Sentence Formation Research Articles

Problem Solving on English Verbal Sentence Formation for University Students

This is a preliminary research on problem solving on English verbal sentence formation for university students. Specifically, the problem is on the usage of auxiliary verbs in making sentences. This problem is met up with a new paradigm (pattern) in which the pattern is mapped out with keywords. Keywords are purposed to ease the students in applying auxiliary verbs when they are making English sentences. The new pattern is tested by a test before and after the introduction of the new pattern and by interviewing ten students to know their opinion about the benefit of the new pattern. The result shows that there is a significant decrease of errors made by the students after the introduction of the new pattern. The decrease achieves 49%. Furthermore, the whole interviewees’ responses show that the new pattern really helps them in making English sentence properly.

The Effects of Task Orientation and Involvement Load on Learning Collocations

This study examined the effects of input-oriented and output-oriented tasks with different involvement load indices on Iranian EFL learners' comprehension and production of lexical collocations. To achieve this purpose, a sample of 180 intermediate-level EFL learners (both male and female) participated in the study. The participants were in six experimental groups. Each of the groups was randomly assigned to one of the experimental conditions, namely input-oriented tasks with involvement load 1 (True-false), 2 (Matching), 3 (Multiple-choice), and output-oriented tasks with involvement load 1 (Short response), 2 (Fill in the blanks), and 3 (Sentence formation). At the end of the treatment period, the researchers administered a 40-item test in multiple-choice format and a 40-item test in fill-in-the-blanks format to assess the participants' comprehension and production of collocations. The collected data were analyzed using two different two-way ANOVAs and a series of independent-samples t-tests. The results showed that the tasks with higher involvement load indices were more effective on both receptive and productive knowledge of lexical collocations. The results also revealed that output-oriented tasks were more beneficial than input-oriented tasks at all three indices of involvement load. These findings can have theoretical and pedagogical implications for language teachers, researchers, and learners.

REČENIČNA STRUKTURA U PISANOM DISKURSU STUDENATA NA POČETNOM NIVOU UČENjA SRPSKOG KAO STRANOG JEZIKA

The subject of this work is to determine the ways in which students of Serbian as a foreign language, both philologists and non-philologists, construct sentences in written discourse at a beginner level. Our aim is to determine: (1) the sentence structure (simple, expanded, or compound sentences); (2) prepositional phrases of which they are comprised; (3) sentence informativeness; (4) types of word formation sentence constructions; (5) derivation of interrogative and negative sentence forms. The corpus consists of exit tests gathered at the end of the course Serbian as a foreign language at the Center for Serbian as a foreign language at the Faculty of Philology and Arts at the University of Kragujevac. The analysis of the corpus has shown that students of Serbian as a foreign language at a beginner level form simple, but informative sentences to the extent which enables them to complete basic communication processes. We will attempt to give methodical suggestions for the teaching practice which would contribute to the elimination of the errors made in the process of sentence formation, the usage of prepositional phrases, in the first place, and the process of the distribution of lexemes which comprise one sentence structure.

Teaching grammar: issues and challenges

The relationship between teachers’ beliefs and their instructional practices has attracted educational researchers’ attention. The literature on teachers’ beliefs and classroom practices suggests that a sound understanding of those beliefs is extremely helpful in developing and implementing useful programs and effective in-service training. This study explores the complex relationship between the beliefs and practices of teachers from primary schools in Singapore, specifically looking at how instructional strategies are reflections of teacher beliefs on grammar instruction.Overall, the teachers who participated in this survey unanimously agree that grammar is important and has to be taught in primary school. They believe that grammar consists of rules of sentence formation, and the use of accurate tenses, and that grammar should focus on both form and meaning. Explicit discussion of grammatical rules in the classroom is thought to be extremely important in helping students acquire the English language and develop their writing skills.In terms of their classroom practices, the data suggests a more traditional approach of explicit teaching of grammar where rules and sentence structures are first taught to students and brought to their attention.

