Grammatical Items Research Articles

ERROR ANALYSIS OF ELEVENTH GRADE ODD MIDTERM EVALUATION IN VOCATIONAL SCHOOL MUHAMMADIYAH 2, TANGERANG

The objective of this study is to know the grammatical errors and to elaborate the sources of errors in odd midterm evaluation of eleventh grade for the academic year 2018/2019 in Vocational School, Muhammadiyah 2, Parung Serab, Kota Tangerang, Banten. It belongs to descriptive qualitative study which used document analysis to proceed the data. The findings showed that there are five error grammatical items which include tenses (present tense & past continuous tense), preposition, object pronoun, article and quantifier. In addition, there are three sources of errors in the study; error related to context of learning, intralingual error and interlingual error.

Korean Adult English Learners’ Perceptions of the Common Grammatical Features of English as a Lingua Franca

The present study examines Korean adult English learners’ perceptions about English as a lingua franca (ELF) and the common grammatical features of ELF. 276 university students participated in this study through an online survey portal. The survey consists of two parts: part one asks participants’ attitudes and perceptions about ELF statements, and part two is an acceptability judgement task for common grammatical features of ELF. Overall, the participants showed moderately positive attitude toward most ELF statements despite they manifested stronger preference for native speaker-oriented English learning on a few aspects. The results from the acceptability judgement task for 19 grammatical items consistently remained between neutral and slightly positive ranges. These results indicate that the participants already possess the concept of ELF, at least beyond a non-negative stance, and admit the features of ELF as acceptable forms of English for global communication. Participants’ major, study abroad experiences, and experiences of communicating with foreign people did not cause consistent and significant difference in their attitude toward ELF, nor in their acceptability judgements. For timely and effective incorporation of ELF into English classrooms in Korea, further research need to be conducted with various learner groups regarding the perception about ELF, the development of teaching activities and materials, and the empirical data from on-site applications.

Determinativproduktion: Fra Brocas afasi til en lingvistisk teori om, hvad grammatik er

This paper summarizes recent experiments examining the production of grammatical and lexical determiners in healthy individuals and individuals with agrammatic aphasia. The experiments discussed employ a design in which the Danish grammatical indefinite article en/et is contrasted with the lexical numeral en/et. The results show that articles are harder to produce than numerals. In agrammatic speech the difference is reflected in a higher proportion of omissions of articles. In healthy speech the difference is reflected in increased response times and decreased accurary rates for articles. The results are interpreted in light of a usage-based and functional theory of grammar, in which grammatical items are defined as signs that are by convention discursively secondary and structurally dependent.

Grammatikalisering af danske præpositioner

Messerschmidt & al. (2018) made a distinction between grammatical and lexical prepositions based on the functional theory of grammatical status in Boye & Harder (2012), and demonstrated that this distinction is significant for the description of agrammatic speech. The functional theory predicts that grammatical items attract less attention than lexical ones. In this paper, we use a letter detection experiment to demonstrate that this also holds for Danish prepositions. Not all grammatical-lexical preposition pairs contrasted show a significant difference between letter detection rates, however. We argue that varying degrees of differences reflect different positions in a grammaticalization cline in which a grammatical descendent is gradually distilled out of a lexical source.

An Analysis of the Grammatical Errors in Narrative Writing Made by Eleventh-grade Students of One Private Islamic Senior High School Palembang, South Sumatera, Indonesia

This study was aimed at finding out: (1) the types of grammatical errors in narrative writing made by eleventh-grade students of one private Islamic senior high school Palembang, South Sumatera, Indonesia and (2) the most frequent type of grammatical errors in narrative writing made by eleventh-grade students of private Islamic senior high school Palembang, South Sumatera, Indonesia. This study was a descriptive qualitative research. The data were collected from narrative writing written by the 32 eleventh grade students. In this study, grammatical items analyzed were covering noun, pronoun, verb, conjunction, adjective, adverb and preposition. In analyzing students’ errors, some procedures of error analysis were applied. They were identification, description, and explanation. The frequencies of errors were calculated in percentages. Based on the result of the analysis, there were 621 grammatical errors found in students’ narrative writing. Errors in using verb became the most frequent type of errors with 308 errors (49.59%), followed by errors in pronoun with 136 errors (21.90%), in adjective with 87 errors (14.00%), in preposition with 61 errors (9.82%), in noun with 13 errors (2.09%), in conjunction with 10 errors (1.61%) and the last errors in adverb with 6 errors (0.96%).

