Verb Phrase Research Articles

ESL classroom interactions in a translanguaging space

Abstract There has been a recent proliferation of studies pertaining to translanguaging. This impetus is largely driven by the increasing acknowledgement of daily communications as translingual practice. In fact, the closely related construct of plurilingualism has been incorporated into the development of the companion volume of the Common European Framework of Reference for Languages (Council of Europe. 2020. Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Available at: www.coe.int/lang-cefr). Despite the rising awareness towards translanguaging and plurilingualism in European and Northern American contexts (cf. Vallejo, Claudia & Melinda Dooly. 2020. Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism 23(1). 1–16), scepticism remains, especially in classroom settings. Through detailed analyses of extracts taken from 27 h of recordings of UK university ESL classroom interactions among Taiwanese L1 Mandarin students transcribed based on Jefferson (Jefferson, Gail. 2004. Glossary of transcript symbols with an introduction. In Gene Lerner (ed.), Conversation analysis: Studies from the first generation, 14–31. Philadelphia: John Benjamins) and supplemented by Matsumoto (Matsumoto, Yumi. 2019. Material moments: Teacher and student use of materials in multilingual writing classroom interactions. The Modern Language Journal 103(1). 179–204) and Zhu et al. (Zhu, Hua, Wei Li & Agnieszka Lyons. 2017b. Polish shop(ping) as translanguaging space. Social Semiotics 27(4). 411–433), we aim to demonstrate the complementarity effect of various multimodal resources in progressing classroom instructions. Our analyses reveal that the different linguistic and non-linguistic resources deployed contribute to scaffolding and the development of a layered understanding of the concept in discussion (e.g. phrasal verbs). We argue that the translanguaging space enables students to engage in deeper learning. Students are empowered to break down the rigid power structure and actively participate in knowledge co-construction. We end our paper by calling for research that bridges current understanding of translanguaging and policy and assessment strategies development.

Language sample analysis of conversation samples from school-age children who stutter: The role of syntactic factors in stuttering

IntroductionThe purpose of the study was to compare school-age children who stutter (CWS) and age-matched children who do not stutter (CWNS) in syntactic abilities and syntactic performance. MethodsComputerized Language Sample Analysis (LSA) was conducted on the conversation samples obtained from 46 school-age CWS and CWNS between 7 and 16 years (CWS, n = 23). Syntactic abilities were assessed using the Index of Productive Syntax (the IPsyn) and Developmental Sentence Scores (DSS) and mixed effects logistic regression analyses with participants as random effects were conducted to determine if the scores were predictive of group membership. Additionally, the groups were compared in the IPsyn subcategories to assess the use of syntactic structures. Syntactic performance was assessed by: (a) Categorizing the sentences from each conversation sample into high vs. low syntactic complexity categories based on DSS scores and comparing the sentence categories in % stuttered sentences (% SS); and (b) Comparing the groups in the proportion of phrase-level disfluencies (phrase repetitions vs. revisions) that are associated with syntactic planning. ResultsIn terms of syntactic abilities, the IPsyn scores interacted with the number of utterances (sample size) used to compute the scores in predicting group membership. In comparison to the CWNS, the CWS obtained higher scores in the IPsyn and the sentence structure subcategory of the IPsyn that were independent of sample size. In terms of syntactic performance: (a) Significantly more sentences were stuttered in the high compared to the low syntactic sentence category; (b) Compared to the CWNS who demonstrated significantly more phrase revisions, the CWS showed comparable and fewer phrase revisions and repetitions. Additionally, post-hoc analysis showed that the CWS used significantly elaborated noun phrases and a similar trend was evident for verb phrase elaborations. A significant association between verb phrase elaborations and%SS was also obtained. ConclusionsFindings from the IPsyn and the use of elaborate noun phrases, and to some extent verb phrases, suggested that the CWS used more complex syntax even in shorter conversational samples. More stuttered sentences in the high DSS sentence category, the use of fewer phrase revisions, and the association between stuttering and elaborated verb phrases in the CWS are interpreted to suggest the effects of syntactic planning and reformulation demands on fluency during ongoing articulation.

