Clause Structure Research Articles

THE INFLUENCE OF HOUSEMAIDS ON SAUDI YOUNG CHILDREN’S ARABIC LANGUAGE ACQUISITION FROM THE PERSPECTIVE OF MOTHERS

Almost every upper- and middle-class family in Saudi Arabia has a foreign housemaid who does the housework and takes care of the children. This study aims to find out whether foreign housemaids have an impact on children’s acquisition of Arabic, the children’s first language. Surveys with 300 mothers with children under the age of six revealed that most housemaids speak neither English nor Arabic upon arrival in Saudi Arabia. The housemaids learn to speak Arabic by immersion. However, their language is characterized by faulty pronunciation and grammatical forms, production of incomplete sentences, and limited vocabulary. Mothers surveyed asserted that about half the children imitate the housemaid all the time when they first start to learn to speak Arabic at age two and three years. Those children cannot produce Arabic sounds correctly and make grammatical mistakes, but when they go to kindergarten, traces of foreign accent resulting from imitating the housemaid’s foreign Arabic accent disappear, and the child is able to speak Arabic correctly and natively. This means that housemaids have a temporary influence on Saudi children’s acquisition of Arabic as the children get older. It seems that the housemaid’s influence depends on how much time the child spends with her, how much time the mother spends with the child, and whether the child has siblings and playmates.

A probe-goal approach to the minimality effect in Chinese modifier V-de construction

Mandarin Chinese has a modifier [V-de X] construction with a cluster of properties: X is both syntactically and semantically a predicate of the event denoted by V, unique per clause and demonstrably in the complement position of V. Whereas these properties collectively set X apart from postverbal adverbials in European languages, X not only can be interpreted as if it were one of a wide range of adverb classes but also interacts with actual preverbal adverbials of certain types and yields a minimality effect. We present an explanation that makes use of the probe-goal theory of syntactic dependencies and the association of adverb classes adv to their corresponding licensing heads H. It will be shown that the morpheme -de embodies agreement between adv and H. When coupled with a strict Kayne-style clausal structure that Chinese has, this characterization of -de helps explain all the properties of the modifier [V-de X] construction.

The synchronous and asynchronous learning of anaphora: A corpus-based analysis with learners of English and Spanish

This paper aims to investigate the use of nominal, pronominal, and zero anaphora among native speakers of Brazilian learning Spanish or English. To this purpose, two learner corpora were employed: the Brazilian Learners of Anaphora in English (BRANEN) and the Aprendices Brasileños de Anáfora en Español (BRANES). Participants were undergraduate students with an intermediate-to-advanced proficiency level in the foreign language (English or Spanish) and were randomly assigned into three groups: one had synchronous lessons on the topic, one had asynchronous lessons, and a third one was the control group (which had no lesson). They all completed short narratives in four moments, and their written texts were compiled to investigate how a different instructional mode can better contribute to the learning of this specific discourse mechanism. Third-person human subjects of finite clauses and their antecedents were manually annotated on Recogito. When analysing the pre-test, we found that learners could be less redundant and could use more zero anaphora than pronominal anaphora in English coordinate clauses and Spanish main clauses to continue the topic/subject. The experimental groups practised it during the online course and the asynchronous instructional mode proved to be more effective until the third test (immediately after the course), but the same was not found on the delayed post-test (one month later).

SYNTACTIC TRANSLATION STRATEGIES IN ENGLISH-INDONESIAN ASEAN CHARTER

This research was carried out to analyze the syntactic translation strategies applied in English-Indonesian ASEAN Charter document. This research also aimed to find out which strategy is most often used and its possible reason. This research is based on the theory of syntactic strategies by Andrew Chesterman (2016, p. 91). The researcher used a qualitative method. The data used in this research is in the form of text on the ASEAN Charter document. This research showed that there are 8 syntactic strategies used in the English-Indonesian ASEAN Charter. Those are literal translation (33%), loan and calque (31%), transposition (8%), unit shift (14%), phrase structure change (8%), clause structure change (0,38%), level shift (1%), and scheme change (5%). Literal translation is the most widely applied in this research because this strategy is an appropriate strategy to translate a legal document.

