Clause Structure Research Articles

Native Speaker Interaction with Young Learners in English Class - Hybrid Learning Models

The purpose of this study is to examine a native speaker's interaction with young learners in an English class to determine (1) what types of sentences she used in instructing young learners and (2) what tenses she used in giving instruction and asking questions while teaching young learners in the classroom. The researcher used the qualitative descriptive technique in order to perform the investigation. The information was gathered via class observation, including recording three meetings' worth of teaching and learning activities. After that, the tape was transcribed to analyze the data. The participants were a native English speaker and young learners from grade two primary students. The study's results reveal that the native speaker used various phrase types in her instruction, including simple, compound, complex, and compound-complex sentences. However, the most type of sentence she used is a simple sentence followed by a compound-complex and complex sentence. A minor type of sentence she used is a compound sentence. She also used three distinct tenses during her teaching. They exist in the present, the past, and the future. The most type of tenses she used was present and future tense. She almost rarely used past tense.

Syntactic Analysis of Sentence Structure in “The Hobbit: An Unexpected Journey”

Hobbit: An Unexpected Journey” movies also to describe sentence structures through tree-diagram. This study used a mix method research strategy on sentence structure that answers the types of sentences used in stages of plot and tree diagram portrayal in The Hobbit: An Unexpected Journey movie, aiming at finding the types of sentences in stages of plot and portrayal in tree diagram. Data of this research are qualitative in type and the sentences are taken from The Hobbit: An Unexpected Journey movie. The data is obtained through listening and note-taking method. It examines the structure of sentences using a syntactic approach in stages of plot depicted in the tree diagram. Data collected in the movie is then calculated using Bungin’s formula to find out the percentage of each sentence. In this analysis all types of sentence structures are found in the movie were simple sentences, compound sentences, complex sentences, and compound-complex sentences. The Hobbit: An Unexpected Journey movie has 1298 sentences in the film. The one that dominate the film are simple sentences which amount to 809 or 62% of the total data obtain ed, followed by compound sentences totaling 308 or 24%, then there are complex sentences totaling 125 or 10% and the last are compound-complex sentences amounting to 56 or 4% of the total data. And the tree diagram shows that the sentence has a really various phrases such as noun, verb, preposition, adjective and adverb phrase.

Strategies in Translating English Sports Terms into Indonesian in Official Volleyball Rules

Since most sports in Indonesia are imported products from other countries, it has resulted in a large number of Indonesian sports terms that are derived from other languages. This includes volleyball which originated in the United States. Therefore, a lot of volleyball terms in Indonesian are derived from English. This research focuses on the translation of sports terms from English into Indonesian in the translation of FIVB Official Volleyball Rules 2017-2020 into PBVSI Peraturan Resmi Bolavoli 2017-2020. Its aim is to identify the strategy used by the translator to find out how sports terms are translated from English into Indonesian. The research shows that three of Chesterman’s translation strategies, namely syntactic, semantic, and pragmatic strategies are used in the translation of Official Volleyball Rules from English into Indonesian. Of all 30 strategies from loan to other pragmatic strategies, 10 of them are used in the translation. The most frequently used strategies are unit shift, distribution change, loan, and calque. Meanwhile, the least used strategies are clause structure change, abstraction change, paraphrase, and cultural filtering.

Дискурсивные энклитики в текстах древнерусских летописей XII–XVI вв.

The present research is aiming at the investigation of the distributional, syntactic and paradimatic features of Old Russian (OR) discourse clitics. Clitics constitute a special class in OR, as despite the relative free word order, their position is fixed in the clause. From the three types of OR enclitics (discourse, pronominal and auxiliary) the least attention has been paid to discourse clitics. An investigation of their frequency, distributional properties and role in the information structure of OR clauses by corpus linguistic methods could provide new perspectives for the research of OR word order as well.