Exploring Figurative Language: Expressions and Metaphors in Sports Reporting of Java Pos (Edition, June 1, 2018)

The utilization of figurative language in sports reporting significantly enhances communication’s allure and competitiveness within this realm. Figurative language entails expressions not meant to be taken literally but carrying implied meanings that enrich interpretation for readers or listeners. It crucially illustrates action and drama in sports news, engendering a more immersive reading experience and influencing how events are comprehended. This research probes into the use of figurative language, particularly expressions and metaphors, within sports reporting's context. The study’s focal point was the June 1, 2018 edition of the esteemed Indonesian newspaper, Java Pos, renowned for its vibrant sports reporting, particularly in football. Data consisted of expressions and metaphors in the form of verbs, nouns, adjectives, and numerals, sourced from Java Pos' sports reporting (June 1, 2018 edition), especially relating to football. The methodology involved participatory observation reading 7 football-specific sports pieces and scrutinizing each for expressions and metaphors. Additionally, documentation was employed collecting and analyzing articles from the designated edition to assess metaphors and expressions through a figurative language lens. Post data collection, data was condensed and classified by category (nouns, verbs, adjectives, and numerals) then verified and interpreted contextually. Content analysis was applied for data analysis, comprehending the contextual use and its impact on reader comprehension. The findings unveiled the presence of expressions and metaphors, encompassing verb phrases, nouns, adjectives, and numerals, in the news reports. This study uncovers the usage of figurative language, enriching communication, fostering creativity, and contributing to elevated sports reporting quality and deeper audience understanding.

Promoting Vietnamese Learners’ Knowledge of English Phrasal Verbs: An Action Research Study

This study aims to promote the learning of phrasal verbs (PVs) of Vietnamese low-intermediate adult English-as-a-foreign language (EFL) learners. Thirty-one students were involved in the study over an eleven-week span. In this study we adopted an action research design with a four-stage procedure, including planning, acting, observing and reflecting. The planning stage starts with exploring how PVs are introduced in the textbooks through document analysis and investigating the students’ current knowledge of PVs thorough diagnose text. The acting stage goes with implementing some measures to raise the students’ awareness of the syntactic and semantic features of this lexico-grammatical area and to increase their uptake of PVs through both incidental and intentional learning. The observing phase works on systematically and continually evaluating the effectiveness of the action taken through regular, progressive tests and in-class discussion. The effectiveness of the treatment was measured with pre-, immediate post-, and delayed post-tests in a form of gap filling multiple choice individual sentences. The final stage is reflecting - mirroring the gains and limitations of the teaching and testing techniques implemented. The results of this study reveal a constrained depiction of the PVs in certain aspects, echoing concerns highlighted in prior research. The findings propose that the integration of PV instruction into the comprehensive enhancement of language proficiency for A1-B1 proficiency levels, coupled with a targeted cognitive approach to PVs at the A2-B1 levels, can result in enhanced, enduring retention of PV knowledge. This study deliberates on pragmatic implications for the efficacious advancement of EFL learners' comprehension and utilization of PVs.

The Role of Phrasal Verbs in Business Communication

The Role of Phrasal Verbs in Business Communication

ACCELARATING THE STUDENTS' FREQUENCY WORD FOR BASIC CONVERSATION BY GIVING A WEEKLY ACHIVABLE TARGET OF ENGLISH VOCABULARY AT JUNIOR HIGH SCHOOL 1 BONTOMMARANNU

This research is aimed to To find out many Action verbs and Phrasal Verbs are achivable by first grade students’ in a week at Junior High School. The research applied pre-experimental method with one group pre-test post-test design and the data were collected by giving pre-test, treatment and post-test. the sample of the research was VII 8 at Junior High School 1 Bontomarannu which consisted of 16 students. The population of this study was the first grade at Junior High School 1 Bontomarannu which consisted of 296 students in the academic year of 2021/2022. The sample was taken by cluster random sampling technique to select the sample of the research. The technique used for obtaining data was vocabulary test words. The research findings showed that the mean score of students vocabulary in action verb was proved by post-test 76.87 it was higher than the mean score of the students in pre-test 41.25. Mean score of the students vocabulary in phrasal verb was proved by pre-test 42.87 and post-test 76.25. and the hypothesis t-test value was 4.01. it means that Ha was accepted. In other words, vocabulary by giving a weekly achivable target was very good in enhance the students vocabulary especially in action verb and phrasal verb.

Partiklar i sørsamisk

The article presents the most central particles in Southern Sami, and argues that they constitute a separate part of speech different from adverbs. Most particles usually occur in the second position of the sentence, but several particles may also occur in second position in complex verb phrases, i.e. in third position in the sentence. A group of words have in previous research been treated as both proclitic and enclitic particles, it is argued here that these should be treated as adverbs.

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.