PEDAGOGIGAL ASPECTS OF THE FORMATION LINGUISTIC AND CULTURAL COMPETENCE

The main result of the learning process in primary school depends on how many competencies the student has mastered. a student who has developed linguistic and cultural competencies is immersed in the grammatical structural secrets of the Kazakh language, understands the laws of applying certain grammatical rules in speech, and learns the mechanism of sentence formation. And without competence, the undocumented skills of theoretical complementarity are transformed into the preparation of a single plateau. On a conscious scale, students ' language competencies become a necessary condition for organizing their language skills and abilities. Properly formed language and cultural competencies help students to understand the studied phonetic, lexical, grammatical phenomena in depth, to understand the mechanism of Word formation, correct spelling rules, the presence of certain types of speech in the language presence, syntactic structures, etc.

Phonological markedness effects in sentence formation: Supplemental Material

Phonological markedness effects in sentence formation: Supplemental Material

Phonological markedness effects in sentence formation

Phonological markedness effects in sentence formation

Identifying Academic Writing Problems Faced by Undergraduate Students at Shah Abdul Latif University Ghotki Campus

It has always been a challenging task for the students at undergraduate level to have mastery in English academic writing. The researcher being a teacher, at the locale of the study had particularly observed that at undergraduate level at Shah Abdul Latif university Ghotki campus, the students are not even able to produce a well coherent and cohesive write-up, when it come to their academic writing in English. This observation persuaded the researcher to investigate and to identify the problems that hinder them in English academic writing. Thus, the study was conducted with an aim to identify the problems that students at Shah Abdul University Ghotki campus face in English Academic writing. The population of this study was the undergraduate students of Shah Abdul Latif University Ghotki Campus. In this connection, purposive sampling technique was employed to select a representative sample from the above mentioned population. The sample for the data was twenty enrolled undergraduate students of Shah Abdul Latif University Ghotki Campus. The design of the study was purely quantitative. The students were asked to write/type an essay on a topic of their choice by using a computer. Their write-ups were analyzed with the help of Markin 4.Ink software. Moreover, the analysis was cross-checked by two (03) other experts in order to establish the reliability of the study. The results showed that most of the students were facing the problems like, sentence formation, subject-verb agreement, punctuation, lack of ideas and vocabulary etc. As a future implication the researcher shall try to design a study to study the causes of the academic writing problems that these students face. Key words: Academic writing, English language, Error Analysis, Content Analysis, writing problems. DOI : 10.7176/RHSS/10-2-07 Publication date: January 31 st 2020

Phonological markedness effects in sentence formation

Phonological markedness effects in sentence formation

Analisis Kesalahan Penggunaan Bahasa dalam Rencana Akhbar

The medium that unites newspapers with its readers is correct language usage. Errors in language usage need to be minimized so that the message being conveyed is easily understood and accepted by the readers. This study was conducted to analyse the errors of language usage in newspaper feature articles, especially in terms of word choices and sentence formations by observing the criteria suggested by Waterhouse (1989). Using systematic sampling, a total of 20 newspaper feature articles in Berita Harian and Utusan Malaysia from 1 October to 30 November 2016 were studied. The results of the content analysis revealed that there were 128 errors related to the usage of language in the chosen newspaper feature articles. The errors related to sentence formation was the highest, with 60 errors, whereas the usage of synonym was the lowest, around three. Overall, the findings did not observe the criteria of an effective journalism writing, particularly in word choices and sentence formations, suggested by Waterhouse’s (1989). Poor word choices might cause ambiguity and confusion among the readers while long-winded sentences and excessive explanations might cause the reader to lose focus thus failed to understand the content of the articles.

Sentra Main Peran untuk Meningkatkan Kemampuan Kosakata Anak di TK Dharma Wanita Kandangan Srengat Kota Blitar

Vocabulary is the basic of sentence formation, purpose of sentences will not be formed if there are no words. The richer a person's vocabulary, easier for him/her to arrange a sentence to communicate both orally and in written. This study aims to determine the effect of the application of the role playing center to increase vocabulary for children aged 4-5 years. The population and sample in this study were boys aged 4-5 years with low value criteria on the vocabulary development scale. This study used an experimental design research method. There are two groups, namely the experimental group and the control group. The analysis in this study used the Mann-Whitney U test and the Wilcoxon test.U mann-Whitney analysis obtained the average increase in scores in the experimental group (Mean Ranks on observations after treatment was 8.00and before intervention was given to 5,166) higher than the control group (Mean Ranks on observations after treatment was 3.00) This shows that the experimental group after being treated or treat in the form of a role playing center, the subject experienced an increase in vocabulary skills better than the control group where p <0.005. The Z score difference is 2,611 while the Wilcoxon p <0.005 difference Z score is 2,023. These show there are differences in vocabulary in the experimental group after being given treatment while the control group did not experience an increase where p> 0.005 and Z score 1.761

