Grammatical Rules Research Articles

Application of BiLSTM-CRF model with different embeddings for product name extraction in unstructured Turkish text

Named entity recognition (NER) plays a pivotal role in Natural Language Processing by identifying and classifying entities within textual data. While NER methodologies have seen significant advancements, driven by pretrained word embeddings and deep neural networks, the majority of these studies have focused on text with well-defined grammar and structure. A significant research gap exists concerning NER in informal or unstructured text, where traditional grammar rules and sentence structure are absent. This research addresses this crucial gap by focusing on the detection of product names within unstructured Turkish text. To accomplish this, we propose a deep learning-based NER model which combines a Bidirectional Long Short-Term Memory (BiLSTM) architecture with a Conditional Random Field (CRF) layer, further enhanced by FastText embeddings. To comprehensively evaluate and compare our model’s performance, we explore different embedding approaches, including Word2Vec and Glove, in conjunction with the Bidirectional Long Short-Term Memory and Conditional Random Field (BiLSTM-CRF) model. Furthermore, we conduct comparisons against BERT to assess the efficacy of our approach. Our experimentation utilizes a Turkish e-commerce dataset gathered from the internet, where traditional grammatical and structural rules may not apply. The BiLSTM-CRF model with FastText embeddings achieved an F1 score value of 57.40%, a precision value of 55.78%, and a recall value of 59.12%. These results indicate promising performance in outperforming other baseline techniques. This research contributes to the field of NER by addressing the unique challenges posed by unstructured Turkish text and opens avenues for improved entity recognition in informal language settings, with potential applications across various domains.

The Structures of Finite Clauses in English for Students at the University of Transport and Communications Campus in Ho Chi Minh City

In terms of syntactic and functional analysis on Finite clauses, English language acquisition has been a long and hard road. During their learning a foreign language, students are often influenced by their native language, even its grammatical and functional rules in organizing and expressing their ideas in a foreign language. This paper employs the advantageous perspectives of corpus analysis (discourse discussion) to categorize clauses clearly and theoretically so that students can enhance and understand all the theoretically and practically functional and syntactic valuation of features and use these structures correctly and effectively.

DEVELOPING STUDENTS’ MACRO LANGUAGE SKILLS INTEGRATEDLY BY INTERCONNECTING THE TARGET CULTURE AND LOCAL WISDOM IN TEFLIN/TEGL/TEIL

The goal of teaching English as a foreign language in Indonesia (TEFLIN), or in a wider context–teaching English as a global language (TEGL) or teaching English as an international language (TEIL), is that the students are able to “authentically” communicate with others using the target language in real life situations: attending lectures or seminars, having a chat via Internet, discussing TV programmes, bargaining items in markets, etc. When the communication takes place, the four macro language skills are integratedly employed to convey and receive messages as the contents of communications. This vividly seems that language in use must have contents because language itself merely consists of symbols, grammatical rules in the forms of patterns, and skills. In TEFLIN or TEGL/TEIL, therefore, the teachers/lecturers of English should cater the students with meaningful contents appropriate for them to develop their four macro language skills in meaningful learning atmosphere. The contents encompass the target culture and students’ local wisdom related to their real-life situations. The target culture is employed as meaningful input texts for receptive skills: listening and reading. The input texts are then employed to explore and elaborate on local wisdom related to the target culture for productive skills: writing and speaking. The steps proposed are as follows: 1) warming the students up with relevant situation to the topic, 2) presenting input texts about the target culture to discuss (listening or reading), 3) analysing the ways of expressing ideas used in the target language –English, 4) analysing and discussing the language elements, and 5) employing the learned ways of expressing ideas in productive skills (writing and speaking) about local wisdom related to students’ real life situations in the target language.

Between Partial Translation and Summary Translation in Translating the Sundanese Folklore into English

The strategies of partial translation and summary translation are related but not exactly the same. There are some characteristics indicating each of them. This research article is about the translation of the most popular Sundanese folklore, which is written in the Sundanese language and translated into English. It deals with literary translation as the data source is folklore, and folklore is included as literary work. Using content analysis of the descriptive qualitative research method, this research aims to identify what information in the source text is partially translated and which information is summarized. The theory used is one of the pragmatic strategies given by Chesterman: the strategy of partial translation. The results show that the strategies used in identifying the missing information are partial translation, summary translation, and the combination of partial translation and summary translation. The partial translation is used to avoid repetition, eliminate very detailed information or complex information, and change explicit information into implicit information. The summary translation is used to create a short summary of information involving the key points or messages given in the source text by adopting the syntactic form of the target text based on the grammatical rules.

