Grammatical Structure Research Articles

Passive Sentences and Abstract Agents in German School Books

Abstract Although the competent handling with passive is acquired before school entrance, its comprehension is considered to be challenging in school books. According to a corpus linguistic analysis, passive is more frequent in school books than in texts from leisure contexts. Moreover, the agent differs semantically depending on context: Human agents appear predominantly in all contexts, but the proportion of abstract systemic agents are significantly higher in school books for biology and chemistry than in school books for history or in texts from leisure contexts. Furthermore, a survey shows that students do not perceive the general use of passive as challenging, but those sentences with abstract systemic agents are assessed as more challenging than comparable sentences with human agents. This leads to the assumption that challenges in reception of school books arise neither only from grammatical structure nor from global linguistic functions. Semantical and functional differences from specific constructions are fundamental to locate potential language-based challenges in school books. Consequently, the joint reflection of concrete formal and functional aspects should be considered in the development of diagnostic instruments as well as in the operationalisation of the language of schooling. Furthermore, cross-linguistic comparisons can sensitise for conspicuous use of structures and support a language-sensitive teaching in both languages.

Proverbs based on the people domain in David Mkhize’s Ngavele ngasho

The article seeks to provide a critical analysis of selected proverbs based on the people domain in the isiZulu drama, Ngavele ngasho (‘I told you so’), by David Mkhize. The proverbs are sampled purposively for their direct reference to human habits, behaviour, practices and lifestyles, and for their connectedness to the plot structure and theme of the text. They are then critically analysed by focusing on their origin, grammatical structures, literal and figurative meanings in general, and their meanings in the context of the play. This qualitative study employs textual and thematic content analysis methods for data interpretation and analysis. It is grounded in Kamera’s theoretical approach to proverb analysis which considers three levels of interpretation: the literal level, the micro contextual level and the macro contextual level. The study reveals that proverbs are used as social control mechanisms, and they are the playwright’s tool to express his views, attitudes and concerns regarding the issues affecting his society. It is recommended that more research on Mkhize’s literary works be conducted to explore his style and to preserve the richness of isiZulu language and culture.

AN ANALYSIS OF TRANSLATION SHIFT IN ENGLISH-INDONESIAN TRANSLATION OF ERAGON MOVIE

The objectives of this research are to identify the types of translation shifts present in the Eragon movie and to determine their frequency. The data will be collected from the dialogues in the movie. As a basis for this research, there is translation shift theory used, namely the translation shift theory of Catford (1965. In analyzing the data, the author uses a qualitative research methodology with a case study research design. This research identified translation shift occurrence in 599 dialogues and selected 12 samples for detailed analysis and discussion. The findings of the analysis indicated the presence of both Level Shift and Category Shift in the dialogues. The Level Shift is based on grammatical structure, they are Present Perfect Tense, Past Perfect Tense, Past Continuous Tense and Future Tense. The second shift found is Category Shift which consists of four types, they are Structure Shift, Unit Shift, Class Shift and Intra-System Shift. Overall, the results of this research demonstrate the occurrence of both Level Shift and Category Shift in the Eragon movie.

The Dilemma of Utilising the Present Perfect Tense in English Writing by Arab English Learners

This study diagnoses the challenges of foreign language learners in using the present perfect tense when writing in English. Most foreign language learners fail to correctly write sentences using the present perfect tense and substitute it with the past tense. The researchers suggest an instructional program based on steps for teachers to solve the problem of the present perfect tense. The study sample is twenty students in the seventh grade in one of the government schools for girls. The researchers asked the participants to write sentences using the present perfect tense. After analysing students' sentences, the researchers detected many incorrect cases of using of the present perfect tense and highlighted the incorrect usage for discussion. The results show that most errors stemmed from Arabic words interfering with English. The present perfect tense presents more significant challenges for Arab students than the simple past tense. The study showed that students' native language influences English grammatical structure use. These results have significant implications for how the mother language affects EFL classrooms. The results also reflect the students’ misunderstanding of the meaning of the present perfect since they are unfamiliar with the function of the present tense. Finally, teachers are part of the problem because they follow the traditional grammar teaching method, which focuses on structure rather than function. The researchers suggest a series of recommendations based on the study's findings.

