Omission Of Prepositions Research Articles

Preposition omission in French interrogative sluices: empirical findings and theoretical implications

Many non-P(reposition) stranding languages have been shown to allow P-omission under sluicing (Sag & Nykiel 2011; Nykiel 2013a; Molimpakis 2019), thus challenging Merchant’s (2001) generalization, which derives P-omission in sluices from P-stranding. French is still an open issue: while Merchant (2001) claims it does not allow P-omission, Rodrigues et al. (2009) provide an example, with a cleft-based derivation. In two experimental studies we show that P-omission in French sluices is acceptable and is sensitive to the remnant type, with both à ‘to’ and de ‘of’. Through the analysis of a large (written) corpus, we also show that P-omission in French sluices is the preferred option, as in English (Nykiel 2017), and identify the factors favoring it. Our findings confirm the role of cognitive and information-based cues in P-omission under sluicing (Nykiel & Hawkins 2020) and suggest a non-deletion fragment-based analysis (Ginzburg & Sag 2000; Sag & Nykiel 2011).

Forming inflection and word-formation operations in preschoolers with mental retardation

Introduction. At the present stage of societal development, great attention is paid to issues affecting the psychological and pedagogical support in the educational process of children with disabilities. One general pattern of dysontogenetic development is violation of speech mediation. The most important areas of assistance to children with special educational needs are: identifying speech defect specifics and creating additional special conditions that will facilitate assimilation of educational programs and the social development of each student’s personality. The study aims to develop and test a program for forming inflection and word-formation operations in preschoolers with mental retardation. Materials and methods. The study involved 92 preschoolers aged 6-7 with mental retardation. The research methods were: Methodology of psycholinguistic study of oral speech disorders in children by R.I. Lalaeva, Diagnostics of oral speech of children aged 4-7 by N.V. Nishcheva; mathematical statistics: χ2-Pearson criterion. Results. The ascertaining experiment showed that preschoolers with mental retardation are characterized by predominantly low level of formation of inflection and word-formation operations. Specific difficulties were identified: omission or incorrect use of prepositions in speech; errors in changing nouns in indirect cases; deficiencies in the agreement of an adjective with a noun in the neuter gender; lexical substitutions of nouns, verbs when forming new words using suffixes and prefixes; replacement and incorrect use of suffixes while forming relative and possessive adjectives, etc. After the formative experiment, significant shifts occurred both in the level of noun inflection operations (χ2 = 19.739; p ≤ 0.05) where the number of children at a low level decreased from 64% to 32%, and in the level of verb word-formation operations (χ2 = 30.61; p ≤ 0.05) where the number of children at an average level increased from 39% to 58%. Conclusion. Preschoolers with mental retardation experience difficulties in grammatically designing speech utterances. The data obtained in the experiment show that speech difficulties are due to the delayed development of inflection and word-formation operations and the qualitative peculiarity of the manifestation of the defect. Studying grammatical operations in young children with mental retardation and the specifics of the manifestation of this disorder in written speech is a promising further direction.

An Analysis of Grammatical Errors Committed by Students in Writing Argumentative Paragraph

Writing skills are very important for students to master to help them prepare for their future. However, grammar is one of the obstacles for students in writing English. This research aims to analyze grammatical errors made by students in writing argumentative paragraphs and to analyze the sources of these errors. Second semester English Language Education students were chosen as the subjects of this research. Furthermore, in analyzing the data, this research applies a combination of descriptive qualitative and descriptive quantitative methods. Apart from that, data was collected through collecting documents from the end-of-semester tests. The data analysis procedure consists of three specific steps, namely data reduction, data presentation, and drawing conclusions/verification. The results of the research found that students made 11 types of errors with a total of 165 errors. Most of them made omission of article errors with 39 (23.63%) errors, then simple addition 33 (20%) errors, alternating form 27 (16.36%) errors, omission of to be 21 (12.72%) errors, then omission of preposition 17 (10.30%) errors, omission of plural –s with 15 (9.09%) errors, misordering 6 (3.63%) errors, regularization 3 (1.81%) errors, and finally double marking and archi-form each 1 ( 0.60%) error. In addition, sources of errors were found in four types: interlingual transfer, intralingual transfer, context of learning, and communication strategy. The majority of students made mistakes due to intralingual transfer, 119 (72.12%) errors were found, followed by interlingual transfer 41 (24.84%) errors, communication strategy 3 (1.81%), and context of learning 2 (1.21%) errors.