The word order in multicomponent culinary synonyms of the Russian and Chinese languages and its influence on the perception of information about the dish

In the modern world, against the background of globalization, the tendency to carefully preserve regional and national customs is manifested in the growing interest in the culinary traditions of different peoples. Restaurants of national cuisines of different nations are becoming popular in the world; against this background, modeling of optimal ways of gastronomic nomination, which is in demand by business, is relevant. An important component of the formation of ideas about the dish is the order of presentation of information, which is reflected in the order of words. Following stereotypes developed within the framework of other languages and cultures can influence the recipient's perception of information. The object of the study is the influence of ways of presenting information about the composition and qualitative characteristics of a dish on the client's consciousness. The subject is the differences in the order in which information about the dish is presented on the menu in Russian and Chinese. Russian culinary names obtained by the method of continuous sampling from restaurant menus (1319 units), data from a questionnaire aimed at clarifying the preferences of native speakers of the Russian language when choosing a dish (142 questionnaires) are the material of the study. The analysis of the usual word order in elementary phrases that make up culinary names is based on quantitative and descriptive methods. The analysis revealed the most significant differences between the accepted order of information presentation in Russian and Chinese culinary names. The place of lexemes indicating the type of dish, culinary tradition, main ingredients, side dishes and sauces in Russian and Chinese culinary names often does not coincide. Russian, as a language with a free word order, presents a greater variety of types of information structures, while the word order is limited not only by grammatical rules, but also by various traditions of gastronomic nomination adopted in Russian and Chinese cultures. Cultural stereotypes are reflected in the order in which information is provided about cooking methods, dishes and the quality characteristics of the dish. Even in cases where calculating does not lead to errors in the Russian menu, following other people's traditions can cause misunderstanding and laughter, which must be taken into account when nominating a dish.

ETHNOLECTS IS THE STUDY OF ETHNIC DIALECTS

The article deals with the problems of dialect which is a variety of language that is characteristic of a particular group among the language speakers. The groups of people who are the speakers of a dialect are usually bound to each other by social identity. This is what differentiates a dialect from a register or a discourse, where in the latter case, cultural identity does not always play a role. Summing up the results, it can be concluded that dialects are speech varieties that have their own grammatical and phonological rules, linguistic features, and stylistic aspects, but have not been given an official status as a language.

Teaching Grammatical Rules using The Syarh Alfiyyah Ibn Malik by Ibn 'Aqil

This study aims to find out the teaching steps of Grammatical Rules using the book of Sharh Ibn Aqil Ala Alfiyah Ibn Malik. This research is qualitative with descriptive method, this research is located in ma'had Al-Jihad West Bandung. The method of collecting and analyzing data researchers use the method presented by Mills and Huberman: data collection, data classification, presentation, and conclusion. The research sample is the teachers of qawaid nahwiyah and 1st grade high school students at ma'had Al-Jihad. the researcher concluded the results that the steps in teaching al qawaid an-nahwiyah are carried out through the following stages, 1).The preparation of qawaid nahwiyah learning materials before teaching. 2). identifying the topic to be studied. 3) setting the time of the learning process.

Childrens Acquisition of Past Tense Verbs

Language acquisition is a major process for children as they grow up. They start to learn the grammar, the use of sounds, and the words, and try to use language to express themselves. This study, will discuss the past theories on language acquisition of past tense verbs, and combine these theories with the present suggestions on how to improve teaching methods and childrens learning. Past tense verbs contain a variety of changes in word forms, generally including regular changes and irregular changes. Regular changes are the addition of the -ed suffix after the original form of words, while irregular changes are diverse and can be divided into different types. Errors will keep occurring as kids learn these types of grammatical rules. Nonetheless, children will progressively acquire the terms and grammar over time. Thus, it will be exceptionally helpful for students to acquire and generalize the acquisition of past tense verbs to increase their learning efficiency.