Assessing Spanish Proficiency of Online Language Learners after Year 1

<p>Online (OL) second language (L2) courses are becoming more widely offered in the United States; however, little information exists about the effectiveness of OL L2 courses beyond one semester or course. Therefore, the purpose of this study was to assess Spanish students’ oral proficiency after completing one year of OL only L2 courses. At the end of year one, students (<em>n</em>=65) completed the Versant exam, which scored overall level of oral proficiency as well as four sub-categories: pronunciation, fluency, sentence formation, and vocabulary production. The results showed that 40% of OL Spanish students met the ACTFL benchmark of Intermediate-Low, while 49% scored Novice-High, one level below the benchmark. A portion (15%) of students not reaching Intermediate-Low scored within a few points of the benchmark. A majority of the students also met the benchmark for pronunciation and fluency, but not for sentence formation or vocabulary production. These results show that it is possible for students enrolled exclusively in online Spanish language classes to meet benchmarks. Thus, OL language students can and should be held to the same standards of oral proficiency as their peers in seated classrooms.</p>

Pembentukan Kalimat Pasif Bahasa Jepang: Studi Kasus Pembelajaran Kalimat Pasif Bahasa Jepang Pada Pembelajar Indonesia

This study aims to analyze the errors in the construction of Japanese passive sentence. This research involves Indonesian Japanese language students of semester IV. The sample of this research is Indonesian essay in 200 words. Quantitative and qualitative methods are used based on the error establishment definition of Japanese passive sentence Ichikawa (2005). The research result shows that the students make mistake in changing the Japanese passive verb form by 53%, the error in particle selection as much as 24%, the error in the subject structuring and object complement 18% and error in sentence formation of Yari-morai (giving-taking) as much as 5%.The error in changing the Japanese passive verb form is caused by a lack of practice and understanding of Japanese passive forms. Error in particle selection is caused by negative transfer factor. The lack of students 'understanding of the formation of Japanese passive sentences causes learners to tend to arrange subjects and principals' objects in Japanese passive sentences following the Indonesian passive sentence arrangement rules. The results of this study can provide an overview for Japanese language teachers, especially about the acquisition of learning passive Japanese sentence language among Indonesian students to be able to make a variety of a more creative teaching.

ANALYTIC ASSESSMENT ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT (The Case at the Second Semester Students of English Education Department, Universitas Pancasakti Tegal in the Academic Year 2018/2019)

This study is aimed at describing students’ ability in writing descriptive texts viewed from analytic assessment presented by O’Malley and Pierce, involving composing, style, sentence formation, usage and mechanics. The study was conducted by applying a descriptive quantitative-qualitative method. The data were taken from 15 descriptive texts made by the second semester students of English Department, Pancasakti University Tegal 2018/2019. The result of the study shows that there are 33.4% of the students are “good”, 40% of the students are “fair”, and 26.6% of the students are “bad”. The students mean score is 65 (fair), and the scores of each components are as follows: composing is 71.6, style is 66.2, sentence formation is 60, usage is 55.7, and mechanics is 55. The result also shows that the texts are developed trough correct generic structure involving identification and descriptions. The writer suggested that the students need to study harder and practice more frequently to increase their writing ability, specifically in mechanics as their weakness in writing.

Analytic Assessment On Students’ Ability In Writing Descriptive Text

This study is aimed at describing students’ ability in writing descriptive texts viewed from analytic assessment presented by O’Malley and Pierce, involving composing, style, sentence formation, usage and mechanics. The study was conducted by applying a descriptive quantitative-qualitative method. The data were taken from 15 descriptive texts made by the second semester students of English Department, Pancasakti University Tegal 2018/2019. The result of the study shows that there are 33.4% of the students are “good”, 40% of the students are “fair”, and 26.6% of the students are “bad”. The students mean score is 65 (fair), and the scores of each components are as follows: composing is 71.6, style is 66.2, sentence formation is 60, usage is 55.7, and mechanics is 55. The result also shows that the texts are developed trough correct generic structure involving identification and descriptions. The writer suggested that the students need to study harder and practice more frequently to increase their writing ability, specifically in mechanics as their weakness in writing.