Hemispheric dissociations in regions supporting auditory sentence comprehension in older adults.

We investigated how the aging brain copes with acoustic and syntactic challenges during spoken language comprehension. Thirty-eight healthy adults aged 54 - 80 years (M = 66 years) participated in an fMRI experiment wherein listeners indicated the gender of an agent in short spoken sentences that varied in syntactic complexity (object-relative vs subject-relative center-embedded clause structures) and acoustic richness (high vs low spectral detail, but all intelligible). We found widespread activity throughout a bilateral frontotemporal network during successful sentence comprehension. Consistent with prior reports, bilateral inferior frontal gyrus and left posterior superior temporal gyrus were more active in response to object-relative sentences than to subject-relative sentences. Moreover, several regions were significantly correlated with individual differences in task performance: Activity in right frontoparietal cortex and left cerebellum (Crus I & II) showed a negative correlation with overall comprehension. By contrast, left frontotemporal areas and right cerebellum (Lobule VII) showed a negative correlation with accuracy specifically for syntactically complex sentences. In addition, laterality analyses confirmed a lack of hemispheric lateralization in activity evoked by sentence stimuli in older adults. Importantly, we found different hemispheric roles, with a left-lateralized core language network supporting syntactic operations, and right-hemisphere regions coming into play to aid in general cognitive demands during spoken sentence processing. Together our findings support the view that high levels of language comprehension in older adults are maintained by a close interplay between a core left hemisphere language network and additional neural resources in the contralateral hemisphere.

TYPOLOGICAL VARIATION IN RELATIVE CLAUSES

According to Foley and Hall (2003), relative clauses are subordinate clauses that refer to the noun of the main clause, identifying it, or adding extra information. This research aims to illustrate how languages vary in the relativization strategies they utilize. It also explains the effects of relative clause structure on L2 acquisition and problems for ESL/EFL students. Now let me start with the characteristics of English Relative Clauses first and then gradually explain the other languages’ relative clauses.

Linguistics Features of Reading Passage in English Text Book K-13 Revised Edition for Senior High School Students in Indonesia: Analysis of Basic Text Properties

The objectives of this research are to identify the linguistic features contained in K 13 English textbook revised edition of grades X, XI, and XII published by the Ministry of Education and Culture of the Republic of Indonesia in terms of sentence pattern, types of tenses, voice, and aspect. This research is descriptive quantitative research. The sample of this research is thirty-nine reading passages were extracted from K13 English textbook revised edition published by the Indonesian Ministry of Education and Culture for senior high school students in Indonesia. All reading passages are taken as a sample, including fourteen texts of grade X, nine texts of grade XI, and sixteen texts of grade XII. The data were gathered by using a checklist and were analyzed by content analysis method. The findings showed that 1) The most common sentence patterns found are simple sentences. 2) Simple past tense is the majority of tenses used in reading the passages, especially at grade X and XI textbooks, while simple present tense is the dominant tenses found at grade XII. 3) The use of active voice dominates all reading passages at all grade levels. 4) The intensity of using the perfective aspect is higher than the imperfective aspect. 5) This result also implies that there are some differences in the findings of linguistic features from the three levels of this book. First, in terms of sentence patterns used in textbooks, at grade X the order of sentence patterns begins from the simple to the complicated one; simple sentences, then compound sentences, next complex sentences, and finally compound-complex sentences. Meanwhile, at grades XI and XII, the most complicated sentence patterns, namely compound-complex sentences, are less than compound sentences. Second, in terms of the types of tenses, the difference is that at grade X and XI textbooks, it is found that the dominant tenses used are simple past tense, while at grade XII textbooks, the most common tenses are simple present tense. these results indicate that the four linguistic features contained in English textbooks for high school In conclusion students in Indonesia need to be taught to students so that students can more easily understand and capture the meanings contained in the textbooks.