A Systemic Functional Grammar Approach to the Study of Emphatic Constructions in English and Arabic Scientific Texts

The study deals with emphatic constructions in English and Arabic scientific texts. To the researcher’s best knowledge, this topic received little attention from linguistic researchers, exceptionally in functional grammar analysis. The importance of this study arises from the fact that some syntactic forms are effective linguistic choices for conveying the meaning of emphasis to the readers. The study aims to identify and analyze different types of linguistic constructions in English and Arabic scientific texts and show the similarities and differences between the two types of scientific texts under investigation. The study intends to analyze the structure of complex clauses by adopting Halliday and Matthiessen’s (2004) modal of ‘Systemic Functional Grammar’ of syntax and Prince’s (1978) modal of ‘Given-New’ information of discourse analysis. These models analyze-samples of English ‘Spaceport’ magazine and pieces of Arabic ‘Sadeem Bulletin’ magazine. Moreover, the study depends on a qualitative approach to answer the research questions and confirm its hypothesis. The results show that both languages use some syntactic forms, but Arabic is rich in its constructions. This difference is due to the nature and flexibility of both languages. The findings will be helpful for researchers concerned with syntax and scientific issues because it provides a rigorous analysis of complex clauses into simple parts and shows the focus of information in its suitable.

The Alternative Question in YouTube-Interview: Linguistic, Pragmatic and Cognitive Aspects

Within the framework of the culture of questioning we have explored alternative questions that occupy an intermediate position between the well-known open and closed questions. In terms of language, this is a situational or contextually incomplete sentence. Based on the regular incomplete implementation of the language model, we can speak about the formation of an independent interrogative syntactic structure “N1 or N1?”, in which the idea of choice is realized through grammatical rather than lexical means. In this case, the semantics of the construction actualizes the meaning of the disjunctive conjunction or. In terms of media communication, it is important that this type of question is widely used in interviews on the popular video hosting platform YouTube (in particular, on the channels “Wdud” (recognized as a foreign agent), “Caution: Sobchak”, “Tell Gordeeva”, RTVI: “Special Guest”). The alternative question is the element of play, agonality, competition. It is usually included in a series of short questions of the “Blitz” section and allows the interviewer to realize different intentions: to update important topics of the conversation or to touch on new areas. In this case, a binary opposition is created based on contextual homonymy, which allows assessment according to the principle: “friend or foe”. Various scenarios of the interviewee's speech behavior have been identified. The cooperation strategy is implemented in different versions of the answer to an alternative question; the strategy of confrontation is the refusal to answer (direct or indirect). Alternative questions emphasize the binary nature of thinking, embody the strategy of polarization.

Semantic ghost imaging based on recurrent-neural-network.

Ghost imaging (GI) illuminates an object with a sequence of light patterns and obtains the corresponding total echo intensities with a bucket detector. The correlation between the patterns and the bucket signals results in the image. Due to such a mechanism different from the traditional imaging methods, GI has received extensive attention during the past two decades. However, this mechanism also makes GI suffer from slow imaging speed and poor imaging quality. In previous work, each sample, including an illumination pattern and its detected bucket signal, was treated independently with each other. The correlation is therefore a linear superposition of the sequential data. Inspired by human's speech, where sequential words are linked with each other by a certain semantic logic and an incomplete sentence could still convey a correct meaning, we here propose a different perspective that there is potentially a non-linear connection between the sequential samples in GI. We therefore built a system based on a recurrent neural network (RNN), called GI-RNN, which enables recovering high-quality images at low sampling rates. The test with MNIST's handwriting numbers shows that, under a sampling rate of 1.28%, GI-RNN have a 12.58 dB higher than the traditional basic correlation algorithm and a 6.61 dB higher than compressed sensing algorithm in image quality. After trained with natural images, GI-RNN exhibits a strong generalization ability. Not only does GI-RNN work well with the standard images such as "cameraman", but also it can recover the natural scenes in reality at the 3% sampling rate while the SSIMs are greater than 0.7.

How broad cognitive abilities contribute to traditional analogies, creative analogies, and general creativity