Temporale und modale Konjunktionen und ihre individuellen Verarbeitungsweisen

The paper presents a study within the scope of cognitive linguistics. The aim is to relate Langacker’s assumption about language as meaning to grammatical language items and to examine it, taking the already existing research into consideration, by analysing selected temporal and modal conjunctions. The research object in this comparative analysis are selected German conjunctions and their Polish counterparts. The study provides answers to the following questions:
 
 Is meaning content activated by conjunctions in language processing?
 Which emotions are triggered in the participants of the study?
 How are the conceptualized meanings and emotional values that are ascribed to the conjunctions influenced by particular contexts of the utterances?
 
 The method of intersubjective introspection makes it possible to trace the allegedly finished processing mechanisms in participants.

The production of grammatical and lexical determiners in Broca’s aphasia

ABSTRACTDeterminer production is a testing ground for theories of Broca’s aphasia and agrammatic speech. On one type of theory, determiner production is impaired in so far as determiners are grammatical items. On another type of theory, determiner production is impaired because determiners depend on verbs for case-assignment. These two types of theories are mutually compatible, but in recent years, research on determiner production has focused on the second type. In order to test the first type, an experiment was carried out which contrasted the production of Danish grammatical determiners (indefinite articles) and lexical ones (numerals) in five speakers diagnosed with Broca’s aphasia and four non-brain-damaged controls. The results strongly support the first type of theories: (1) in agrammatic speech, only grammatical determiners were omitted to an extent which differs from omission rates in the speech of the controls; (2) substitutions of grammatical agreement markers were found only in agrammatic speech.

Functional and usage-based approaches to aphasia: the grammatical-lexical distinction and the role of frequency

ABSTRACT Background Functional and usage-based theories of language are gaining increasing influence in linguistics. These theories understand language structure as underpinned by domain-general neurocognitive capacities and as shaped by usage patterns and the function of language as a means for communication. Accordingly, they entail an approach to aphasia which differs markedly from established ones based on formal theories. Aims Based on an outline of central claims in functional and usage-based theories, we aim to show how such theories can cast new light on aphasia. Methods & Procedures We focus on two strands of functional and usage-based aphasiological research: 1) research on frequency effects in aphasic speech, 2) and research on the grammatical-lexical distinction and its significance for the description of aphasic speech and the understanding of the causes of aphasia. We review available studies that fall within the two aforementioned strands of research, assessing their strengths and limitations. Outcomes & Results Usage-based methodologies are currently being developed that allow for fast quantification of the degree of formulaicity of a language sample and may thus be helpful in ascertaining the role of fossilized multiword expressions in aphasia. In line with central claims in usage-based linguistics, the first results of studies employing these methodologies have shown that frequency and collocation strength facilitate the retrieval of multiword expressions in a way that resembles the way in which lexical frequency facilitate retrieval of isolated words. A recent functional and usage-based theory understands the grammatical-lexicon distinction as a means for prioritizing parts of complex linguistic messages. Defining grammatical items as items that are discursively secondary (background) and dependent on host items, this theory entails an account of grammatical deficits which bridges the gap between existing structure-oriented and processing-oriented accounts. The theory entails word-class general criteria that allow fine-grained classification of linguistic items as grammatical or lexical. Cross-linguistic studies of verb, pronoun and preposition production show that this classification is significant for the description of aphasic language. Conclusions Functional and usage-based studies of aphasia are still sparse, but show promising results. This approach seems especially qualified for understanding 1) the neurocognitive causes of various types of aphasia, 2) the variability across languages, communicative settings (including tasks and modalities), groups of individuals and individuals, which is characteristic of aphasic speech, and 3) the link between aphasia symptoms and the basic need and challenge for people with aphasia: to remain a social being by communicating with other social beings.