Exploring the Difficulties in Constructing Complex and Compound-Complex Sentences by Undergraduates in Pakistan

Exploring the Difficulties in Constructing Complex and Compound-Complex Sentences by Undergraduates in Pakistan

Classification of Incomplete Sentences of the Russian Language

Annotation: In the Russian language, there are different principles for the classification of sentences, and one of them is according to the completeness and incompleteness of a given syntactic unit. What exactly this means is explained at the lessons of the Russian language. This topic is very important for understanding the principles of writing sentences and syntax in general. Keywords: sentences, syntactics, grammar, semantics, complete sentence, incomplete sentence, structural features, meaning.

Single/Multiple Fragments with NUN

This paper investigates the Korean ‘what/how about’ construction. In Korean, unlike English, the wh-question word ‘what/how’ is typically phonologically suppressed and the particle ‘-(N)UN’ is used, corresponding to the English preposition ‘about’. Departing from Chung’s (2021) recent work on this construction, this paper makes three claims. First, three distinct uses of this construction indicate that ‘-(N)UN’ can be not only a contrastive topic marker but also a (contrastive) focus marker. Second, the underlying representation of this construction is that the pre-‘(N)UN’ part has a clausal structure that undergoes elision, leaving behind single or multiple fragment remnants. Meanwhile, the post-‘(N)UN’ part has ettehkey toy(-ess)-ni ‘what happened’/ etteh-ni ‘how’/ ettehkey ha-l ke-ni ‘how do you cope with’, where ettekey or etteha- asks a polar or wh-constituent question relating to the pre-‘(N)UN’ clause. Third, the formation of single or multiple fragment remnants is achieved via Move & Delete, where more specifically Move is the operation of scrambling widely available to the Korean language.

Since/Because Alternation: Insights from Clause Structures in Nigerian English

The choice between since and because allows language users to provide rationality which is part of the cognitive functions of language. Different conditions have been shown to explicate this alternation, with little attention paid to the clausal weight. The present paper shows how expression of rationality is alternated between choosing a since or because, since both have the semantic capacity to do so, in certain contexts. The study uses a simple measurement method to show the extent to which clausal weight relates to this alternation. Relying on corpus data from a well-known variety representing Nigerian English, the present study shows that the choice between since and because is related to a number of factors such as the type of text producing the usages. With 1074 usages showing such interchangeable usages extracted from academic and media text types in written Nigerian English, it is shown that, at least in the variety under examination, the choice of since over because as a rationality expresser is scarce, and that overall pattern can be predicted on the basis of certain contexts including clausal weight and ordering pattern. The scarcity of since as a rationality expresser is perhaps a reflection of interference from the local languages, which do not have semantic equivalents.

ERROR ANALYSIS OF ACADEMIC WRITING PAPERS OF ENGLISH EDUCATION STUDENTS AT IAIN FATTAHUL MULUK PAPUA

This research aims to identify the factors of writing errors and efforts to identify the resolution of errors in writing academic papers for English Education students at IAIN Fattahul Muluk Papua. The theory used to examine the research problem is standard and correct language, grammar theory, and error analysis as the leading theory. The research method is descriptive-qualitative. The results showed that the writing error factor was in morphological errors, lexicon errors, syntactic errors, and systematics of writing. First, morphological errors include punctuation errors, spelling errors, and vocabulary errors. Second, lexicon errors include grammatical errors and conciseness errors. Third, syntactic errors include unclear sentences, sentences that have ambiguous intentions and incomplete sentences. Fourth, systematic errors in writing include the thickness of letters, coherence, the distance between sub-chapters and incompleteness of sentences. Efforts to resolve writing errors, so that its do not happen again by realizing an English version of the academic paper writing module in simple language equipped with systematic explanations, formats, and substance of academic papers.