An Analysis Of Students Problem In Learning Speaking At MA Arrohman Sumoyono Jombang

Teaching speaking needs high effort since it is difficult subject, the learners have mastery all components of the language such as comprehension, grammar, vocabulary, pronunciation and fluency. This study is aimed to know what the students error in learning speaking and what are the causes. This study is qualitative descriptive, with case study approach. To collect data the researcher used observation, and questionnaire, then the data was analyzed using model of Miles & Huberman. The result of the study was the students error in learning speaking English were (1) speech errors with types of silent pause, filled, repeat, un-retraced, retraced, correction, stutters, and slip tongue (2) grammatical error about omission of bound morpheme, omission of auxiliary, preposition, and wrong in words selection (3) pronunciation error, and code switching. The factor caused the error is knowledge factor, such as having no language aspect, lack of vocabulary, grammar, pronunciation, and never practice; affective factor or students low attitude and motivation, and personal factor was high of shyness, and afraid of being laughed.

Preposition Mistakes in English for Specific Purposes: The Case of Indonesian Accounting Study Program Students

Prepositions remain challenging for learners of English as a foreign language. Linguistically speaking, prepositions are part of grammar and are frequently used in speaking, listening, reading, and writing. Thus, this research investigated the mastery of English prepositions of undergraduate accounting program students of batch 2021 at a private university in Yogyakarta. The data of this quantitative research were collected through a close-ended questionnaire using Google Forms distributed to 23 students. The collected data were analyzed to identify preposition mistakes. Results showed three common problems of prepositions, namely the addition of unnecessary prepositions, omission of prepositions, and misuse of prepositions. The findings would assist students, thesis advisors, and teachers in using English prepositions grammatically, particularly in English for Specific Purposes (ESP). It is expected that future researchers utilize larger data sets to obtain more robust results of proper uses of prepositions and future researchers are expected to observe the participants directly to maximize the results of the data.
 

Abreviation Establishment in Instagram Social Media

This study aims to describe the process of forming abbreviations used on Instagram. The method used in this study is observation by taking screenshots and recording abbreviation data. Furthermore, the sample used in this study does not depend on quantity but rather on quality based on the range and depth of the problems studied. The results of this study indicate that the process of forming abbreviations still follows the old pattern, and the new pattern is in the form of only one abbreviation, each retaining the first letter of each component and retaining the first letter with a number. Furthermore, abbreviations that still follow the old pattern and the new pattern in the form of acronyms consist of three respective formation processes, namely the preservation of the first letter of each component, the preservation of the first syllable of each component, the preservation of the first syllable and the preservation of the first letter of each component, and the preservation of the first syllable of the first word and the last syllable of the last word. The various syllables and letters of some components are conserved by the omission of prepositions, and the various syllables and letters of some components are conserved by omission. The second and third patterns are the dominant new patterns used in Instagram social media. The dominant use only pays attention to sound so that it looks slangy and pleasing to the listener's ear without paying attention to its logic.

A Study on the Use of Locative Prepositions by Chinese English Majors in English Writing

This study aims to examine 40 Chinese English majors’ use of locative prepositions in English writing. The students were randomly selected from the English department of a private university in Fujian, China. They were first informed of the purpose of the study, followed by being required to participate in an English writing activity. Through the analysis of the collected 40 writing samples, the researchers of the study discovered that the prepositions “on”, “in” and “by” are the most frequently used in the participants’ writing; the prepositions “above”, “under” and “among” are the least frequently used. The locative preposition “in” has the highest frequency of use and also has the highest error frequency. Moreover, the error types that occur in the 40 Chinese college students’ use of prepositions (including locative prepositions) in English writing mainly include preposition redundancy, preposition omission, and misuse of prepositions.