Old English perspectives on the complement shift

Abstract This article gathers a motivated inventory of Old English self-manipulative verbs, including Abstain verbs and Refrain verbs, analyses their semantics and syntax and offers diachronic perspectives on the replacement of that-clause complementation with the from + -ing construction. Such perspectives go in two directions. Firstly, the semantics of the that-clause remains intact throughout the change to the from + -ing construction. Secondly, deverbal nominalisations contribute to the semantics and syntax required by the gerund. The main conclusion is that Refrain verbs are exceptional because the competition leading to the Complement Shift does not hold between finite and non-finite clauses, but between finite clauses and deverbal nominalisations. This has two important consequences: the status of derived nominal linked predications must be acknowledged, and deverbal nominalisations must occupy the top of the syntactic ranking of clause linkage.

DEONTIC MODALITY IN GHANAIAN PENTE-CHARISMATIC SERMONS

The linguistic analysis of sermons has in recent times attracted some attention in linguistic research. Notwithstanding, studies on language use in sermons have predominantly examined the style of individual preachers but with limited attention to linguistic resources on deontic modality. To fill this gap, the present study examines the linguistic resources employed in expressing deontic modality in selected Ghanaian Pente-Charismatic sermons. It is theoretically underpinned by the Register Theory propounded by Halliday (1989) and Biber and Conrad (2009). The study is a qualitative case study that purposively sampled twenty Pente-Charismatic sermons delivered by three Ghanaian preachers namely Apostle General Sam Korankye-Ankrah; Bishop Charles Agyin-Asare and Bishop Nicholas Duncan-Williams. The findings reveal that modal verbs are used to make declarations and admonish listeners on various Christian principles, lexical verbs are used dominantly in the form of action verbs to construe preachers as powerful people who instruct congregants on their Christian obligations while auxiliary verbs are used to support the main verbs to emphasise various actions in the sermons. Phrasal verbs, adverbs, and clauses on the other hand are insignificantly used to enable the preachers to convey their messages in plain language that would be understood by their audience. This paper extends the scholarship on register analysis of sermonic discourse by focusing attention on Pente-Charismatic sermons, a context underexplored in the literature. It also illustrates the communicative implications that underpin the use of various forms of deontic modality in sermonic discourse. The study therefore has implications for the register theory and studies on language use in sermonic discourse.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

Additive extensive reading and syntactic development in second language writing: Analyses of syntactic complexity and sophistication in young EFL learners’ book reports

This study explores how input-driven activity through extensive reading leads to syntactic growth in young students’ written production. Twenty-six young students learning English as a foreign language participated in extensive reading as an additional activity after school for a month (ER group), and their syntactic development was inspected by analyzing 14 syntactic complexity and six syntactic sophistication indices in the students’ book reports written preceding and following the reading activity. This group’s performance in writing was compared with that of another group of students who did not participate in the reading activity (Comparison group). Results of analyses for syntactic complexity showed that the ER group significantly improved in the length of sentence, the number of clauses, the number of coordination, and the number of verb phrases. This group also improved in syntactic sophistication by using less frequent verbs and less frequent verb-construction combinations in writing after the reading activity. In contrast, the comparison group showed improvements only in the length of sentence. We discuss these findings and pedagogical implications in light of usage-based approaches to language learning.

Lexical Bundles in Reading Passages of English Textbook for Senior High School: A Comparative Study Between Three Textbooks of Different Grades

This study discusses lexical bundles in reading passages in English textbooks for senior high school. This study has two objectives, the first is to find out lexical bundles three-word and four-word are found in reading passages of English Textbook for senior high school for X, XI, and XII grade. Second, To find of lexical Category types found in reading passages of English Textbook for senior high school entitled ”Bahasa Inggris” for X, XI, and XII grade. In addition, this study used theory from Biber. According to Biber, the categories of lexical bundles are noun phrase, verb phrase and prepositional phrase. This study uses a quantitative descriptive method used reading passages in an English textbook for senior high school entitled "Bahasa Inggris". Data collection in this study was assisted by Antconc software to determine lexical bundles and analyze lexical bundles according the category of lexical bundles. From the results of the study there were 146 lexical bundles in X grade, 203 lexical bundles in XI grade, and 199 lexical bundles in XII grade. Then, 299 categories of lexical bundles noun phrases, 159 verb phrases, and 91 lexical bundles preposition phrases. Lexical bundles three-word and four-word are found in reading passages in English textbooks. Then, three-word lexical bundles have the highest occurrence rate. In addition, the noun phrase category has a level of occurrence that is often used in reading passages in English textbooks for senior high school.