Comparative Study of Throw Subtype in Motion Verbs Based on Dixon’s Theory in English and Buginese

This research focuses on Throw Subtype verbs in English and Buginese in investigating similarities and differences of motion verbs, and identifying them in the semantic aspect and grammatical construction. This research data, English data collected fromCorpus of Contemporary American English (COCA) and Buginese data obtained fromfield research through observation process and interview, are analyzed with descriptive and qualitative analysis. The research results indicate (1) Thirteen Throw Subtype verbs in English: throw, chuck, fling, pour, spray, water, push, press, pull, jerk, drag, tug, and draw. Then, nineteen of those in Buginese: makkabeang, mademperrang, mangappeyang, maggampessang, mappalitta’, mappattama’, mattiri, mattuppa’, massimporo’, massirang, massorong, massogorang, mappagappo, mattenre’, marrui’, maddui’, mappasitta’, madduisang, and marenreng. In Buginese verbs, several verb types implies the same meaning in English verbs but in different usage. makkabeang, mademperrang, mangappeyang and maggampessang have a similar meaning with ‘throw’ verb. Next, mattiri and mattupa have the same meaning with ‘water’ verb. Then, massorong, massogorang, mappagapo have the similar meaning with ‘push’ verb All those verbs are categorized as transitive verb (2) The main differences of Throw subtypes in English and Buginese language can be seen fromclause structure. Clause structure of Buginese is similar to English where NP is followed by VP since all verbs are known as intransitive construction. However, it has six patterns-NP+VP, NP+VP+ADV,VP+NP, VP+NP+ADV, ADV+VP+ADV, NP(Ob)+VP+ADV. Regarding preposition, two prepositions in Buginese have similar meaning and difference usage such as ri/di, and ku which mean in.

Clausal-Internal Switching in Urdu-English: An Evaluation of the Matrix Language Frame Model

The core of this paper is to employ the Matrix Language Frame (MLF) model on Urdu-English clausal-internal switching to identify whether the Matrix Language Frame model potentially accounts for the bilingual linguistic competence efficiently. For this, a qualitative methodology has been adopted for this study. For empirical evidence, data has been taken from eighty Urdu- English bilinguals within a naturalistic setting after categorizing them into four groups, and each group has 20 participants. After conducting audio-recording through non-participant interviews in an informal setting, the collected data was transcribed. The MLF model posited that two languages are fused in a single Intra-CP of a mixed string. The linearly dominant language is Matrix language (ML) that incorporates only late outsider system morphemes. Odd is Embedded language (EL) that supplies content morphemes satisfying the system morpheme principle (SMP) uniformly and morpheme order principle (MOP). The present study ubiquitously scrutinizes that naturalistic data of Urdu-English bilinguals highlights the innovative results: it predicts that Matrix language (ML) is unidentified in intra-CP, no late outsider system morphemes linearize a code-switched sentence, unparalleled constituent and clausal structure, System Morpheme Principle (SMP) and Morpheme Order Principle (SMP) provides the illegitimate output and computes ungrammatical sentences hence; the Matrix Language Frame model redundantly and inconsistently accounts for Urdu-English naturalistic data and its principles have failed to compute Urdu-English naturalistic data.

INNOVATIVE TECHNOLOGIES OF TEACHING ‘PEDAGOGY OF PRIMARY EDUCATION’ COURSE IN THE LIGHT OF THE NEW UKRAINIAN SCHOOL CONCEPTUAL IDEAS

