Possessive Research Articles

Cross-linguistic influence in the comprehension of reflexive possessive pronouns in L3 and L4 Swedish

Aims and Objectives: The study investigates the extent to which offline and online comprehension of reflexive possessive pronouns in L3 and L4 is modulated by previously acquired native and non-native grammars. Design/Methodology/Approach: Thirty-one intermediate to advanced L1 Polish learners of Swedish, who have also acquired German and English (L4 Swedish learners) or only English (L3 Swedish learners), completed a self-paced reading task and a grammaticality judgement task. The tasks targeted learners’ sensitivity to possessor and possessee agreement violations. Data and Analysis: Reading times and judgement accuracy were collected and analysed using generalised linear models. Findings/Conclusions: In online comprehension, L3/L4 Swedish learners showed sensitivity to possessor and possessee agreement, which was affected neither by their proficiency, nor by their prior native and non-native grammars. In offline comprehension, however, they had difficulty deploying possessor and possessee agreement. Performance on possessee but not possessor agreement increased with advancing proficiency, indicating the persistent influence of L1 Polish grammar. Furthermore, L4 Swedish learners achieved an overall higher judgement accuracy than L3 Swedish learners. At the same time, L4 Swedish learners read the relevant regions longer than L3 Swedish learners, suggesting a speed–accuracy trade-off for L4 Swedish learners. Originality: The study investigates cross-linguistic influence in the comprehension of reflexive possessive pronouns in multilingual learners, which has not been explored before. It is also the first to provide evidence for a multilingual advantage in the accuracy of reflexive possessive agreement, albeit at the cost of reading speed. Significance/Implications: The study demonstrates that native and non-native grammars differently affect the offline comprehension of reflexive possessive pronouns in L3 and L4. The native language seems to have a more direct effect that consists in the employment of agreement mechanisms, while the non-native language has a more indirect effect, as it can increase learners’ sensitivity to morphosyntactic violations.

POSITION OF OPYAT’ AND TVOJ IN THE CLAUSE LINEAR STRUCTURE IN THE QUEEN OF SPADES

The linear structure of nominal phrases with a possessive pronoun and verbal phrases with an adverb opyat’ ‘again’ in the text of The Queen of Spades by A.S. Pushkin is studied in comparison with the material of N.M. Karamzin’s story Island of Bornholm and a sample from the RNC, limited to 1738–1840. It is shown that changes in the structure of nominal and verbal phrases in Pushkin’s prose consisted not only in the “reduction of forms of qualitative assessment” and “compression” of the syntagma structure, as V.V. Vinogradov wrote, but also in the restructuring of their linear structure. The tendency towards the gradual transformation of the preposition of a possessive pronoun into a neutral, unmarked one, which is only outlined by Karamzin, in Pushkin’s prose gets the character of a completed process. The postposition of the word opyat’ to the finite verb, which was absolutely predominant in previous eras, in the texts of A.S. Pushkin clearly begins to give way to preposition; in Pushkin’s prose, a turning point of the process that led to the complete dominance of preposition opyat’ in modern Russian is recorded. In The Queen of Spades, there is also a tendency for the semantic factor to influence the choice of preposition/postposition of opyat’: in sentences with an agentive subject, realizing the perspective of the narrator observing the character, opyat’ appears in postposition to the finite verb; in sentences with a non-agent subject, realizing the perspective of the character, it appears in preposition. Other Pushkin’s texts, as well as modern speech, do not demonstrate such a tendency.

Субжанр «обращение» в речи героев-интеллигентов (на материале советской драматургии 1950–1980-х годов)

The present article deals with the subgenre ‘address’ in the speech behavior of members of the Soviet intelligentsia. The research is based on 9 Soviet plays of V. Azernikov, S. Aleshin, A. Arbuzov, L. Zorin, S. Mikhalkov, M. Roshchin. The character’s education, profession, the author’s description, the actual speech portrait of the character (lexical, stylistic, communicative content), moral qualities of the character were important criteria for definition of a member of intelligentsia. All the selected characters were divided into three generational groups. The analysis showed that the subgenre “address” is a polyfunctional communicative unit, one of the components of the genres “greeting”, “farewell”, “congratulation”, “gratitude”, “apology”, “compliment”, “consolation”, “reproach”, “argument”, “declaration of love”. Addresses with possessive pronouns, ameliorative adjectives, metaphors and precedent names are actively used in the speech of members of the intelligentsia.