The Effect of Task-Based Language Teaching on Grammar of EFL Adolescent Learners

Many pedagogical studies have concentrated on the problem of task-based language education and its impact on the English learning and teaching process. The process of teaching and learning English, including grammar, has been facilitated and improved as a consequence of Task-Based Language Teaching (TBLT). The aim of the current study is to determine how task-based language education affects students’ understanding of grammar. Over the course of eight weeks, it was studied by 70 students in the 12th grade. Students initially take a pre-test to gauge their proficiency and determine if the experimental and control groups are homogeneous throughout the process. The study, particularly the grammatical structures education procedure, is launched when it is discovered that the students’ pre-test results did not produce any conclusive conclusions.A post-test is administered to learners at the conclusion of the instructional process to determine whether or not the differences between the pre- and post-test findings are relevant. The experimental students’ knowledge of grammar improves dramatically as a result of TBLT. In this study, task-based language education in grammar instruction produces more significant outcomes than conventional language teaching methods.

死者의 知覺 有無에 대한 고대 중국인의 인식 고찰

This article examines ancient Chinese people’s views about the dead in terms of their possession of consciousness by focusing on term, “死者有知”, that makes direct reference to it. Although archaeological findings generally suggest that ancient people regarded the dead conscious, it is observable from the transmitted texts including historical records and the writings of the Hundred Schools of Thoughts that the depicted figures and narrators either do not express a definite opinion on this issue, or consider the dead unconscious. Their uncertain attitude towards this subject is shown from their use of conditional clauses and they apply this grammatical structure to express strong emotions, to reinforce their argument, or to request blessing from the dead. As for people who argue that the dead are insentient, they do not completely reject the rituals dedicated to the dead for moral reasons, to avoid conflicts with others having a different belief, or to stop people from performing luxurious burials. The contradiction between the beliefs reflected in the transmitted texts and entombed objects might due to several reasons, such as the rhetorical purposes pursued by authors, the diminishing power and influence believed to be possessed by the dead, and the social background which was full of active discussion, encouraging people to have diverse ideas, and so on.

The Development of Read Riddle Games to Improve Students' Reading Interest

Reading is an important aspect of the Senior High School curriculum, especially in areas where languages were integrated. The curriculum focuses on teaching grammatical awareness, structure, and reading comprehension to help students progress from basic knowledge to higher levels of language use. This study aims to discover the students’ outcomes by developing learning media using Google Site called "Read Riddle Games" for grade X SMA Negeri 2 Pekanbaru. The subject in this study is X MIPA 4 class in 2022/2023 academic year. This study used ADDIE (Analysis, Design, Development, Implementation and Evaluation) as the methodology to design and develop a learning media product. The learning media were validated by material expert, media expert and trial with the students. The researcher used questionnaires as the instruments in this study. The analysis of trial with the students using questionnaire with Gain Classification revealed a significant improvement in students' interest in reading after the enforce of the developed learning media with an average of 71% increase in students’ interest in reading. The development of the "Read Riddle Games" learning media has demonstrated high feasibility both in terms of material aspects and media aspects. This finding show that the learning media developed can be used to enhance students' interest in reading, thus contributing to a more effective educational experience.

Impacts of Morphological Knowledge on the Degree of Lexical Complexity and the Quality of Academic Essays of EFL Intermediate Students

In the context of learning English in secondary schools and high schools in Vietnam in general and in Mekong Delta in particular, writing is usually considered the most challenging skill for the majority of students. These students frequently encounter a lot of obstacles in their writing practices, such as high-standard conventions in academic writing, complicated grammatical structures, lack of ideas, an insufficient amount of time spent on writing in class, as well as poor and noncomplex vocabulary. Such challenges do not only result in low performances and low scores but also students’ fear and loss of interest in writing lessons. Several previous studies indicated that the teaching of morphology had positive impacts on expanding students’ vocabulary, and indirectly improved the quality of their writing. This current study was conducted in order to examine the impacts of teaching morphology to EFL intermediate students on the degree of lexical complexity and the quality of their academic essays. This study employed the experimental research approach, which utilized three different research instruments: writing tests (before and after the study), questionnaires (before and after the study), and focus group interviews (after the study). This 14-week study was carried out at a private English center in Mekong Delta, with the participation of two groups of EFL students who were studying at the same level and progress. The results revealed that the instruction of morphology to EFL intermediate students had positive impacts on the degree of lexical complexity and the quality of their academic essays. Moreover, the results of the questionnaires and interviews also pointed out that these students had positive attitudes towards the instruction of morphology in their academic essay writing lessons. Finally, several recommendations and pedagogical implications were concluded with the attempt of contributing to the innovation of teaching vocabulary and teaching writing in the context of secondary schools and high schools in Mekong Delta particularly and Vietnam generally.