The article highlights the theoretical and methodological features of innovative personality-oriented technologies introduction in the teaching the discipline ‘Pedagogy of Primary Education’ for future primary school teachers. The experience of using interactive, problem, aesthetic therapy technologies in lectures and practical classes, taking into account the implementation of conceptual ideas of the New Ukrainian School (partnership pedagogy, personality orientation, motivated teacher, education on values, etc.).
 The purpose of studying the course ‘Pedagogy of Primary Education’ by future primary school teachers is determined, which consists of the development of professional motivation, formation of a system of knowledge about psychological and pedagogical bases of teaching and education of junior schoolchildren, modern forms of school interaction with family, development of practical skills and organizational skills., the educational environment of the New Ukrainian school on the basis of humanistic pedagogy. It is established that the most effective innovative technologies for teaching the course ‘Pedagogy of Primary Education’ are personality-oriented technologies, including interactive, project technologies, aesthetic therapy, and more.
 Interactive technologies are aimed at ensuring active interaction of participants through the optimal combination of various activities, including communication, creation of psychologically comfortable conditions, in which each student feels their uniqueness, individuality, self-sufficiency. Among the many interactive teaching methods of primary education pedagogy, the most productive, in our opinion, are dialogue, discussion, brainstorming, incomplete sentence, ‘carousel’, the method of the business game, analysis of pedagogical situations, the method of PRESS and others. The use of project technologies for studying primary education pedagogy promotes individual and creative development of personality, research skills, enables finding an individual approach to each student, and gives the opportunity to choose a more convenient way of learning and the pace of work. The result of the project can be a laptop (hand-made interactive mini-book on the topic), a knowledge map (structuring educational information in visual form), etc. Aesthetic theories contribute to the provision of a specific emotional atmosphere by activating the sensory sphere of the individual and the development of creative potential in the process of educational and cognitive activities. The most effective aesthetic therapy technologies include fairy tale therapy, laughter therapy, psycho gymnastics, etc.
 Emphasis is placed on the development of the professional motivation of students by involving them in interactive interaction, implementation of educational projects, individual creative tasks, aesthetic therapy activities, and more.

ROLE EXPECTATIONS IN ROMANTIC RELATIONSHIPS OF MEN WITH DIFFERENT SEXUAL ORIENTATION

The article considers the features of role expectations in romantic relationships of men with different sexual orientation. A comparative description of role expectations and claims of these groups is given in this article. The aim of this work is to study the features of role expectations and claims in heterosexual and homosexual couples. The study involved 80 heterosexual and 80 homosexual men Ukrainian nationality, who were interviewed about their role expectations and claims in a couple. Role expectations of men were studied by using the method of A. Volkova "Role Expectations and Claims in Marriage", which allows to determine features of role expectations and claims of partners in various spheres of family life (sexual relations, parental responsibilities, household, etc.). In addition, participants were tested by an "Incomplete sentences" method. Descriptive statistics, frequency analysis and Student's t-test were used for data processing. Obtained data indicate important similarities and differences in the perception of a partner, relationships and role expectations and claims of men of different sexual orientations. It was found that both heterosexuals and homosexuals are neutral to married life and have very positive attitude towards their partner. It was found that among both heterosexual and homosexual men dominate role expectations in the social activity and external attractiveness areas. Moreover, expectations in the external attractiveness area are significantly higher among homosexual men compared to heterosexual men. It was found that role claims of heterosexual men are identical to their role expectations. Heterosexual men do not expect more from their partners than they are willing to give in their relationship. Role claims of homosexual men demonstrate high importance of social activity, external attractiveness and emotional-psychotherapeutic role in relationships. Prospects for further research include studying of the features of role expectations and claims among men with homosexual orientation, with the further development of techniques for counseling in such couples.

SUICIDAL TENDENCIES AMONG PARENTS, UPBRINGING CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES

The birth of a child with developmental disabilities changes the usual way of life of the family. The motives and causes of suicide cannot be reduced to a single classification, because they are largely subjective and depend on different characteristics of a person: gender, age, profession, worldview. manifestation of suicidal tendencies is a complex systemic phenomenon, we consider it necessary to use in the process of research battery techniques. As a result of the analysis of the content, features of application and efficiency of various techniques, we have chosen the following: 1) Beck's Hopelessness Scale (Beck et al. 1974); 2) Methods of diagnosis of subjective feelings of loneliness D. Russell and M. Ferguson; 3) Questionnaire "Risk-C"; 4) The method of incomplete sentences (according to O. Kucher). Spearman's correlation coefficient was also used to determine the relationship between the levels of subjective feelings of loneliness and hopelessness and the level of risk of suicidal ideation. The purpose of our study is to determine the predominant presence or absence of suicidal ideation and tendencies in the behavior of parents raising children with complex developmental disorders, as well as their relationship with such personal factors as subjective feelings of loneliness and hopelessness. Determining the nature of the relationship between subjective feelings of loneliness and the presence of suicidal tendencies in the subjects showed that the subjects with clear signs of suicidal tendencies of the majority are characterized by a high level of subjective feelings of loneliness. Among the subjects with some signs of suicidal tendencies, the most represented is the average level of subjective feelings of loneliness. Subjects who generally showed no signs of suicidal ideation had a low level of subjective feelings of loneliness. Subjects with a minimal level of suicide show mostly an average level of loneliness. In addition, subjects at high risk of suicide generally showed a high level of subjective loneliness. In subjects with a medium level of risk of suicide, the feeling of loneliness, in most cases, is also manifested at a medium level. If we talk about subjects with a low risk of suicide, the most pronounced is the low level of subjective loneliness.