The semantic complexity of the English progressive verb form

The research in this paper focuses on presenting the complexity of the English progressive verb form. Its basic aim is to investigate the contextual conditions under which the progressive form, as context dependent and stylistically marked, may realise its various levels of meaning. We primarily rely on Leech’s theory (2004) of the English progressive, revisiting the author’s arguments on the semantic layering of this form, such as duration, limited duration, and completeness/incompleteness of verb situations. We will refer to these levels of meaning as aspectual and temporal but will also try to shed light on some other implications of the progressive form in sentential context, such as future time reference, habituality, intention, subjectivity, and emotional colouring. We premise that the temporal meaning of the progressive verb form is derived with reference to what is seen as the contextually independent, or simple, verb form, which occurs in the lexical material surrounding the progressive form itself. We further emphasise that the reference to simple verb forms may contribute to comprehending the levels of the aspectual and temporal meaning of the progressive, but that some other semantic values, such as those mentioned above, may allow for certain pragmatic interpretations and stylistic implications under the direct influence of a particular sentential context. Consequently, this occurs along with the increased use of the progressive in contemporary English, even for situations regularly expressed in simple verb form. Finally, we summarise various contextual factors influencing the proper interpretation and use of this semantically versatile English grammatical item and highlight the situations where the progressive might be interchangeable with the simple verb form.

문법 항목의 의미·기능 제시 방안 연구 - ‘-잖아(요)’의 다의성·다기능성에 대한 원형 이론적 접근을 중심으로 -

문법 항목의 의미·기능 제시 방안 연구 - ‘-잖아(요)’의 다의성·다기능성에 대한 원형 이론적 접근을 중심으로 -

Applying ‘Sketch Engine for Language Learning’ in the Japanese English classroom

The application of online authentic language data has played an increasingly important role in language teaching. These include freely available online corpora such as the British National Corpus and the Corpus of Contemporary American English. However, students are easily overwhelmed by the enormous amount of incomplete sentences (concordance lines) contained therein and therefore may fail to consult keywords and expressions as a resource tool. As an alternative resource a new web-based platform for English language learning, called Sketch Engine for Language Learning (SkELL), has been developed. Unlike the aforementioned corpora, SkELL generates sufficient amount of complete sentences which help students learn multiple examples of lexical and grammatical items in context. However, little research has been conducted as to how Japanese students with lower English proficiency assess the efficacy of SkELL. This study aims to examine the potential and limitation of SkELL in the language classroom for Japanese students who have almost no online experience in educational settings. The findings indicate that there is a close relationship between students’ view of the utilisation and efficacy of the resource and their attitudes toward English education. The study concludes with a discussion of pedagogical implications of the use of SkELL as a valuable educational tool for students who are accustomed to traditional English language learning.

Analisis Kesalahan Struktur Kalimat pada Tes Keterampilan Menulis dalam Diklat HSK 3 (汉语水平考试) Guru Bahasa Mandarin SMA/SMK di PPPPTK Boe Malang

Penelitian ini bertujuan untuk menganalisis kesalahan struktur kalimat pada tes keterampilan menulis yang dibuat oleh peserta diklat HSK 3 guru bahasa Mandarin SMA/SMK yang diselenggarakan di PPPPTK BOE Malang. Dalam Linguistik, berdasarkan J. Richard et al, (2002), kesalahan dapat berupakan kata, tindak tutur atau struktur gramatikal yang tidak tepat disebabkan oleh penguasaan yang tidak utuh terhadap bahasa tersebut. Penelitian dilakukan dengan menggunakan taksonomi komparatif yaitu menganalisis hasil tes keterampilan menulis peserta diklat yang terdapat pada HSK 3 yang disebabkan oleh kesalahan interlingual atau kesalahan interferensi, yakni kesalahan yang bersumber (akibat) dari pengaruh bahasa pertama (B1) terhadap bahasa kedua (B2) dan kesalahan intralingual yaitu kesalahan berbahasa yang disebabkan kurangnya penguasaan terhadap bahasa kedua (B2). Hasil anaslisis menunjukan bahwa terdapat lima kalimat dimana sebanyak lebih dari 85% responden melakukan kesalahan yang disebabkan adanya kerancuan dengan struktur dalam bahasa Indonesia. Analisis kesalahan ini dilakukan tidak hanya untuk mengidikasi penyebab, namun juga sebagai kajian untuk menerapakan metode yang sesuai dalam melaksanakan pembelajaran bahasa Mandarin.