SSE4Rec: Sequential recommendation with subsequence extraction

Sequential recommendation mines the sequential patterns in user behavior data to recommend items to users. Recent studies have mainly followed the language modeling paradigm, on the premise that the next item depends on the sequence of previous items. Notably, differences exist between user behavior and textual data. One key difference is that behavioral sequences can encompass multiple intentions, unlike sentences that typically express a single intention. Furthermore, behavioral sequences emerge freely from users, whereas sentences conform to grammatical rules. This study highlights the risk of treating behavior sequences as a unified sequence, and the resultant potential for overfitting the observed transitions. We mitigated this risk by using subsequence extraction for recommendation (SSE4Rec). This model employs a subsequence extraction module that disperses items into distinct subsequences and groups of related items. Each subsequence is then processed by an independent downstream sequence model, which discourages the memorization of inconsequential transitions. Both the training and inference strategies are inherently integrated into the model. The proposed method was evaluated on four public datasets, whereby it was demonstrated to outperform publicly available alternatives or deliver competitive results. The properties of the model were also explored, further visualizing the output of the subsequence extraction module.

Enhancing Writing Literacy Teachers’ through AI Development

The rapid evolution of technological tools, particularly Artificial Intelligence (AI), has resulted in the integration of technology-aided learning resources within educational environments. This study focuses on teachers' utilization of AI and technology tools in the context of English academic writing and its impact on their writing literacy. This research employs a qualitative approach, gathering data through questionnaires involving 20 English teachers from junior high schools. The findings highlight that these tools encourage and facilitate the enhancement of writing skills among teachers. Participants indicated using tools such as Grammarly, Quill Bot, ChatGPT, Mendeley, and Turnitin, which offer direct feedback, corrections, and aid in writing skills development. Specifically, the participants reported that these tools contribute to their comprehension of grammatical rules and vocabulary acquisition. Moreover, they found these tools instrumental in crafting more cohesive and coherent writing. This study suggests that integrating technology tools into English academic writing has the potential to transform the development and assessment of writing abilities. Nonetheless, it remains crucial for teachers to strike a balance between utilizing these tools and nurturing their writing skills to ensure ongoing writing enhancement

A novel perspective using Chaotic-Grey Wolf Optimization Algorithm for Arabic Feature Selection Problem

In the field of neural language processing, current research projects that apply meta-heuristic approaches to Arabic text are extremely limited given the complexity of this language in terms of structure, grammatical rules, morphology, syntactic analysis and derivation rules. In this paper, we propose a new approach for processing Arabic documents using the chaotic grey wolf optimization technique, which is employed as a supervised learning method by simulating the behavior of grey wolves in searching, circling and pursuing their prey. The proposed method is divided into four phases. The term weighting phase uses TF- IDFC-RF, which is based on TF-IDF and the relevance frequency of terms in documents and classes. The feature selection phase combines the chaotic method of the grey wolf optimization algorithm to both reduce and identify relevant features for model building. In the third phase, we use three classifiers: firefly algorithm, SVM and NB to classify documents into several classes. In the experimental process, we used two collections of reference documents to present a comparative study of the different term weighting systems. The experimental results show that the new architecture, based on the chaotic optimization of the grey wolf algorithm with the Firefly algorithm, obtained the best results in terms of accuracy.

A Review of the Collection of commented Metarules of Pāṇini's Sanskrit Grammar — "Paribhāṣāvṛtti" by Nīlakaṇṭha Dīkṣita

A while after the compilation of the Sanskrit grammar called "Aṣṭādhyāyī" (≈ V century BC) by the ancient Indian linguist Pāṇini, commentators of this treatise began to formulate numerous metarules guiding to the correct interpretation of grammatical rules. The object of our study are these post-Pāṇinian metarules, also known as paribhāṣās. They describe the metalanguage developed by Panini, varieties of technical use of language’s expressive means in the "Aṣṭādhyāyī", they also help resolve contradictions that arise when reading grammatical rules and settle priorities in the execution sequence of grammatical operations. The material of the study are metarules collected and commented on by the Sanskrit grammarian of the XVII century AD Nīlakaṇṭhadīkṣita in his work "Commentary on paribhāṣās" (Paribhāṣāvṛtti). The purpose of our work is to expose the content of the "Commentary on the paribhāṣās", to classify the metarules collected in this work, to indicate their purpose. The method of the work is a structural and hermeneutical study of the text. For the first time, a detailed analysis of the Nīlakaṇṭhadīkṣita's "Commentary on the paribhāṣās" and the classification of the metarules collected in this work were carried out. For the first time in Russian-language literature, the content of a large number of post-Pāṇinian metarules of Sanskrit grammar "Aṣṭādhyāyī" is exhibited, as well as biographical data about the grammarian Nīlakaṇṭhadīkṣita is revealed.