THE ANALYSIS OF STUDENTS’ ERROR IN USING PERSONAL PRONOUN IN A TRANSLATING SKILLS (CASE STUDY)

Grammar as one aspects of the language is necessary to be studied. One of grammatical components is pronoun. Many students are still confused on the use of personal pronouns in translating sentences. Therefore, the researcher is interested to conduct the research about error analysis on the use of personal pronoun in translating sentence. The objectives of this research were to know the percentage of students’ error in using personal pronouns and to know what kind of personal pronouns error that is often made by the students of grade X SMK Nurul Fajeri computer network engineering major.
 The method used in this research was qualitative case study. The population was all ten grade students of SMK Nurul Pajeri ccomputer network engineering major, totaling 29 people. The research sample was 14 students who were taken from 29 population. The instument used for the research were test and interviews. That consist of 25 question in the form of fill in the blanks for the test, and the interviews for both students and teacher.
 The results of the obtained was sufficient. this is proven from the personal pronoun percentage with the results of: Subject pronoun category 32 items with percentage of 8.65%, object pronoun category 71 items with a percentage of 19.19%, possessive pronoun category 74 items with a percentage 20%, possessive adjective category 66 items with a percentage of 17.84, reflexive ccategory 67 items with a percentage 18.11%, and a transalting 60 items ith a percentage of 16.22%. The most dominant results are wrong in the personal pronoun in the possessive pronoun category. The findings of this study indicate that there are still many students who experience errors in grammmar, especially personal pronouns. The results of the study show that the errors occur in students come from themselves, due to a lack of confidence and this also affects the translation in personal pronoun.

Reflexive or Not? Choosing a Possessive in Bulgarian, Czech, and Russian

ABSTRACT This article investigates the competition between reflexive and non-reflexive possessive pronouns in 1PSG contexts in Bulgarian, Czech, and Russian. Using comparable web corpora, I assessed the distributional frequencies of both possessives and, drawing on the theoretical framework of corpus-based variationist linguistics, modeled linguistic factors favoring one variant. The results show that in Czech and Russian, as well as in Bulgarian short possessives, the reflexive pronoun is the default option to indicate the possessive relation with the subject. The non-reflexive is used when other possible antecedents are present in the sentence, when the possessum is animate, and when the possessive phrase is embedded and precedes the finite verb. It is argued that speakers of these Slavic languages obey the economy principle by preferring the dedicated reflexive form for expressing the reflexive meaning and resort to the non-reflexive form only when they need to avoid ambiguity, minimize processing costs, or signal additional pragmatic meanings.

Emotions in the Mental and Linguistic Space of Lyric Poems

The article is based on a report given in course of the round table meeting 'Language as an art', dedicated to the 90th anniversary since the birth of the outstanding linguist L.A. Novikov, whose reknown works on the issues of linguistic meaning and the aesthetic aspects of language have attracted wide critical acclaim and become a valuable part of philology as a science. The choice of the topic is methodologically adjusted to L.A. Novikov’s conception of verbal arts, which is succinctly represented in the term 'poetheme'. Emotives (vocabulary that names, expresses and describes emotions) can be categorised as poethemes, since the verbalisation process of emotions in poetry is related to their aesthetic transformation. The description of emotions in the article is conducted in multiple directions, each of which is significant in order to understand the specifics of the verbalisation of emotions in poems. The author relates the new aspect of viewing the poetic semantics of emotives to the influence of the grammatical meaning of the verb mood on the illocutionary function of verbalised emotions that take part in the declaration of intent. Besides, the imperative mood and the infinitive accentuate the extravert semantics (emotions for others and for oneself), the subjunctive mood being introvert (emotions for oneself). Additional information regarding the contextual features of emotions could be acquired through the emphasis on the indefinite, demonstrative, negative and possessive pronouns, which accompany emotives. The article demonstrates that metaphorical rows of emotions organise the personal mental image of the poet’s world. Basic poetic emotions, established due to the fact of attractiveness (mutual attraction, approach), are related to Russian mentality as a whole. The range of problems dealt with in the article is significant to filling the forming term 'emotional picture of the world’ with content.