The Use of Information and Communication Technology English in Colleges' of Education in Ghana: The Case of Upper West Region

The use of information and communication technology English equip student-teachers with the necessary pedagogical knowledge and terminologies to function well in their teaching career. The purpose of this study is to expose student-teachers to the right expressions in relation to ICT-English to adequately prepare them to excel in the teaching of ICT and the English language in order to meet the needs of the 21st century learners. Most of the researchers have focused on the pedagogical relevance of ICT-English language to teachers of English language to the neglect of the impact of ICT-English on the learners. In order to better meet the demands of the existing markets, common knowledge of the global language (ICT English) is believed to play a crucial role in more successful transactions internationally. In today's world, globalization and competitiveness has put more emphasis on preparing students (future specialists) to be innovative, think critically and effectively solve the world's problems. This paper equips students with the historical background of ICT, literature review, the needs, specialist discourse, materials, findings and conclusions. The researcher relied on mixed methodology and used questionnaire and interview guide as tools for the data collection. There is no field in this modern age that does not use ICT. We can even say that every establishment today depends largely on the use of ICT. Hence, education in any field would be incomplete without ICT knowledge. As such, ICT language and for that matter ICT English, has become a prerequisite skill to our development. Findings show that most the student –teachers now have mastery of phrasal verbs that have been formed through the combination of ICT terminologies with a verb and a preposition or adverb, or both. Most colleges of education employ the use of sophisticated ICT equipment and have in their custody projectors, laptops, mobile phones and drives. Keywords: Information, Communication, Technology, ICT English, Student-teachers

The Role of the Copula 是 si 7 In the Construal Of Focus Structure in Early Southern Min

The paper explores the role of the copula 是 si 7 in the interpretation of the focus structure in early Southern Min playscripts. I examine the configuration of 是 si 7 with respect to a range of functional/lexical categories such as kinds of adverbs, types of modals, voice (featuring causativity and passitivity), aspect, and negation as well as verb and noun phrases. I also put forward tree structures showing how focus vis-à-vis topic in cleft and pseudo-cleft clauses with 是 si 7 as the pivot are derived. In a nutshell, the syntactic position of 是 si 7 is versatile and yet constrained. There is an asymmetry of the distribution of subject and object focusing with respect to the position of the copula 是 si 7 . I posit with Rizzi (2013) that the focus feature in the FocP triggers merging the focus constituent to the head Foc in FocP in CP. Apart from bearing the assertive force in the clause typing, the copula 是 si 7 plays a supporting role of scoping over the focus constituent. I capture the syntactic behavior of the copula 是 si 7 by construing it as an indispensable pivot in the derivation of focus structure.

EFL Students’ Grammatical Errors in Writing Descriptive Text

The aim of this study is to find out grammatical most frequently made by the student in writing descriptive text. This study was quantitative and qualitative method. The population of this study is Students' English Department of Muhammadiyah University. The writer chose 23 students as the sample. In this study, collect the data used observation, writing test, and documentation. The result shows there were 328 items of error in the students’ writing. The percentage of errors made by students in writing descriptive text are noun phrase 49,7%, verb phrase36,3%, adjective phrase 8,8%and adverb phrase5,2%. The writer finds that the grammar errors that most of the students made were in noun phrases, with a cumulative total of 163 errors or 49.7%. From the research findings, it is suggested learners have to use these errors as a means to study more about correct the use of grammar in descriptive texting, especially in the use of noun phrases, verb phrases, and adjectives. For teachers to work harder on noun phrases and verb phrases because they are the most frequent failures that are made by students in their writing.

How to Perform English Word Stress on English Pronunciation

Word stress is a suprasegmental feature in English pronunciation. The word stress supports the correct articulation of English pronunciation. This qualitative research revealed the position of stress in English words. This research captured the pattern of English word stress. There are several phonologists discussing the word stress such as Chomsky, Hale, and Giegerich. The data taken was from the Oxford English Dictionary and from the English native spoken by observing, reading, listening, and noting. The way to analyze the data applied the textual analysis. The result of this research is the pattern of the English word stress articulation. From this research, it is known that the number of syllables determines the position of the stress. The ultimate stress occurs in two-syllable words. The penultimate and antepenultimate syllables occur in the words which have more than two syllables. The stress in the first syllable occurs in one-syllable, two-syllable, three-syllable, and four-syllable words. Stress does not fall on the affixes. However, the stress falls on the preposition for phrasal verbs. There is variation of stress position on the compound nouns and noun phrases due to their formation. Knowing stress’ position while pronouncing English helps distinguish the meaning literally.