When Language Transfer is Negative

This paper analyses morpho-syntactic interference errors committed by learners of French as a foreign language in four Tanzanian universities: UDSM, UDOM, DUCE and Makumira. The paper has three specific objectives: (i) to identify morpho-syntactic interference errors, (ii) to account for their sources and (iii) to recommend a corrective treatment. The study included a total of 61 respondents. The data was collected through learners’ written texts in French from which a corpus was developed. The study was guided by the interlanguage theory and the error analysis approach. Data analysis was qualitative. The findings reveal that errors included the use of nouns with English origins (18.87%), omission of prepositions (36.79%) and absence of determiners (44.34%). The findings further show that these errors are due to previously acquired or learned languages: Swahili, ethnic community languages and English. Different recommendations are given following the findings. As regards the use of definite and indefinite articles in French, teachers should provide a guided reading of different French texts through which learners will be able to understand how articles are used. To master the use of prepositions, teachers should encourage learners to read a variety of texts in French as this can make them understand and internalize the different prepositions. Moreover, through regular exercises on word formation in French, learners may be able to familiarize themselves with French nouns, hence internalizing their forms. Finally, the learning of French nouns should be done in context.

Cross-linguistic influence on the use of L2 collocations: the case of Vietnamese learners

AbstractUsing collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.),Understanding formulaic language: A second language acquisition perspective, 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992.Lexical phrases and language teaching. Oxford: Oxford University Press; Nesselhauf, Nadja. 2004.Collocations in a learner corpus. Amsterdam; Philadelphia: J. Benjamins Pub. Co.; Pawley, Andrew & Frances H. Syder. 1983. Two puzzles for linguistics: Nativelike selection and nativelike fluency. In Jack Richards & Richard W. Schmidt (eds.),Language and communication, 191–228. London: Longman). Researchers often hypothesize that the influence of the first language is an important factor in the production and understanding of unconventional collocations (Huang, Li-Shi. 2001. Knowledge of English collocations: An analysis of Taiwanese EFL learners.Paper presented at the Texas Foreign Languguage Education Conference, Texas; Laufer, Bhatia & Tina Waldman. 2011. Verb-noun collocations in second language writing: A corpus analysis of learners’ English.Language Learning61(2). 647–672.https://doi.org/10.1111/j.1467-9922.2010.00621.x; Phoocharoensil, Supakorn. 2013. Cross-linguistic influence: Its impact on L2 English collocation production.English Language Teaching6(1). 1–10) but we are only now starting to understand this. The present study provides a robust investigation of cross-linguistic influences by exploring how Vietnamese influenced Vietnamese learners’ use of English language verb-noun and adjective noun collocations in 104 350-word argumentative essays, using a framework derived from Jarvis, Scott. 2012. The detection-based approach: An overview. In S. Jarvis & S. A. Crossley (eds.),Approaching language transfer through text classification: Explorations in the detection-based approach, 1st ed., Vol. 64, 1–33. Bristol: Multilingual Matters, drawing on homogeneity among speakers of Vietnamese; heterogeneity between users of Vietnamese and other language; and formal and conceptual congruity between collocations learners produce in English and equivalent terms in Vietnamese. The study found that less than 10% of the collocations learners produced were unconventional and of these, 40% of collocations were influenced by the first language (L1); errors associated with incorrect use of prepositions in verb-noun collocations (e.g. the addition, omission or misuse of prepositions) are strongly L1-motivated. Learners make errors with not only incongruent collocations (collocations with no direct L1 equivalents) but also with congruent collocations (collocations with direct L1 translation).

Investigating Preposition Usage Problems of English Language Education Study Program Students

As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.

Students’ Syntax Error in Making English Conversation: An Error Analysis Study

This Research entitled “Students’ Syntax Error in Making English Conversation, An Error Analysis Study. Basically, it is commonly found that English structure was difficult learned by Indonesian native elementary students. This study was focused on the exploration of foreign language errors and mistakes uttered by younger students. The research method applied in this research consists of approach research, kind and data source, method, and technique of collecting data, method, and technique of analyzing data, and method and technique of presenting the data analysis. A qualitative approach was used in this research and the data source was done by the researcher toward Elementary School 5th Grade Students. The method used in collecting data was by using the observation method and interview method. Then, the result of the analysis was presented by using formal and informal methods. The discussion of the problems was preceded by errors in syntax, such as errors in the scope of clause and phrase, the omission of article and preposition, the omission of the copula be, and error in using to (infinitive). From the result and discussion, it could be concluded that the researcher found some errors in using English done by the Elementary School 5th Grade Students, related to syntax. The writer was aware that this research has some limitations or shortages so it is hoped that this research could be continued in order to get a better result for the society in general.