Raising and matching in Pharasiot Greek relative clauses: A diachronic reconstruction

This paper studies the structure and origin of prenominal and postnominal restrictive relative clauses in Pharasiot Greek. Though both patterns are finite and introduced by the invariant complementizer tu, they differ in two important respects. First, corpus data reveal that prenominal relatives are older than their postnominal counterparts. Second, in the present-day language only prenominal relatives involve a matching derivation, whereas postnominal ones behave like Head-raising structures. Turning to diachrony, we suggest that prenominal relatives came into being through morphological fusion of a determiner t- with an invariant complementizer u. This process entailed a reduction of functional structure in the left periphery of the relative clause, to the effect that the landing site for a raising Head was suppressed, leaving a matching derivation as the only option. Postnominal relatives are analyzed as borrowed from Standard Modern Greek. Our analysis corroborates the idea that both raising and matching derivations for relatives must be acknowledged, sometimes even within a single language.

A SYNTACTICAL STRUCTURE ANALYSIS OF METAPHORS IN THE TRANSLATION OF LAYLA MAJNUN'S ROMANCE IN 2002

<p>The purpose of this study is to describe the syntactic structure in the metaphors in Layla Majnun's translation of the novel. The data was obtained from the novel Layla Majnun published by Navila through listening with simak bebas libat cakap technique. Data analysis was padan using pilah unsur tertentu method, namely by sorting certain elements using referential sorting. The results showed that the metaphorical structure in Layla Majnun's novel was dominated by phrases and clauses. Images in the structure of phrases and clauses are displayed through the categories of nouns and verbs. The form of the verb in the clause is found in the form of action verbs, events and circumstances. The variety of these forms proves that the metaphorical structure is consistent in constructing its construction to form a concrete meaning that is easily understood by the reader.</p>

'GRAMMARLY' AS A TEACHERS' ALTERNATIVE IN EVALUATING NON -EFL STUDENTS WRITINGS

In evaluating students’ EFL writing, lecturers nowadays can implement corrective evaluation by using an online automatic software. Grammarly is automated online software that is comonly used in EFL writing classes. It is an internet proofreading service that evaluates the correctness grammarl, spelling, punctuation, and vocabulary as well as detects plagiarism. This paper reports research aimed at exploring the use of Grammarly software for evaluating non-EFL students’ writings. This research employed descriptive-qualitative method with students of ITB AAS Indonesia as the data sources. The results of analysis show that in correcting students' language errors, lecturers can evaluate and analyze in details without a lot of correcting efforts or improvements. Grammarly can be considered as a useful tool for lecturers who need to correct non-EFL students’ writings. Grammarly will automatically check or detect the work being typed from various related aspects. Various writing errors made by the students were found in Grammarly’s reports, both in the aspect of correctness and clarity. Correctness is concerned with the mechanical norms in writing, whereas clarity deals with concise and direct language use. The spelling errors found in students’ writings are text inconsistencies, misspelled words, and improper formatting whereas for grammatical there are subject-verb disagreement, passive voice misuse, as well as unclear, wordy, and incomplete sentences. Meanwhile, the errors in punctuation are shown by inappropriate use of punctuation marks in compound/complex sentence, comma misuse within clauses, and improper formatting. It can be concluded that Grammarly can be an alternative for lecturers’ in evaluating non-EFL students' writings.