Ka a Temporal Prefix in Mardini Arabic Derived from the Verb Kana (To Be)

Grammaticalization is usually thought of as that subset of linguistic changes through which a lexical item in certain uses becomes a grammatical item, or through which a grammatical item becomes more grammatical (Hopper- Traugott, 2). This paper is an attempt to present this phenomenon, showing the results of our investigation on the development of the temporal marker in Mardini Arabic (spoken in Mardin province situated in Southern Turkey) from lexical items (kan-to be) into grammatical prefix (ka). This prefix is attached to the extratem- poral forms of the verb (imperfective and perfective). The verb kana (to be) existent both in standard Arabic and in all the Arabic dialects, has syntactically the role of a temporal marker that changes the tem- poral situation of a normal sentence (without kana). When the verb kana modi- fies a verbal sentence, both kana and the verb that follows it, independently take all the marks of conjugation (aspect, mood, person, gender and number). Hence, we realize that kana is not an auxiliary verb and the Arabic language does not have compound tense forms.

Prédication et non prédication

<p class="Default">Współczesne teorie językoznawcze zwykle dzielą strukturę wypowiedzenia na grupę nomi­nalną (ang. NP) i werbalną (ang. VP). Ten binarny podział przysparza jednak poważnych proble­mów w trakcie analizy konkretnych zdań. Mówienie o „relacjach predykatywnych” w przypadku wypowiedzeń typu: <em>She went to France </em>i <em>She did go to France </em>jest niewystarczające, ponieważ składniki tych zdań mają różny status. Gramatyka metaoperacyjna pozwala rozróżniać zdania typu podmiot + orzeczenie (+ dopełnienie) i typu NP/VP, których struktura ukrywa status jednostek tworzących zdanie. Celem artykułu jest rewizja koncepcji predykacji. Przeprowadzone analizy dotyczą przede wszystkim operatorów języka angielskiego i francuskiego, nieliczne przykłady zaczerpnięte zostały również z języka niemieckiego i polskiego.</p>

Pre-task planning and explicit instruction: Effects on CALF in an oral jigsaw task and gains in linguistic knowledge

Task planning and its effect on task performance have attracted generous attention by researchers in task-based language teaching. Scholars have investigated the link between various forms of planning (pre- and within, as well as different lengths of planning times) on written and oral performance in monologic tasks, analysing the output for syntactic complexity, syntactic accuracy, lexical complexity and fluency (CALF). While overall findings are mixed for complexity and accuracy, the majority of studies have found a positive relationship between strategic pre-task planning and fluency in oral performance. Most studies on explicit instruction of grammatical items have observed an effect on linguistic knowledge; however, no previous research has looked at planning and explicit instruction to measure linguistic gain and CALF in one place. Aimed at bridging this gap, this study compared the effectiveness of unguided pre-task planning and explicit instruction of a grammatical structure (with a control group with no pre-planning and no explicit instruction used as the baseline) on the oral performance of a jigsaw task and the completion of a grammaticality judgment test (GJT) among 49 pre-intermediate female EFL learners. Analyses revealed that neither pre-planning nor explicit instruction led to significant changes in linguistic knowledge and CALF. Results are discussed in light of relevant theories, and implications are offered for practice.

GIGL: A Domain Specific Language for Procedural Content Generation with Grammatical Representations

We introduce a domain specific language for procedural content generation (PCG) called Grammatical Item Generation Language (GIGL). GIGL supports a compact representation of PCG with stochastic grammars where generated objects maintain grammatical structures. Advanced features in GIGL allow flexible customizations of the stochastic generation process. GIGL is designed and implemented to have direct interface with C++, in order to be capable of integration into production games. We showcase the expressiveness and flexibility of GIGL on several representative problem domains in grammatical PCG, and show that the GIGL-based implementations run as fast as comparable C++ implementation and with less code.