THE INFLUENCE OF L1 ON L2 IN TRANSLATION: ERRORS MADE BY YOGYAKARTA STATE UNIVERSITY STUDENTS

This study investigates the errors made by Indonesian English learners within crosslinguistic interference between L1 and L2 (Indonesian and English). The data were gathered by making the respondents translate 6 Indonesian sentences which are commonly used during class presentation into proper English. Such task was aimed at investigating the interlingual preposition errors induced by the process of transfer between the target language (English) and the source language (Indonesian). The translation task was assigned in 22 October 2018 to 19 adult EFL learners of English Education Magister’s Program of Yogyakarta State University semester I. They were asked to translate the sentences from Indonesian into English within the allocated time. The task was conducted directtly by writing down the translation on a piece of paper. The data was then analyzed through Coder’s error analysis theory. The findings suggested that these particular English foreign language learners made the fewest errors on preposition omission – and more errors on wrong use and redundancy of prepositions.

Resumption as a sluicing source in Saudi Arabic: Evidence from sluicing with prepositional phrases

This paper reports the results of three acceptability judgment experiments on Saudi Arabic elliptical questions (sluicing) with prepositional phrases. We show that in standard cases of merger type sluicing and contrastive sluicing there is no penalty for leaving out the preposition. Under an analysis of sluicing with syntactic identity between antecedent and ellipsis site, such examples require preposition stranding in the ellipsis site. We call this pattern OPUS, which the reader is invited to interpret as an abbreviation, depending on their theoretical predilections, as Ostensible P-stranding Under Sluicing or as Omission of Preposition Under Sluicing. Our findings show that Saudi Arabic violates Merchant’s (2001) second form identity generalization. Further experiments reveal that the status of the examples depends on the status of the most acceptable synonymous source within the ellipsis site; in particular, when neither a cleft structure nor a resumptive structure are grammatically available in the ellipsis site, the acceptability of OPUS decays. We interpret this as evidence that there is syntactic structure at the ellipsis site and that the wh-remnant in these elliptical questions can – and sometimes must – relate to a resumptive pronoun in the ellipsis site.

Grammatical Errors in Indonesian University Students’ Posters in Yogyakarta

This study aims to investigate grammatical errors in posters published byIndonesianUniversitystudents’ inYogyakarta. The errors are classified based on the Surface Strategy Taxonomy by Dulay, Burt, and Krashen (1982) mixed with linguistic categories. Based on the data analysis on 97 posters from 7 universities inYogyakarta, there are 201 errors found. The highest frequency of errors is Omission in terms of number with 122 occurrences (60.69 %), followed by Omission in subject-verb concord with 45 errors (22.38 %), and Omission of preposition with 6 occurrences (2.98 %). In total there are 182 (90.56%) Omission errors, while the other errors only occur less than 10%. The result shows that there are tendencies to omit necessary items rather than add, misform, misorder, or misuse items.

Acquisition of locative utterances in Norwegian: structure-building via lexical learning.

This paper focuses on the acquisition of locative prepositional phrases in L1 Norwegian. We report on two production experiments with children acquiring Norwegian as their first language and compare the results to similar experiments conducted with Russian children. The results of the experiments show that Norwegian children at age 2 regularly produce locative utterances lacking overt prepositions, with the rate of preposition omission decreasing significantly by age 3. Furthermore, our results suggest that phonologically strong and semantically unambiguous locative items appear earlier in Norwegian children's utterances than their phonologically weak and semantically ambiguous counterparts. This conclusion is confirmed by a corpus study. We argue that our results are best captured by the Underspecified P Hypothesis (UPH; Mitrofanova, 2017), which assumes that, at early stages of grammatical development, the underlying structure of locative utterances is underspecified, with more complex functional representations emerging gradually based on the input. This approach predicts that the rate of acquisition in the domain of locative PPs should be influenced by the lexical properties of individual language-specific grammatical elements (such as frequency, morphological complexity, phonological salience, or semantic ambiguity). Our data from child Norwegian show that this prediction is borne out. Specifically, the results of our study suggest that phonologically more salient and semantically unambiguous items are mastered earlier than their ambiguous and phonologically less salient counterparts, despite the higher frequency of the latter in the input (Clahsen et al., 1996).

COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL

This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.

Effects of a Remedial Linguistic Program to Improve the Translation of Arabic Prepositions by Translators

Prepositions initiate major problems to translators when they translate texts from Arabic into English or vice versa. This study is designed to identify the difficulties concerning prepositions, which Arab translators face when translating into English. It aims to answer two questions: First, is there an effect of a proposed remedial program to improve the translation of prepositions from English into Arabic by translators working at translation offices? Second, which of these themes (replacing a preposition with a preposition, replacing a preposition with an adverb, preposition omission, preposition addition, and preposition misplacement) of the remedial linguistic program will improve the proficiency of the translators in translating prepositions from English into Arabic? To answer these questions, 50 sentences were translated from English into Arabic by twenty translators selected randomly from the Middle East. This study sample was divided into an experimental group that executed the remedial linguistic program, and a control group that did not. The (t-test) was utilized to test the statistical significance of the differences between the two groups. Results showed statistically significant differences in mean scores between the experimental group and control group to the reference of the experimental group. It was indicated that the remedial linguistic program achieved its purpose to enhance the correct usage of prepositions by translators when they translate texts from English into Arabic.

Sluicing e Pseudosluicing em português europeu e brasileiro

Sluicing and Pseudosluicing are elliptical constructions that differ in Portuguese regarding the (im)possibility of preposition omission. Rodrigues et al. (2009) and Rodrigues (2016) claim that in Brazilian Portuguese (BP), and Spanish, this omission is apparent in Pseudosluicing, because the prepositional phrase occurs inside the elided cleft sentence that affects the overt wh-phrase (whP). European Portuguese (EP) shows that this apparent omission only occurs with whPs that are D-linked and the linguistic context permits the recovering of the nominal that expresses the kind of entities that are under inquire. When free relatives are involved in the cleft sentences, the omission of preposition is required, and the differences in acceptability between PE and PB are due to the narrow extension of the Preposition Drop phenomenon in EP.

Early Underspecification of Functional Categories: Evidence from the Acquisition of Locative PPs in Russian

ABSTRACTThe article focuses on the omission of locative prepositions in child Russian. We report on two experiments: a production task and a comprehension task. Results from the elicited production task show that the majority of 2- and a minority of 3-year-olds (i) omit locative prepositions at nonnegligible rates, and (ii) do not conform to targetlike case-assignment patterns in utterances involving preposition omission. Findings from a sentence-picture matching task indicate that children who omit prepositions in production perform significantly worse on the comprehension task than children from the same age group who reliably produce locative prepositions. We suggest that these findings are in line with the hypothesis that preposition omission reflects a non-target-like underlying structure in children’s grammar, which initially involves only one underspecified locative category.

Grammaticality differences between Spanish‐speaking children with specific language impairment and their typically developing peers

A limited number of studies have analyzed grammaticality in monolingual Spanish-speaking children with specific language impairment (SLI). Most of the available data are based on bilingual speakers. To extend previous studies by doing a more detailed analysis of grammatical types in monolingual Spanish-speakers with and without SLI. Forty-nine Spanish-speaking children (18 with SLI, 17 age-matched typically developing controls, 14 language-matched controls) were recruited from schools in Mexico and observed in a spontaneous narrative task. The findings were inconsistent with those of previous studies. Significant differences were found for article, connector and preposition omissions, and the per cent of ungrammatical utterances. There were no significant differences found for clitics and verb phrases, though clitic substitutions were frequent. Language-matched controls did not produce different frequencies of ungrammatical utterances. Significant differences were found for three main items: the per cent of ungrammatical utterances, the omission of articles and the omission of prepositions. Therefore, we propose these components be taken into consideration when distinguishing typically developing children from children with SLI.