. Research results: in teaching the English language grammar, students inductively find a new grammatical expression in the proposed text, using certain grammatical phenomena and grammatical rules, students create their own exercises, perform translation exercises from their native language into a foreign language. Conclusions: the teaching method is chosen depending on students’ age, students and teachers training level, learning objectives and grammatical phenomena.

Lexical Input in the Grammatical Expression of Stance: A Collexeme Analysis of the INTRODUCTORY IT PATTERN.

Previous research on the INTRODUCTORY IT PATTERN unveiled various lexical and grammatical aspects of its use as a grammatical stance device, including the range of the most frequently used adjectival and verbal stance lexemes, associated stance meanings, the most frequent sub-patterns, and the distinct uses in various contextual settings of the pattern. However, the stance meanings of the pattern, which are deeply rooted in the associated lexical resources, are still understudied. This study explores the meanings of the INTRODUCTORY IT PATTERN by referring to the stance meanings of the pattern associated with the adjectival and verbal lexemes that are statistically attracted to the pattern. The research samples were extracted from the British component of the International Corpus of English (ICE-GB). The samples were manually annotated for different stance types and a collexeme analysis was performed to identify the full range of stance lexemes statistically associated with the INTRODUCTORY IT PATTERN (collexemes). The results show that both adjectival and verbal collexemes are statistically and functionally significant for the delivery of discrete stance types/subtypes. Adjectival collexemes are frequently deployed for all four stance types: Epistemic stance, Evaluation stance, Dynamic stance, and Deontic stance, while verbal collexemes are valuable lexical resources for the Epistemic stance, as their use entails modalized evidentiality, pointing to epistemic judgment of the writer-speaker toward events/propositions. Close examination of the use of adjectival and verbal collexemes identified three fundamental meanings of the INTRODUCTORY IT PATTERN. First, the pattern is inherently evaluative as it tends to attract more lexemes with evaluative meanings and associates evaluative meanings with superficially non-evaluative lexemes. Second, it features a scalarized expression of diversified stance types/subtypes, thus, especially reflective of the scalarized semantic feature of stance expression. Third, it connotates an overwhelmingly positive likelihood judgment. The article concludes by discussing the limitations of this study.

Grammatical units derived from numerals and numerical expressions

This paper discusses the notion of quantity and related notions from the perspective of their lexicalisation in the area of the so-called (functional, auxiliary) grammatical expressions. Such units, founded on the notion of quantity, create a microsystem composed of the following semantic and functional classes: interrogative pronouns, relators, prepositions, metapredicative operators (of gradation, limitation, approximation), conjunctions, particles, metatextual commentaries, and modifi er of declarativity. The semantic relationships between these units are similar to the ones noticeable between expressions from the relevant level of language; apart from that, they form pairs based on such relationships with units from outside the examined lexical and conceptual fi eld. The paper also discusses the variant groups among the analysed expressions and units that are formally similar yet functionally different.

OLD ENGLISH SWA SIMILES: STRUCTURE OVERVIEW

This paper describes a way of expressing figurative similarity through Old English constructions employing the element swa ‘as’ (or its variants) as a comparison marker, which in early Middle English developed into two distinct lexemes: the adverb also and the conjunction as, the latter often found in clauses of comparison. The uniqueness of this type of Anglo-Saxon simile is its capability to create similes whose tenors and vehicles either nominate the referents standing behind them or provide a certain amount of information concerning their actions or states, being expressed either by lexemes or clauses, correspondingly. The constructions in question are scrutinised regarding their structure, which sheds some light on its interdependency and interconnectedness with part of speech semantics as well as emphasis. The data is quantified in terms of grammatical as well as information distribution-related issues. This analysis results in a detailed description of two major categories of the Old English swa simile depending on the number of verbalised components, their positioning, and grammatical expression; it also briefly touches upon the chronological peculiarities of the concerned constructions as well as the comparison with other means of figurative similarity expression in Old English. The analysis is carried out on material that has never been studied before.