Language and Religious Discourse

This study explores the linguistic features and persuasive strategies employed in Islamic sermons, aiming to deepen our understanding of the role of language in religious discourse. By examining lexical choices, grammatical structures, rhetorical devices, emotional appeals, logical reasoning, religious authority, and storytelling, the research highlights the various elements that contribute to the persuasive power of these sermons. A comparative analysis of different contexts and speakers reveals variations in linguistic features and persuasive strategies. The findings of this study contribute to both the fields of linguistics and Islamic Studies by offering a comprehensive analysis of language use in Islamic sermons and demonstrating the importance of interdisciplinary collaboration in understanding religious discourse. The research encourages further exploration of linguistic aspects of religious discourse across various contexts and religious traditions, ultimately shedding light on the role of language in shaping beliefs and attitudes in religious settings.

Epistemologies from the Abya Yala: configuration of indigenous women journalisms in Ecuador

ABSTRACT Decolonial-focused journalisms allows Ecuadorian indigenous women to exercise their right to revolution by deconstructing ideological paradigms through their freedom of the press. Previous research has predominantly concentrated on examining the aspects of poverty, inequality, and marginalized experiences within the realm of political communication. In contrast, this research takes a qualitative methodology, employing biographical narratives infused with insights from disciplines such as legal anthropology, feminist epistemology, decolonial studies and situated knowledge. The study delves into the exploration of three crucial variables through open interviews: (a) Precondition of journalistic practice, including the right to education, language, and access to technologies; (b) Perceived violence and inequalities based on gender, ethnicity, and journalism; (c) The relationship between the resistance exhibited by the interviewees and the configuration of the journalistic work. Consequently, this legitimate act of civil disobedience empowers indigenous women to establish their brand of justice, while their unique forms of journalisms contribute to the construction of their historical truth. This truth serves as a contrasting, denying, or even complementary narrative to the traditional truth. The use of the term ‘journalisms’ in the plural form highlights the fact that different indigenous groups employ diverse grammatical structures and methodologies that diverge from the conventions of the singular hegemonic press.

Effects of Content Support on Integrated Reading-writing Task Performance and Incidental Vocabulary Learning

Over the past few decades, task-based language teaching (TBLT) has spawned a series of studies on how various task features affect the way second language (L2) learners use the target language (TL)(e.g., Rostamian, Fazilatfar, & Jabbari, 2018) and acquire TL constructions by carrying out the task (e.g., Solon, Long, & Gurzynski-Weiss, 2017). The theoretical rationale for this strand of research is that task, a meaningful activity that entails TL use to achieve a specified objective (Bygate, Skehan, & Swain, 2001), can engage L2 learners in TL use and hence serve as a viable unit of L2 instruction. As the area has matured with accumulated empirical findings, researchers have commonly identified the near-exclusive attention paid to output-based tasks that entail productive skills such as speaking or writing (Gilabert, Manchón, & Vasylets, 2016). Receptive skills, however, play an important role in task-based instruction, creating opportunities for exposure to new TL features contained in the task input. Shintani (2012) aptly pinpoints the need for more research into input-based tasks that push learners to use the TL to respond to task input, and further asserts that outcome-oriented component can heighten learners’ sensitivity towards new TL features contained in the input and, in doing so, cater for incidental L2 learning. This is an important gap, considering the pervasive use of input-based tasks in many L2 instructional and naturalistic settings (e.g., responding to literature, replying to emails, or filling out a form following an instruction). Another gap in the literature is only marginal attention paid to the effects of task complexity on vocabulary learning. Thus far, target linguistic constructions in the TBLT studies have predominantly been L2 grammatical structures (e.g., Kim, 2012; Révész, Sachs, & Hama, 2014), while the applicability of the task-based approach to L2 vocabulary learning has largely been unattended. Against this background, the present study aimed at filling the gaps in the literature, i.e., the effects of task complexity on L2 learners’ performance in an integrated reading-writing task and learning of vocabulary contained in the task input.