Ng Methods, Approaches and Strategies used in EFL Classrooms in English Language Centers and Schools of Mahabad

The qualitative research goals are to investigate the EFL teaching methods, approaches and strategies which are used in English as a foreign language classes in Mahabad. Qualitative research methods, observations and interviews were administered with 8 English teachers to obtain the data from schools and English Language Centers in Mahabad. The results of the study regarding senior high schools revealed that Grammar Translation Method (GTM) and the Audio-lingual Method (ALM) were used dominantly in the English classes. Concerning English Language Centers in Mahabad, the Audio-lingual Method (ALM) and the Communicative Language Teaching (CLT) were the dominant methods applied in English classes. Being compared with senior students of the high schools, the activities and strategies used in the Centers helped students to use the language and communicate and the teachers were also more friendly and adaptable. Besides, they were able to use a variety of activities. While the teachers from schools placed emphasis on rote learning of word lists and explaining grammar elaborately. New lexical and grammatical items in English were explained in Kurdish.

Coloring Book: A new method for testing language comprehension

We present a new method for investigating children’s language comprehension and argue that it has the potential to mitigate known task-related biases and expose children’s grammatical and lexical knowledge in a more natural and ecologically valid manner. The new method consists of filling in a digital coloring page, according to sentence stimuli (e.g., The green monkey is being scratched by the blue monkey; The rabbit is red.). Through the playful act of coloring in the page, children reveal their interpretations of grammatical constructions and lexical items. We argue that this method gives more accurate results than existing methods, in which children are asked to choose among several pictures representing a number of possible interpretations. We present two experimental studies: one with Dutch-speaking children, tested on four types of grammatical constructions, and a second study with children learning Dutch as a second language, tested on their vocabulary knowledge. In both studies, the new method was compared with one of the most widely used methods: the picture selection task. In the first study where children’s performance is said to be underestimated, the new method reveals better performance whereas in the second study where children’s performance is assumed to be overestimated, the new method reveals lower performance. The results suggest therefore that the new task indeed decreases external task-related effects and offers a more reliable measurement of children’s linguistic knowledge.

한국어 문법 교육 항목 분류에서 ‘표현’ 범주 설정의 타당성 재고

This paper aims to classify the types of Korean grammar education items in terms of grammar functions. Among the Korean grammar items, there are many types of complex forms that are not handled well in Korean linguistics or Korean language education for native speakers. These complex forms have been categorized as ‘expression’ categories and distinct from other grammatical items. Thus, there is a problem that items having the same grammatical function are classified into different types. However, the grammatical functions of ‘expression’ items are not different from other grammatical items. On the contrary, there are more advantages in classifying all types of grammar education items, focusing on grammatical functions. Classification of grammatical items should be in accordance with the purpose of Korean grammar education. From this point of view, classification according to grammatical functions is more valid than classification based on differences in formal composition.

Writingin Bangladesh

Writing needs writers' control over a good number of variables at a time e.g. grammar (s). mechanics and usages. The Honours and Bachelor (Pass Course) students of Nation( University (NU) of Bangladesh are taught ; Wring with a course called National University Compulsory English Course (NUCEC). Writing of around two million students of Bangladesh under National University depend on the NUCEC. The study has investigated into 21 classrooms of 21 colleges in 3 dhisions of Bangladesh (Dhaka. Rajshahi and Rangpur) and has found out the status of overall proficiency level (OPL) of NU students in practices of writing e.g. situational writing, newspaper writing, institutional writing, personal, formal and informal letters. paragraph writing, essay writing and different grammatical items of NUCEC such as correcting, completing and transforming sentences etc. The study has revealed the overall growth rate of the practices (OGRP) of writing with minimum level of standard (AILS) in consideration of students' sense of accuracy in using grammar, mechanics and usages to produce writing. The study has finally demonstrated the overall rate of NU students having the AILS in writing. The research methodology includes survey, interview observation and proficiency tests as data collection methods. The data collection instruments include 3 sets of questionnaires for teachers, students and administrators, 2 check lists for observing classroom facilities and teaching-learning methods and techniques and II different test papers for testing learners' proficiency on 11 writing items in the course. The sample size of the study is 504 which was taken purposely. Keywords: NUCEC, overall proficiency level (OPL), Overall Growth Rate of Practice (OGRP) of Writing. Minimum Level of Standard (MLS) in Writing Overall Rate of Proficient Students (ORPS) in Writing .