The purpose of this research study was to examine the contributions of three broad cognitive abilities to traditional analogies, two types of creative analogies, and general creativity. The three cognitive abilities were broad retrieval ability (Gr), crystallized intelligence (Gc), and fluid intelligence (Gf). Four hundred and forty-three sixth-graders from six elementary schools located in Taiwan were recruited to participate in this study. A carefully self-designed instrument, composed of eight parts, was administered to find out the delicate relations between cognitive abilities, traditional analogies, and creative analogies. Structural equation modeling (SEM) was utilized to address the main research questions. As results demonstrated, Gc (β = .62, p<.001) and Gf (β = .28, p<.001) had significant effects on traditional analogies, whereas Gr (β = .06, p = .310) did not have significant effect. Gr (β = .30, p<.001) and Gc (β = .28, p<.001) had significant effects on creative analogies with incomplete simile sentences (abstract analogies), but Gf (β = .002, p = .982) did not have significant effect. Gr (β = .54, p<.001) had significant effects on creative analogies concerning emotional experiences (concrete analogies), but Gc (β = .084, p = .318) and Gf (β = -.01, p = .851) did not have significant effect. The two types of creative analogies (abstract and creative analogies) exhibited different patterns of relations with the three cognitive abilities. In addition, Gr (β = .54, p<.001) had a significant effect on general creativity, whereas Gf (β<.001, p = .966) and Gc (β = -.14, p = .126) did not have significant effects. Overall, Gr contributed most to creative thinking of the three cognitive abilities. These results, exhibiting some consistencies and inconsistencies with those of previous studies, were discussed in the context of existing literature.

Thematic Development in Students’ Argumentative Essay

In writing argumentative essay, the writer should mind complete parts of the essay and other linguistic elements. The two important linguistic elements are theme and rheme. Since theme and rheme are crucial in clause structure, thematic development is regarded important in the development of text. There are three patterns of thematic development proposed by Eggins, i.e., theme reiteration, zig-zag pattern, and multiple-theme pattern. This research states its objective as to analyze the thematic development occurred in students’ argumentative essay. The occurrence of thematic development is analyzed and elaborated into the finding and discussion. This research is a qualitative research. There are 13 essays written by students. The essays are chosen randomly to maintain the objectiveness of the analysis. Those essays consist of 323 clauses. They are analyzed based on the concept of thematic development proposed by Eggins. The analysis of thematic development of the clauses shows that theme reiteration emerges as the most preferable thematic development pattern. It can be seen that 217 clauses (67,2%) in students’ essay are in forms of theme reiteration. 84 clauses (26,0%) of the essay apply zig-zag pattern in thematic development. Multiple-theme pattern comes as the least preferred thematic development pattern. It only comes up in 22 clauses (6,8%) out of 323 clauses. It can be concluded that students understand the way to develop their essays by implementing combination of thematic development. It marks a successful phase of students’ writing skill. Nevertheless, students need writing practice intensively to make their writing skill grow better.

Slavic languages – “SVO” languages without SVO qualities?

AbstractSlavic languages are commonly classified as SVO languages, with an exceptional property, though, namely an atypically extensive variability of word order. A systematic comparison of Slavic languages with uncontroversial SVO languages reveals, however, that exceptional properties are the rule. Slavic languages are ‘exceptional’ in so many syntactic respects that SVO appears to be a typological misnomer. This fact invites a fresh look. Upon closer scrutiny, it turns out that these languages are not exceptional, but regular members of a different type. They are representative of a yet unrecognised type of clause structure organisation. The dichotomy of ‘head-final’ and ‘head-initial’ does not exhaustively cover the system space of the make-up of phrases. In addition, there arguably exists a third option (T3). This is the type of phrasal architecture in which the head of the verb phrase is directionally unconstrained. It may precede, as in VO, it may follow, as in OV, and it may be sandwiched by its arguments within the phrase. From this viewpoint, the Slavic languages cease to be exceptional. They are regular representatives of the latter type, and, crucially, their collateral syntactic properties predictably match the properties of this type.

A Syntactical Analysis on Sentence Structures Spoken by Joe Biden and Donald Trump in the Election Night Speeches

This study attempted to investigate the types of sentence structures spoken by Joe Biden and Donald Trump in the election night speech in the year of 2020. The design of this research was qualitative and quantitative research. The total of 101 sentences of both Joe Biden and Donald Trump were analyzed by using syntactical structure analysis. The instruments of this research were documentation and checklist tables. The data were analyzed by using Miles, Huberman, and Saldana’s theory, and Carnie’s theory was used for the rules in portraying the tree diagram. The results of the study showed that all types of sentence structures appeared in both speeches. In Joe Biden’s speech, there were 40% simple sentence structures, 26.7% complex sentence structures, 16.7% compound sentence structures, and 16.7% compound complex sentence structures. In Donald Trump’s speech, there were 59,2% simple sentence structures, 19.7% complex sentence structures, 15.4% compound sentence structures, and 5.6% compound complex sentence structures. In other words, the simple sentence structures appeared the most dominant in both Donald Trump and Joe Biden speeches. It is recommended that other researchers should study the sentence structures of other American presidents (e.g. Bill Clinton, George W. Bush, and Barrack Obama) in order to expand the descriptions of sentence structures of the US presidents in general.