Employing the ability and inability to restrict the grammatical rule

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Effects of Dynamic Assessment of Grammatical Structures on Learners’ Speaking Accuracy: The Case of Hawassa University, Ethiopia

One of the central problems second language (L2) students face during speaking is the frequent use of ungrammatical structures. Scholars suggest Dynamic assessment (DA), which integrates language instruction and assessment in L2 classrooms, is very helpful in enhancing learners’ speaking accuracy. However, the DA as an L2 instruction/assessment approach and the Weighted Clause Ratio [WCR] as a method of analyzing speaking accuracy has never been addressed in Ethiopia before. Therefore, this research examined the extent of the effects of DA on English language structures during dialogues on learners’ speaking accuracy during monologues. To do so, an experimental study was conducted on 48 second-year English language students of Hawassa University, Ethiopia. The participants took static pretests prepared based on the IELTS Speaking Exam Syllabus. Subsequently, each student’s monologue was transcribed and the grammar accuracy was scored using a Weighted Clause Ratio (WCR). Then, the students (n=48) were assigned to the experimental and control groups based on systematic random sampling, and the equivalence of these two groups was checked. Finally, the treatment group received DA of speaking skills, whereas the control group got a Non-dynamic assessment (NDA) of speaking skills for 12 weeks. The result showed that DA had a statistically significant effect on students’ oral accuracy. The finding implies that applying DA in ELT classrooms helps to sp facilitate learners’ L2 acquisition.

Societies of strangers do not speak less complex languages.

Many recent proposals claim that languages adapt to their environments. The linguistic niche hypothesis claims that languages with numerous native speakers and substantial proportions of nonnative speakers (societies of strangers) tend to lose grammatical distinctions. In contrast, languages in small, isolated communities should maintain or expand their grammatical markers. Here, we test these claims using a global dataset of grammatical structures, Grambank. We model the impact of the number of native speakers, the proportion of nonnative speakers, the number of linguistic neighbors, and the status of a language on grammatical complexity while controlling for spatial and phylogenetic autocorrelation. We deconstruct "grammatical complexity" into two separate dimensions: how much morphology a language has ("fusion") and the amount of information obligatorily encoded in the grammar ("informativity"). We find several instances of weak positive associations but no inverse correlations between grammatical complexity and sociodemographic factors. Our findings cast doubt on the widespread claim that grammatical complexity is shaped by the sociolinguistic environment.

Relevance theory and the study of linguistic interfaces in second language acquisition

AbstractIn this paper we address Relevance-theoretical (RT) postulates with clear potential for contributing to the substantiation of the notion of interface in second language acquisition (SLA) processes. Whether the interface is considered the locus of contact between the structural linguistic properties and syntactic operations, on one hand, and the interpretive mechanisms of the conceptual-intentional system, on the other; or understood as points of interaction among cognitive modules, interfaces are fundamental to interpreting grammatical structures that require integrating discourse-contextual information. Assuming the RT conceptual-procedural meaning distinction is approximately correlated with that which exists between lexical and functional categories, it will be shown that recent research into SLA revolves around the problem of how procedural units are acquired. Certain functional categories, expressing interpretable features, have been analysed as encoding identical procedural indications across different languages. Thus, one challenge that L2 learners face is identifying diverse interface effects, derivable from a single procedure, across languages. To illustrate this point we discuss a recent analysis of phenomena involving tense and aspect acquisition applying RT principles to empirical findings. Finally, some new directions will be suggested for further theorizing in SLA research on inherent characteristics of utterance interpretation in an L2.

The Phonetic, Grammatical, and Semantic Structure of Professor Sharma's Diary Poem

This research paper presents a structural analysis of the poet BiplavDhakal's poem Professor Sharma's Diary. Structuralism is a movement that arose in the intellectual activity of Europe and France during the 1950s and 1960s of the 20th century. It is a system devised in the fields of language, culture, society, and literature, among others. In this method, when studying literature, neither society, culture, politics, history, etc. outside the work are studied, but rather the structural components of the work's creation and their mutual relationship are. While studying a work, it has developed the practice of objectively criticizing it by analyzing its form-structure, linguistic structure, environment (country, time, and circumstance), etc. Therefore, the meaning of the above-mentioned critical poem has been conveyed through structural analysis. Since attempting to encompass the breadth of knowledge in a limited diary is fundamentalism, it has been determined that the current teaching method should be revised and a new knowledge horizon should be established. It has established BiplavDhakal as a visionary poet capable of expressing contemporary issues in poetry effectively.