The Lightness of the Noun Phenomenon, and its Effect on Grammatical and Morphological Rules

The Lightness of the Noun Phenomenon, and its Effect on Grammatical and Morphological Rules

The Application of Cartoon Movies for Students’ Grammar Mastery in a Secondary Education Context

For serving students with multiple modes such as visual, auditory, and textual elements to facilitate learning, cartoon movies are an impressive instrument to apply in English classrooms. This current research, conducted in one of junior high schools in Indonesia, with an experimental design, aims to test the difference of using cartoon movies on students’ grammar mastery. A grammatical rule emphasizing on simple past tense was taught over eight meetings through the media. Twenty-four junior high school students who came from an eighth-grade classroom were the participants of this research and were asked to do a pre and post grammar test made by the researchers. The tests which had been validated by three experts in language and assessment were used to assess the difference of the students’ ability of grammar before and after the cartoon movie interventions. According to the mean score, the result presented that the students’ grammar mastery from low level (34.00) moving up to good level (77.50) after the treatment. The Asymp.sig. (2-tailed) is 0.000 which is less than 0.05 so that H1 is approved meaning that there is a significant difference of students’ grammar abilities before and after the treatments of using cartoon movies.

Inducing Imitation Technique as a skill to acquire English Language Proficiency of Engineering Students

Abstract——Engineering students are tomorrow’s problem solvers. They are going to provide technical and innovative solutions and services to solve societal problems and make life easier. This necessitates today’s engineering student to acquire numerous skills to prepare themselves for not only national work front but also international work front. The ever evolving and challenging role of today’s engineer makes today’s students work on building and updating themselves on the required core technical skills but they fail to work on their English language skills. For many engineering students it has been observed that they have anxieties associated with the English language which in turn hinders their performance. This study is a humble try to induce Imitation Technique as a skill to help engineering students acquire English language Proficiency. Lot of work has already happened on how to improve students English Language skills but this study has an edge over by providing a unique method to not only learn English language but acquire English language without juggling through the tough grammatical rules of the language. The study focuses to strengthen the twelfth Program Outcome of the Engineering Attribute that is “Life Long Learning.” The study was conducted on freshman engineering students of a technical University. The study used quantitative research approach. The study investigated what are the apprehensions and anxieties students have towards English language and how Imitation Technique helps them overcome their apprehensions. The Public Speaking Class Anxiety Scale (PSCAS) was used to find out the pre intervention status and post intervention results of the students. The post intervention status shows reduced English language anxiety level and how students have successfully been able to acquire English language through Imitation technique. Keywords—Engineering students; English language Anxiety; Imitation Technique.

Image and Video Captioning Using Machine Learning

Abstract: Image based web crawler is the way toward looking through data by utilizing related images. The tremendous assets of images are accessible on the web in that a large number of the images are contain as with named and without named caption. The users are needed to look through the images relying upon their necessities. In that a significant number of the users can't recover the pertinent images as a result of their unpredicted appropriate inscription on their images. Our task is to generate an automatic caption for the images based on the image content. To produce an image caption, firstly, the content of the image should be fully understood; and then the semantic information contained in the image should be described using a phrase or statement that conforms to certain grammatical rules. Thus, it requires techniques from both computer vision and natural language processing to connect the two different media forms together, which is highly challenging. The paper targets producing mechanized inscriptions by learning the contents of the image. At present images are clarified with human intercession and it turns out to be almost unthinkable task for tremendous databases. The picture information base is given as contribution to a deep neural network Convolutional Neural Network encoder for creating caption which extricates the highlights and subtleties out of our image and Recurrent Neural Network decoder is utilized to interpret the highlights and articles given by our image to acquire consecutive, meaningful description of the image.