КРИТЕРІЇ НАПИСАННЯ ТА АНАЛІЗ ЛІНГВІСТИЧНИХ ОСОБЛИВОСТЕЙ CONFERENCE ABSTRACTS У РОЗВИТКУ НАВИЧОК АКАДЕМІЧНОГО ПИСЬМА (НА МАТЕРІАЛІ АНГЛОМОВНИХ ТЕЗ ДОПОВІДЕЙ ДЛЯ НАУКОВИХ КОНФЕРЕНЦІЙ)

The article examines not only the issue of determining the list of criteria for successful writing of conference abstracts, but also views the ability to carry out a linguistic analysis of conference abstracts to ensure the development of academic writing skills. It outlines the meaning of key concepts, abstracts, and conference abstracts, known as secondary genres of scientific discourse. The article describes textual characteristics and application of rhetorical strategies in writing effective conference abstracts. The methods of content analysis and systematization have been used to determine linguistic features of the analyzed conference abstracts. Moreover, it claims on the importance of considering the established conventions of their meaningful writing not only for post-graduate students but for young scholars as well, since it is a common problem for all groups. Failing to meet the requirements, conference abstracts are to be denied by the committee board hosting the future scientific conference. Addressing this problem, experts of blind viewing suggest that it may be attributed to poor command of English, lack of knowledge of academic writing skills and of lexical and stylistic features. The results suggest that familiarizing students with the recent scientific data and methodology is crucial but not sufficient to develop their academic writing skills. Implementing the method of content analysis, the study places emphasis on examining various authentic scientific texts. Thus, the conclusion has been made about the significance of following the accepted format of writing conference abstracts and maintaining appropriate rhetoric strategies in the development of academic writing skills. Among the analyzed materials of the English-language conference abstracts, the most typical linguistic characteristics of this type of genre of academic writing were established: the use of Active Voice constructions, mainly verbs of the present indefinite tense, impersonal constructions, personal, possessive, and indicative pronouns in plural form which act as the subject, abbreviations and negative sentences are rarely used.

Общие трудности разных категорий говорящих при употреблении русских имен существительных и именных словосочетаний

The purpose of the study is to resolve the issue of whether there are difficulties of the Russian language that are common to different categories of learners of this language. Research methods are identification and comparative analysis of deviations from the norms in the use of nouns and noun phrases. The material of the study is data from observations of oral speech, written works, transcripts of recordings of stories based on pictures. The objects of analysis are the facts of deviations from the norms in the use of nouns and noun phrases in the speech of foreigners who study Russian as a second language, Russian-German bilinguals at the age of 10-15 years, Russian monolinguals at the age of 10 – 15 years. As a result of the study, the most typical similar grammatical errors were identified, indicating the general difficulties of the Russian language: the replacement of some case forms by others, the replacement of some forms by others within the same case, the replacement of prepositions, the mixing of possessive pronouns, violations of the agreement between the main and dependent words. The study has confirmed the hypothesis that there are common difficulties of the Russian language, which do not depend on the native language of students and are due to the structural diversity of the grammatical phenomena of the Russian language.