Parental reports of bilingual toddlers’ first words and grammar of Italian in majority and heritage language contexts

This study presents the results of an investigation into the size and composition of vocabulary and early sentence formation in two groups of young bilingual children, one acquiring Italian as a majority language and the other acquiring it as a heritage language. The results show high variability in the relationship between input and vocabulary size and composition in children between the ages of 24 and 29 months, while this relationship becomes more stable in children between the ages of 30 and 37 months. The results also show that the majority of children have a larger vocabulary and produce more complex sentences in the majority language, input received in each language does not systematically correlate with vocabulary size or with production of complex grammatical structures. The results shed light on some characteristics of early simultaneous bilingual language development. Implications for practice are discussed.

Dual Textuality of Law

This paper treats legal informatics as a scientific bridge between law and legal documentation. Ten layers are distinguished in the realm of law, e.g., phrase, sentence, sentence formation, and legal act. Four kinds of representation are distinguished in legal documentation (a document representation, a syntactic one, a semantic one, and a pragmatic one). A granularity question is discussed: what is the smallest entity – a document, a sentence or a word? Different software systems are built within each layer. Such applications link different layers of law with different representations.

SOME BASIC STRATEGIES IN TEACHING SPOKEN ENGLISH IN A NIGERIAN LANGUAGE ENVIRONMENT

Teaching pupils to speak English is more effectively achieved by allowing them to speak rather than by listening or reading. Pupils therefore must have the opportunity to express their likes and dislikes, to talk about their interests in living natural English. Without this training in the productive speech, skills pupils’ ability to communicate in spoken English will be meager despite acquisition of knowledge of rules of pronunciation, grammar and sentence formation. To help pupils to develop speaking ability, this paper describes procedures of teaching speech as a communicative activity. At the same time, it suggests some activities that encourage pupils to exchange ideas spontaneously, and to practise fluency in asking questions while focusing attention on the information instead of the linguistic forms carrying that information.

Gender Bias in Javanese Society: A Study in Language Forms Choice to Men and Women

This research aimed to reveal different ways of thinking of society for men’s and women’s positions from the sociolinguistic point of view to accomplish the previous research. The research was conducted by studying language data in sentence formation on short story (fiction) and article (nonfiction). The short story and article used as data sources originated from internet media. This research used a qualitative descriptive method. The data were analyzed using equality and distributional methods. The finding data are classified into two: language form choice difference is based on linguistic factor and non-linguistic factor. Linguistic factor includes morphology, lexicon, phrase, compounds words, idiom. Non-linguistic factor includes the use of husband’s and wife’s names; call of husband’s name after wife’s proper name. The research shows that gender bias in Javanese society is expressed in differences in language forms choice to men and women. The language forms obtained from the data covers differences in language forms choice as caused by a social way of thinking to men’s and women’s status in daily life.

Teaching Poetry Enhances Speaking Skills – an Analysis Based on Select Poems

English has become the medium of all relevant social interactions, discussions in all circumstances globally because of its numerous functions and preferences over several other languages. Language is the primary source of communication. It helps to exchange ideas and thoughts. The language skills, though not in proper way, are acquired at school level through the constituents of English Literature such as poetry, grammar and prose. This paper focuses how teaching poetry enhances the language skills of the students. Reading literature is an interesting area and it is the mirror of society. Poetry is one of the interesting areas in Literature which always awakens the senses and promotes literary things. It serves not only a model of literature but also a model for teaching skills of language such as reading and writing. Poetry is an effective way of language teaching. It helps the people to understand culture and to know the language. It also gives pleasure to the readers and gives them new models in their life to follow. Learning literature provides a platform to improve the communication skills of students. When the students read poetry, it improves their vocabulary, sentence formation, syntax, fluency and the creative skills. The genre poetry not only improves the communication skills but also improves the four skills such as LSRW ie, Listening, Speaking, Reading and writing.