The Dynamics of the Past and Future Tense Expressions in Dagbani

This paper discusses the degree of remoteness in Dagbani, a Mabia (Gur) language of the Niger-Congo language family spoken in Northern Ghana. The degree of remoteness has been discussed in Dagbani (Olawsky1999; Bodomo 2001; Botne 2012; Bodomo 2018). According to the scholars mentioned above, the verbal particles; sa, di and daa mark degree of remoteness in Dagbani. However, these scholars have not discussed all the possible means degree of remoteness can be expressed in the language. The time adverbials, the proximity markers, yɛ̂n and yólí, and others are not looked at. This paper, therefore, moves a step further to discuss the possible remoteness distinctions that are part of the ways tense is expressed in Dagbani. The paper uses Comrie’s (1985) conceptualisation of tense in human language in the discussion. Comrie’s explanation of the phenomenon shows that in some languages, the degree of remoteness is expressed using the time adverbials and other particles. Eliciting data from eight people in Tamale and Yendi, and existing literature, I support my intuition as a native speaker to demonstrate that the time adverbials and other particles either than only daa, sa and di express degree of remoteness in both past and future tenses in Dagbani.

Positive cross-linguistic influence in the representation and processing of sentence-final particle le by L2 and heritage learners of Chinese.

This study investigates the representation and processing of written Chinese sentences subject to a semantic condition (i.e., "direction of change") attached to the sentence-final particle (SFP) le in Mandarin Chinese. Three groups of bilingual speakers of Chinese and English who differ in their onset age of bilingualism and proficiency of English were studied. It was anticipated that there would be a positive cross-linguistic influence (CLI) from English due to similarities between the SFP le and the English adverb already in terms of direct semantic transfer. An acceptability judgment (AJ) task and a self-paced reading (SPR) task were conducted to elicit judgment and processing difficulty with and without semantic violations. The participants included English-dominant second language (L2) learners (n = 18) and heritage learners (n = 19) who had advanced proficiency in Chinese, as well as monolingually raised Mandarin speakers from China as a baseline control group (n = 18). The results indicated that sensitivity to violations of the semantic condition varied depending on factors such as the specific structure (noun vs. verb phrase), the task type (offline vs. online), and the type of bilingual speaker (early vs. late). Among the three groups of bilinguals, the heritage learners demonstrated a representation of the semantic condition that resembled the target language across different sentence structures, whereas the L2 learners did not. Furthermore, the heritage learners exhibited earlier sensitivity to violations during online processing compared to the baseline control group. These exceptional results can be attributed to the heritage learners' early exposure to and positive CLI between the SFP le in Mandarin and the English adverb already.

The Semantic Meaning of Verb+ Particle Construction Based on Emergent Metaphor Theory

The origin of Verb+ Particle can be traced back to the Old English period. During the development of Old English to Middle English, the Particle slowly replaced the role of verbal prefixes, and by the late Middle English, it completely replaced verbal prefixes and became a category used quite frequently in everyday English communication. The Verb+ Particle is one of the English phrasal verbs, and because of its multiple meanings, Chinese English learners easily confuse the meaning and make mistakes when acquiring and applying it, thus its becoming a major obstacle for English learners. The thesis tries to use emergent metaphor theory and construction grammar theory in cognitive pragmatics to analyze the semantic meaning of the four common particles down from the form and meaning of Verb +particle constructions, and then to use the meaning features to relate the specific meaning items of Verb + particle. participants, thus strengthening the ability to understand and use Verb +particle in specific contexts, and exploring a new path for English learners to understand the semantic meaning of Verb+ particle.

Computational analysis of Finnish nonfinite clauses

Abstract Finnish nonfinite clauses constitute a complex grammatical class with a seemingly chaotic mix of verbal and nominal properties. Thirteen nonfinite constructions, their selection, control, thematic role assignment, nonfinite agreement, embedded subjects, and syntactic status were targeted for analysis. An analysis is proposed which derives their syntactic and semantic properties by relying on a computational model of human information processing. The model analyzes Finnish nonfinite constructions as truncated clauses with one functional layer above the verb phrase. Research methods from naturalistic cognitive science and computational linguistics are considered as potentially useful tools for linguistics.