Effects of Situation-Based Learning on Sentence Writing Ability of EFL Students in Thailand

Situation-based learning is a meaningful learning approach that provides a connection between the classroom and practice in the real world. This study represents an attempt to investigate the effects of situation-based learning on students' sentence writing ability of English as a Foreign Language (EFL) and explore students' opinions toward situation-based learning. The samples were 52 students majoring in English Education. The research instruments consisted of a learning achievement test for pre-testing and post-testing, lesson plans, situation-based tasks, a questionnaire, and a semi-structured interview form. The data were analyzed using quantitative and qualitative methods. The quantitative method applied descriptive statistics including Mean, Min, Max, and Standard Deviation (S.D.), and the qualitative method applied content analysis. The results of this study showed that situation-based learning improved students' English sentence writing ability in terms of simple sentences, compound sentences, complex sentences, and compound-complex sentences. The results also indicated that situation-based learning enhanced students' sentence writing in terms of sentence completion, complete thought, word use, grammar, and punctuation. Students' opinions toward situation-based learning were explored in three areas: classroom climate, classroom activities, and sentence writing improvement. The results showed that the most advantageous area was sentence writing improvement, while the least adventurous area was classroom climate. This study suggests that situation-based learning should be applied at other educational levels to help students transfer knowledge from the classroom into practice in real life. It is recommended to investigate situation-based learning in terms of problem-solving strategies that students apply to solve problems in real life situations.

Nursing Care Experiences With Syrian Refugees in Southern Turkey: A Metaphor Analysis.

Healthcare professionals' "cultural prejudices" toward individuals' cultural beliefs, attitudes, and perceptions affect the care they provide. Their awareness of their bias is closely associated with the quality of healthcare provided. This study was designed to assess nurses' perceptions regarding providing care to Syrian refugee patients using metaphors and to evaluate their views based on these metaphors. The participants in this qualitative study consisted of 80 nurses who worked in Level 1 and Level 2 health institutions. Data were collected using an interview form prepared by the researchers. The form included descriptive characteristics of the nurses and two expressions used to determine the nurses' opinions on providing care for Syrian refugee patients. The nurses were given an incomplete sentence, which was "Providing care for a Syrian refugee patient…because…," and were asked to complete the blanks. The data were analyzed using the content analysis method. On the basis of "providing care for Syrian refugee patients," four categories of metaphors were determined: occupational awareness, health promotion, a difficult process/resistance, and providing service in vain. The participants generated 50 metaphors, with "humanity," "a baby/little child," and "a barrier" as the three most used metaphors, belonging to the "occupational awareness" and "a difficult process/resistance" categories, respectively. The metaphors of nurses regarding giving care to Syrian refugee patients were mostly concentrated in the categories of "occupational awareness" and "a difficult process/resistance." Metaphors generated by the nurses offer a powerful research tool to reveal, understand, and explain nurses' personal perceptions and to develop and support nursing care accordingly. In addition, the subject of transcultural nursing should be discussed more extensively in nursing education programs. Understanding the social context of refugees is very important during the nursing care process.

The Worldview Attitudes and Self-Determination in Russian Students who are Different Passion Degree of Tolkien Fans