“Ending the first cycle of teaching Georgian as a foreign language - with the first stage students”

The first cycle of teaching and meeting with the students is of great importance. Learning materials should be provided purposefully and completely. The methods of providing the material should be carefully selected, planned and organized, which is essential to achieve the goal. Practical experience gives us right to offer the third methodical frame of the first cycle with its strategical and sequential plan, which our Language Center “Semita” utilizes with the great success. We consider it preferable to provide new material in a spiral manner. We choose active communication method for the lessons. The last part of the first cycle covers the following: question words: Who? What? Where?; Personal Pronouns: We, You, They; Possessive Pronouns: My, your, his, her, our, their; Adverbs of place: here, there; Plural form of the verb “to be”: are; Vocabulary: a boy, a girl, a school, A bag, friends (plural form); Phrases: may I..?; I would like..; Here you are...; Yes, of course; Hold on…

About some practical issues related to pronoun teaching

In the paper, we discuss some issues related to the teaching of pronouns, which are highlighted in the process of practical work. We will touch on the function of the pronoun as a substitute for other names, which is an essential part of the definition of this part of speech. However, it is noted that the emergence of pronouns belongs to the oldest layer of the history of the language, and its original purpose is unlikely to belong to the field of stylistics. In addition, if we observe the current situation of the use of pronouns in the Georgian language, we will find that the use of a large part of pronouns as a substitute is not confirmed. In fact, only a part of the pronouns directly perform the function of replacing another word. Namely: third person pronouns, third person possessive pronouns, demonstrative pronouns. In other cases, it becomes impossible to replace pronouns with other words, because other names cannot convey the essential semantic nuances that are easily conveyed by pronouns. Also, we will talk about the issue of using person and demonstrative pronouns. The process of practical work confirms that the use of the same pronouns as a person and a demonstrative pronoun is not limited to the pronouns "es", "eg" and "is". Such forms of inflection of the pronouns "shen" and "tnqven" as: "she" and "tqve" are used in speech situations in pairs with other nouns.  They clearly play the role of delimiters and therefore have moved to the line of demonstrative pronouns. Also, in the Georgian language there are constructions where the syntactic connection is established between a pronoun and a numerical name. In such cases, the first person pronouns "we" and "you" are used as demonstrative pronouns. This opinion is confirmed by the fact that in case of replacing the pronouns of the first and second person by the third person, their place is taken by the demonstrative pronoun.

AN ANALYSIS OF NON-ENGLISH STUDENTS’ UNDERSTANDING IN USING PRONOUNS: CORRECT AND ERROR PRONOUNS

This study was to investigate the non – English students’ error in using pronouns at STAKat Negeri Pontianak. The participant of this research were 40 students of seconds semester in academic year 2022. This research used descriptive research to gather the information and analyzed the result of the test. The result of the data gathered from the test that was given to the students through Google Form. Based on the analysis, the students wrote 53,98% correct answer and 46.02% of the students still made errors in using pronouns. There were 4.4% errors were found in the used of subjective pronouns, 13.90% errors were found in the used of objective pronouns, 12.81% errors were found in the used of possessive pronouns, and 16.56% errors were found in the used of reflexive pronouns. The lowest errors were found in the used of subjective pronouns, and the highest error was found in the used of reflexive pronouns.Keywords: Non – English Students, Errors, Pronouns, clearly, professionally

Whence the Womb?

Abstract In John 7:38, Jesus makes the proclamation ποταµοὶ ἐκ τῆς κοιλίας αὐτοῦ ῥεύσουσιν ὕδατος ζῶντος. Among a variety of other issues—textual problems, ambiguous syntax, and an unclear scriptural referent—an enduring problem for translators has been the word κοιλία. Here, the author argues that the most natural meaning for κοιλία in this context is “womb.” Although governed by the masculine possessive pronoun αὐτοῦ, κοιλία’s most common NT meaning is “womb,” and a survey of Greek literature corroborates “womb” as a viable translation, and preferable to the alternatives in standard Bible translations (such as “heart,” “belly,” or “side”). Reading John 7:38’s κοιλία as “womb” is supported by the immediate context and literary background and sheds further light on the Gospel’s themes of rebirth.