Language cases against UU ITE in Indonesia

Since the law's enactment in 2008, language cases against the Undang-Undang Informarmasi dan Transaksi Electronic Republik of Indonesia (hereafter UU ITE), also known as the Electronic Information and Transaction of Republic of Indonesia Law, have risen year after year. One source of language cases against the law is social media messages, which are the result of their users' lack of legal and intellectual comprehension. Defamation, hate speech against specific persons or SARA (ethnicity, religion, race, intergroup), threats, decency, and obscenity are all prevalent components of the unpleasant content of legal-related social media text messages. The issues addressed in this study are (1) the category of language offence and (2) the microlinguistic and macrolinguistic analysis of the text type of offence. The objective, which is supported by a qualitative descriptive method within the Forensic Linguistics approach, is to identify a system of violations that could be justified based on linguistic facts. The findings demonstrate that texts with the potential to become legal cases can be proven by microlinguistic facts like word choices and grammatical structure, while macrolinguistic facts can support the microlinguistic elements like disregard for language ethics, lack of social media literacy, and lack of editing steps before text publication.

Teaching of grammar at lessons of foreign language in professional activity at non-linguistic higher educational institutions

The article theoretically substantiates the importance of mastering grammar by students of non-linguistic educational institutions. The methods and means of teaching and activation of grammatical structures while learning a foreign language are investigated. The analysis of the use of exercises and Internet resources aimed at mastering and consolidating the necessary grammatical rules by students is carried out. The theoretical and methodological basis of this study is the fundamental works of native and foreign scientists in the field of theory and methodology of teaching foreign languages, in particular, the theory of teaching foreign language grammar, as well as works devoted to the formation and maintenance of students` motivation to learn a foreign language. The following research methods are used in the work: theoretical (study and analysis of methodological literature on the research problem, comparative analysis of grammatical phenomena of the English and Ukrainian languages, analysis of updated state educational standards of higher education, analysis of educational publications in English for students of non-linguistic areas of training); empirical (conducting classes to improve grammatical skills, recording and analysis of grammatical errors, observation, questioning and survey of students, analysis of the results); experimental (conducting experimental training to test the effectiveness of the proposed set of exercises). In our opinion, this helps maintain students’ motivation, activity and independence. The experimental training conducted on the basis of State Biotechnological University confirmed the effectiveness of the proposed set of exercises in working with grammar based on professional texts. This technology can be used in teaching grammar of any foreign language with appropriate adaptation depending on the typical language difficulties and needs of students.

Продуцирование языковых знаков и их роль в повышении эффективности обучения иностранному языку

The purpose of the study is to investigate the conditions and patterns that are involved in the production of new language signs in the communication process. The article discusses two main models of the production of sign-forming structures. The first model includes grammatical structures, the second we will call "semi-finished signs". The methodology of teaching a foreign language requires a clear understanding of the process of producing sign-forming structures and their interaction. Grammatical structure is the foundation of any language sign. A language sign represents words, syntagmas, sentences, or messages. Grammar is related to mathematics. Formulas in algebra are similar to grammatical structures. The sign-forming grammatical structure, like a real linguistic sign, has not only a form ("signifier"), but also a content ("signified"). The article formulates the prerequisites that actualize the question of the need for the importance of studying the conditions and patterns that affect the effectiveness of teaching a foreign language. Special attention is paid to the question of the universality of grammatical structures. Universality implies the replacement of various constituent elements in grammatical formulas. The meaning of the grammatical structure is that it has a certain range of productivity, characterized by those groups of signs (and sometimes even specific signs) that can be used in them as wildcard elements. The tasks of developing a classification of data on the grammatical structure and the advantages and disadvantages of its use are defined. The logical result of the study was the conclusion that the production of new signs in communication almost never occurs through the conscious use of grammatical means; speakers and writers usually do not realize any account of the sign-forming means that they use and in most cases do not have the slightest idea about them. It should be emphasized that there is only one mechanism and only one psychology of sign formation, common to native and foreign languages, for children and adults; only the process of mastering it can be different.

A fuzzy structure processing mechanism for graph grammar

Abstract A strict graph-matching mechanism brings normativeness to graph grammar but leads to graph grammar insufficiency when processing fuzzy grammatical structures. To address this issue, the current paper proposes an improved formal framework for graph grammar that enables it to effectively specify the ambiguity of graph models while maintaining normativeness and intuition. First, the improved framework defines the connection probability for edges and classifies the edges based on the connection probability, which is used as the quantitative and qualitative description of the graph grammar structure’s ambiguity. Second, the concepts of credibility threshold, credible subgraphs and candidate subgraphs are defined, and the constraints on the redex are adjusted to increase the fault tolerance of the graph-matching process. Finally, the grammatical operation is redesigned, with a matching weight defined for each redex based on the connection probability and the credibility threshold, thereby providing a theoretical basis and practical guidance for the selection of multiple redexes.