IntroductionSelf-determination is the developmental task (R. Havighurst) in youth leading to personality psychological well-being and health.ObjectivesThe aim was to study the worldview attitudes in Russian youth who are Tolkien fans.MethodsThe techniques were completed by 121 students; 17-28 age (M = 21.7; M/F= 35.5 / 64.5 %); 81 (66.9%) subscribers of the Vkontakte communities dedicated to the work of J.R.R. Tolkien. 1. Incomplete Sentences by Sacks-Levy in authors’ version 2. World assumptions scale (R. Janoff-Bulman) (Padun, Kotelnikova, 2007) 3. Purpose-in-Life Test (J. Crumbaugh, L. Maholick) (Leontiev, 2000) 4. The Level of Escapism (Teslavskaya, Savchenko, 2019).ResultsThree groups of respondents differing in their attitude to the literary genre of fantasy («fans», «amateurs», «indifferent») were identified. Respondents consider the world to be moderately benevolent, and fair, and themselves quite good people, able to control most of the events taking place in their lives. They are sure that they are often lucky in life. «Fans» have the highest tendency to escapism, the most pessimistic view of the world, with a more positive image of the person compared to other respondents. «Fans» consider their lives less emotionally rich and productive, compared to the assessment of their lives by peers of other groups.ConclusionsThe level of escapism expression in fantasy literature fans are higher than in respondents who do not distinguish this genre as preferred. A new theoretical and empirical work is that worldviews can be monitored and taken into account in practical psychological working with at-risk young people.DisclosureNo significant relationships.

Post Traumatic Growth as a way of mastering COViD-19 Peritraumatic Distress Inde[ (in Russian sample)

IntroductionCOVID-19 pandemic reality raise multiple problems that need effective ways of coping. Not only for people experienced contracting COVID-19 but those who did not the positive ways of coping are important way to overcome distress associated with COVID-19. Post-traumatic Growth of personality may be effective coping factor. To test this hypothesis we used several instruments: one of them - Peritraumatic Distress Index (CPDI) for assessing the level of distress specific to Covid-19Objectives463 participants (including 66 patients in COVID-19 clinics)MethodsRussian version of Covid-19 Peritraumatic Distress Index (CPDI) validated in Psychological Helping and resocialization Department Moscow State University; Impact of Event Scale (Horowitz), Post-Traumatic Growth Inventory – PTGI (Tadeshi &amp; Calhoun) adapted by M. Magomed-EminovResultsRussian version of CPDI has high reliability-consistency (Cronbach’s α -0.87). We obtained from our data: significant correlation between CPDI and PTG for people experienced COVID-19 contamination. Content analysis of narratives and incomplete sentences showed: those who had higher scores on PTG and CPDI have differences in personal meaning of their traumatic experience.ConclusionsCPDI is presented in research as brief effective tool to identify COVID-19 related distress and plan helping strategies and psychiatric interventions for various people suffering by continuing pandemic crisis. Correlation between CPDI and COVID-19 contamination: could suggest more severe distress is associated with higher PTG. And PTG could be considered as positive factor coping with distress. We suggest cultural-activity approach to personality work with stressful experience of individual to confront distress, existential evaluation of life situation taking into account also resilience, growth .DisclosureNo significant relationships.

Discourse rules: the effects of clause order principles on the reading process

ABSTRACT In an eye-tracking-while-reading study, we investigated adult monolinguals' (N = 80) processing of two-clause sentences embedded in short narratives. Three principles theorised to guide comprehension of complex sentences were contrasted: one operating at the clause level, namely clause structure (main clause – subordinate clause or vice versa), and two operating at the discourse-level, namely givenness (given-new vs. new-given) and event order (chronological vs. reverse order). The results indicate that clause structure mainly affects early stages of processing, whereas the two principles operating at the discourse level are more important during later stages and for reading times of the entire sentence. Event order was found to operate relatively independently of the other principles. Givenness was found to overrule clause structure, a phenomenon that can be related to the grounding function of preposed subordinate clauses. We propose a new principle to reflect this interaction effect: the grounding principle.

TOLERANT ATTITUDES TOWARDS PERSONS WITH SPECIAL EDUCATIONAL NEEDS AS A COMPONENT OF PROFESSIONAL TRAINING FOR TEACHERS IN HIGHER EDUCATION INSTITUTIONS