“Me” means more than “good”: stimuli’s self-relevance matters more than valence in shaping evaluative learning via the self

ABSTRACT Stimuli that relate to the self tend to be better liked. The Self-Referencing (SR) task is a paradigm whereby one target categorised through the same action as self-stimuli (i.e. possessive pronouns) is preferred over an alternative target categorised through the same action as other-stimuli. Past studies on the SR showed that valence could not fully account for the observed effect. Here we explored self-relevance as a possible explanation. Across four studies (N = 567), participants selected self-relevant and self-irrelevant adjectives to be used as source stimuli in a Personal-SR task. In that task, the two classes of stimuli were paired with two fictitious brands. We measured automatic (IAT) and self-reported preferences, and identification with the brands. Experiment 1 showed that the brand paired with positive self-relevant adjectives became more positive than the one paired with positive self-irrelevant adjectives. Experiment 2 confirmed this pattern with negative adjectives, and Experiment 3 ruled out the effect of a self-serving bias in the adjectives selection. Experiment 4 showed that the brand related to negative self-relevant adjectives was preferred over the brand related to positive self-irrelevant adjectives. We discussed the implications of our results and the potential mechanisms that might explain self-driven preferences.

Едносъставни глаголни изречения, безлични глаголи, предикативи и форми на изразяване на субективност в българския език

One of the essential aspects of the concept of subjectivity proposed by Émile Ben-veniste (1966) is related to the idea that there are only two parts of speech in the lan-guage where the category of subjectivity is directly expressed in the category of gram-matical person – these are (personal and possessive) pronouns and verbs. In sentences comprising a subject and a predicate, the person of the nominally or pronominally ex-pressed subject must agree in person with the finite verb form (predicate). Taking this assumption as a point of departure, I consider the possibilities for realising the category of subjectivity in the cases where (pro)noun – verb person agreement is violated, as in the socalled subjectless sentences in Bulgarian.

Эксплицитная и имплицитная самопрезентация в немецких научных рецензиях

The aim of the study is to reveal the lexical and grammatical means used by the German authors of scientific reviews to present themselves as competent specialists in the topic under discussion and to raise their significance in the eyes of the scientific community. The scientific novelty is defined by the first systematically presentation of lexical and grammatical means of personal manifestation in the strictly regulated genre of scientific review. As a result, the explicit language means have been described. The reviewer uses these means to formulate his/her own non-categoric critical remarks and to criticize openly scientific works of other researchers. The pragmatic conditions of grammatization of an author-critic with the help of possessive pronouns along with nouns and verbs with value semantics have been identified. The cases of breaking the demands of scientific work genre such as maximum modesty, desire for objective judgment with the help of implicit language means are given. It has been concluded that the reviewer uses these means for self-presentation as an experienced and competent scholar in their critical texts.

Kohesi Gramatikal pada Tajuk Rencana Surat Kabar Haluan Riau

Newspaper is one of the print media that is used to obtain various kinds of information. Information that can be conveyed must use the Indonesian language which is easy to understand and in accordance with the rules of the Indonesian language properly and correctly. This study aims to collect data and information about the grammatical cohesion of pronouns in the editor of the bow riau newspaper. The collected data and information will be described, analyzed, and researched in detail and systematically so that the actual situation regarding grammatical cohesion in the editorial section of the Riau newspaper can be identified. The data of this study are words or phrases that have grammatical cohesion in Riau's bow newspapers. To find data in newspapers, you need to be careful and every problem in newspapers only gets. Based on the analysis of the data presented, it can be concluded that grammatical cohesion in the editorials of the Haluan Riau newspaper, namely, grammatical cohesion in the editorials of the Riau Haluan newspaper in the December 2020 and January 2021 editions uses many pronouns which include personal pronouns, demonstrative pronouns , possessive pronouns, questioning pronouns, connecting pronouns, and indefinite pronouns.