Subtitling Strategies and Acceptability of Humour in “Modern Family” Season 6 (2014)

This research aims to analyse the types of verbal humour, the subtitling strategies, and its acceptability in Modern Family Season 6. The research is conducted by using the theory of verbal humour translation by Raphaelson-West (1989), theory of subtitling strategies by Gottlieb (1992) and the theory of translation acceptability proposed by Nababan (2012). This research uses descriptive qualitative method. In the process, this research utilizes a questionnaire with inputs from raters as a consideration in analysing the translation. The data are utterances containing verbal humour from Modern Family Season 6. The result shows the most frequent type is universal humour (45), followed by linguistic humour (19), and cultural humour (13). Furthermore, 8 out of 10 subtitling strategies are applied by the subtiler. The most dominant strategy is the paraphrase strategy (28), followed by transfer (15), expansion (11), condensation (10), deletion (6), imitation (4), transcription (2), and decimation (1). The acceptability level of the subtitle is acceptable in 69 data and less acceptable in 8 data. The object of the research proposes to serve humour in a usual relatable family interaction that is universal. However, the source language is English which has different grammatical, vocabulary, and syntactic rules than Indonesian. Thus, paraphrase strategy is the most frequently used to transfer the message naturally and appropriately to the target language rules without losing the humour. Hence, the subtitle of verbal humour in Modern Family Season 6 is natural and relevant to the Indonesian rules that conveys the meaning and preserve the humour aspects.

AI 시대의 영문법, 무엇을 어떻게 가르칠 것인가?

This study explores what we need to teach in English grammar and how in the era of AI. As a possible answer to what to teach, it proposes contrast relations of grammatical systems by deriving semantic features from native speakers' linguistic intuition on the grammatical systems. Specifically, it suggests the semantic feature [±dynamic] for verbs and [±new]/[±heavy] as a function of the information properties of the constituents of a sentence and [±sentence-final] as a function of their position in the sentence. These will allow learners to discern the differences and contrasts between the grammatical systems, thereby developing their own ‘sense’ for each grammatical system in terms of when and why to choose which system in actual language use. As a possible alternative to how to teach English grammar, it suggests that the knowledging of grammatical rules can be instrumented through ChatGPT-based flipped learning, while the intuitioning of grammatical systems can be activated through consciousness raising tasks.

Comparative evaluation of grammatical phenomena among the different specialty students

The article considers the results of a survey of technical and humanitarian specialty students in one of the non-linguistic universities in Ukraine with the following goal: to determine how the systems for assessing grammatical phenomena differ/coincide among students whose specialties are different in nature – technical and humanitarian: engineering specialties (electrical engineering and radio-electronic) 60 students; humanitarian specialties (psychology and sociology) 26 students. Such a selection will further indicate the differences in methodological approaches when presenting grammatical material to students of both technical and humanitarian specialties. The chosen grammatical topic is “Degrees of comparison of English adjectives.” The examples, used in the survey, occur in a text corpus of one of the areas of scientific and technical discourse – “Electrical Engineering”. The text corpus was compiled on the basis of articles taken from UK and US scientific journals on this field of technology. The presence of a text corpus made it possible to compile a frequency list of adjectives that were used in the texts not only in accordance with grammatical rules, but also in violation of the rules explained in classical English grammar books. The methods applied in the article were as follows: statistical, quantitative, contextual, expert assessment methods. The performed survey showed which elements in training methodology should be used for students both engineering and humanitarian to understand and accumulate the grammatical information.

THE USE OF INNOVATIVE PEDAGOGICAL TECHNOLOGIES IN FOREIGN LANGUAGE CLASSES AT THE UNIVERSITY

Purpose. The purpose of this article is to analyze innovative technologies used in foreign language classes and identify their advantages over traditional forms of education, as well as systematize their key features: practice-oriented nature, focus on joint activities of the teacher and the student, activation of the search, creative and research position of students. In the modern world, the ability to operate with lexical units and knowledge of grammatical rules are the basis for foreign language communication. Effective mastering of these skills is possible only through the use of innovative technologies in the classroom, which make it possible to enrich the content of learning, make it logical and interactive, as well as stimulate students’ interest in learning a language.
 Methodology. In the course of the research, such methods as analysis and generalization of scientific sources, verbal and communicative methods, pedagogical observation, study of program documentation and experiment were used.
 Results. The introduction of innovative technologies into the educational process contributes to the activation of students’ cognitive interest, the formation of foreign-language professional communicative competence at the university, as well as provides access to various information resources and various educational events.
 Practical implications. The results of the study can be applied to foreign language classes in many higher educational institutions to develop the intellectual and creative abilities of students, to increase the level of proficiency in a foreign language and stimulate interest in its further study.