One of the priorities of the modern educational process is the formation and creation of an inclusive space, which includes all components of universal design and, in particular, issues of staff preparedness. Thus, the basic training of specialists in this sphere includes not only the competence of teachers and professionals of helping professions in inclusion, but also the development of established personal attitudes and judgments in accordance with the values of the modern world. Of particular importance is the development of tolerance in future teachers in all aspects of its manifestation - both in the process of learning in higher educational institutions, during the internship, and in the process of professional activity itself, in particular during communication and interaction with persons with special educational needs. The importance of this aspect in a teacher's professional profile prompted us to study this quality and determine the level of tolerant attitude of future specialists to children with special educational needs. To solve this problem, we used a number of methods that allowed us to comprehensively study the personal qualities of students in academic groups where students with special educational needs or who received experience in communicating with children with special educational needs during internship in specialized educational institutions or social welfare institutions. Thus, to analyze the qualitative aspects of tolerance (ethnic, social, personal), we used the express questionnaire “Tolerance Index” (Soldatova, Kravtsova, Khukhlaev, Shaigerova, 2002); In order to study the value and semantic component of students' tolerant attitudes we used the “Tolerance Diagnostics. Incomplete sentences” (Kuhareva, 2013); in research of the emotional-volitional component - the method “The Balanced Emotional Empathy Scale. BEES” (Mehrabian, Epstein, 2000); for the analysis of the communicative component – the test of communicative tolerance (Boyko, 2009).Besides, the listed methods and test were supplemented with the inclusive education questionnaire and the author's art-therapy techniques on the perception of persons with special educational needs and understanding of the importance of tolerant communication within professional activities. This approach in the research has allowed us to review essentially the basic educational components for the formation of professional and inclusive competences on the basis of tolerant attitude, to form and briefly outline in this scientific review our own methodological proposal for the introduction of training and other innovative forms of building interaction in academic groups.

AN ANALYSIS OF SYNTAX ERRORS IN DESCRIPTIVE ESSAYS

This research was conducted to analyze the syntax error. The object of this research is a descriptive essay for English education students batch 2019 which was made during the second semester. The author's aim in this study is to analyze the existence of syntax errors and the types of errors in writing descriptive essays. In this study, the author uses a qualitative descriptive method. The results of the research in the findings and discussion section stated that the descriptive essays of English education students in class 2019 stated that there were a number of syntax errors. In the finding section, the writer found eleven types of syntax error sentences in three student descriptive essays. From eleven example sentences, the writer finds the location of errors in the structure of phrases, clauses, and sentences. And from the three error syntax areas, two types of syntax errors were found by students, there are omission and addition. The most syntax errors are phrase structure errors in omission and the smallest is clause errors in the ‘Wh’ question. Many sentence errors in omission because incorrect because there is no verb in the clause. Each clause needs a subject and a verb. In some cases, the best verb to use is a simple is or was (or some other form of the verb to be). Keywords: error analysis, syntax error, descriptive essay.

Allocutive imposters in the form of referent honorification

A special class of honorific constructions in Korean, dubbed as allocutive imposters in this paper, has the form of referent honorifics but expresses respect to the addressee. Allocutive imposters have unique properties that distinguish them from the well-known honorific constructions, referent honorifics and addressee honorifics. Furthermore, they are uniquely sales speech register. Focusing on their marked pragmatic function of being used only in sales discourse, this paper builds on Portner, Pak and Zanuttini (2019, 2022), a functional head c in the left periphery encodes [Formal] and [Status] features and contends that first, these features, in particular, the [Formal] feature which represents the source social relation between the speaker and addressee, can be utilized to encode the markedness of the allocutive imposters. Second, allocutive imposters have a clausal structure with multiple subject positions, the higher position of which is occupied by a null DP with 2nd person features that require checking by the Addressee in the left periphery. It will be shown that the proposed analysis provides an account for the unique properties of allocutive imposters without invoking any special syntactic mechanism.

VALENCY OF THE PREDICATE IN COMPARATIVE LINGUISTICS

Valence theory is increasingly being used to improve the effectiveness of teaching a foreign language. The goal is to identify the theory of valence in comparative linguistics. The valency of the predicate is the property of the part of the sentence to demand of the usage of different parts of the sentences, based on the semantics of that full-valued word (primarily of a verb, further of an adjective and a predicative, and lesser of a noun), which is used as a simple predicate or the main element of a compound predicate. The main results are that when comparing syntactic phenomena, their close relationship with the morphological and lexical phenomena of the compared languages is taken into account. Researchers often choose morphological categories and units as the most clearly defined and studied as the starting point of the analysis, which are closely related to syntactic phenomena. In the field of syntax, namely theory of valence of predicate that can easily be associated with the principles of language matching. At the same time, the standard meaning of proposals is the central part.