The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners

Abstract A key concern in L2 research and pedagogy is how learner attention can be directed to linguistic forms. Research has shown that textual enhancement (TE) facilitates the noticing of targeted L2 features, leading to cognitive processes beneficial for L2 learning. However, very few studies on TE have had children as participants. This longitudinal study investigated the extent to which TE in model texts could have an effect on the development of third person possessive pronouns (his/her) among young EFL learners. The participants, 30 dyads of 11- to 12-year-old Spanish children from three EFL classes, were randomly assigned to a control group (CG), a treatment group (TG) and a long-term treatment group (LTG). The groups were engaged in two four-stage collaborative writing cycles of 3 weeks each separated by four months. The CG, which self-corrected their own texts, was not exposed to TE, the TG was only exposed to it during the two cycles and the LTG benefitted from this technique during the two writing cycles and the period in-between. The findings revealed statistically significant differences between the LTG and the other two groups after a sustained exposure to TE, which seems to be a useful pedagogical tool to facilitate the children’s noticing of third person possessives.

Linguistic Repertoires: Modeling Variation in Input and Production: A Case Study on American Speakers of Heritage Norwegian

Heritage Norwegian in the American Midwest is documented through a corpus of recordings collected and compiled over a time span of 80 years, from Einar Haugen’s recordings in the 1940s via the CANS corpus up to the present-day in the authors’ own recordings. This gives an unprecedented opportunity to study how a minority language changes in a language contact situation, over several generations and under gradually changing circumstances. Since we also have thorough historical knowledge of the institutions and societal texture of these communities, this privileged situation allows us to trace the various sources of input available to the heritage speakers in these communities in different relevant time slots. We investigate how the quality and quantity of input at different times are reflected in the syntactic production of heritage speakers of the corresponding generational cohorts, focusing on relative ratios of specific word orders (topicalization and verb second, prenominal and postnominal possessive noun phrases) and productive morphosyntactic paradigms (tense suffixes of loan verbs). Utilizing a model of relations between input and output, receptive and productive competence, to show how input–output effects will accumulate throughout the cohorts, we explain the observed linguistic change in individuals and society.

Acquisition during normative code-mixing: Trinidadian children’s varilingual pronoun usage

While monolingual English speakers acquire most pronouns by age 5, acquisition amid prevalent, normative code-mixing, such as in Trinidad, is underexplored. This study examines how Trinidadian 3- to 5-year-olds express third-person subject, object, reflexive and possessive pronouns and factors influencing pronoun choices. Seventy-five preschoolers produced pronouns via a word elicitation task conducted in Trinidadian English Creole and Trinidad and Tobago English. Responses were coded for children’s age, gender, district and socioeconomic status; task language; grammatical gender/number; and response form. Conditional inference trees facilitated statistical analysis. When choices were available, children exhibited variable production, with Creole forms often dominant. Grammatical gender influenced whether English or Creole pronouns were selected. Task language influenced possessive pronoun choices, indicating developing sociolinguistic competence. The non-significance of other variables suggests widespread mixing of English and Creole pronouns. Findings underscore the importance of describing understudied populations, especially where variation is inherent, to ensure accurate language assessment.

Possessive pronouns in Russian-German language contact: variation or change?

Abstract The article addresses the question of what happens to internal linguistic variability in a language contact situation by looking at how first-generation Russian immigrants in Germany use two variants of possessive pronouns (reflexive and non-reflexive) for referencing the subject. To what extent does the frequency of the variants, as well as linguistic constraints on their use, remain the same as in the monolingual variety, or change to converge with the structures of the majority language? A forced choice sentence completion task was conducted with 96 adult monolingual Russian and 96 adult bilingual Russian-German speakers to measure the frequency of both variants and the effect of animacy and referentiality of the possessum. The results reveal an increased frequency of the non-reflexive variant in bilingual Russian, indicating convergence with German. At the same time, bilingual speakers observe the same animacy and referentiality constraints on the possessive choice as monolinguals. The effect of linguistic constraints, however, is smaller than the influence of individual speaker-related variables. Overall, our study indicates that convergence in language contact affects the frequency but not the conditioning of the variants and only in some bilingual individuals.