Hasil untuk "Language. Linguistic theory. Comparative grammar"

Doug Brown

Marija Brašić

This paper reports on an experimental study on noun-verb agreement in so-called sandwiched configurations, where a coordinated subject (Goal) is situated between two participles (Probes). As reported by Marušič & Nevins (2020), in such configurations the two conjuncts of a coordinate subject control agreement with different probes, each one with the linearly closest probe – the first conjunct with the probe preceding the subject and the second conjunct with the probe following the subject. This study in addition confirms that two participles show agreement with the single, hierarchically highest conjunct, as well as having the first probe reflecting gender features of the closest (hierarchically highest) noun and the second one displaying default gender agreement. Hence, the configurations mirror exactly the agreement strategies found in simple, pre- and postverbal, coordinate structures. The acceptability rating experiment of Marušič & Nevins (2020) is conceptually replicated in Bosnian-Croatian-Montenegrin-Serbian (BCMS), with results confirming their study and their conclusions. The distributed model of agreement (Arregi & Nevins 2012) considers a two-step Agree operation, the second step of which, Agree-Copy, taking place post-syntactically, before or after linearisation, thus allowing Linear order to have a direct effect on agreement.

Banupriya Sivasubramaniyan, Aravind Banumathi Rajamanickam, Manjula Madhesan et al.

Technology integration in English language instruction has become essential in the digital age for the development of effective communication skills, particularly in writing. The effect of Digital Storytelling (DST) on improving the narrative writing abilities of BTech students learning English as a second language (ESL) is examined in this study. Based on metacognitive theory, which stresses learners'awareness and control of cognitive processes, the study investigates how DST promotes linguistic proficiency, creativity, and structured thinking. Two BTech student groups—the control and experimental groups—were evaluated during an eight-week intervention using a quasi-experimental design. The control group received traditional writing instruction, while the experimental group used multimodal tools like voiceovers, visuals, and narration scripts to complete DST tasks. Pre- and post-tests were given to evaluate students'progress in narrative writing using rubrics that emphasized vocabulary, grammar, coherence, organization, and creativity. The experimental group's narrative writing performance significantly improved, according to the findings, highlighting the contribution of DST to improving language proficiency, deeper engagement, and reflective thinking. By giving students a feeling of  purpose and ownership, the incorporation of digital storytelling not only enhanced the writing process but also inspired students. This study confirms that DST can be a transformative pedagogical tool in ESL contexts, especially for improving tertiary-level learners'narrative competencies. In order to improve student outcomes and encourage greater engagement with writing assignments, future implications recommend integrating DST into regular curricula.

L. Alimtayevа, Zh.B. Satkenovа, S. Beissembayeva

The article provides a comprehensive analysis of the theoretical foundations of syntactic annotation. The study presents a comparative overview of different grammatical schools and their approaches to syntactic structure. In particular, N. Chomsky‘s transformational-generative theory, the concepts of deep and surface syntax, and their role in the development of syntactic parsing programs and annotation models are examined. L. Tesnière‘s dependency grammar is highlighted as an alternative to the traditional subject–predicate dichotomy, proposing to represent the sentence as a graph. His theory of actants, centered on the predicate verb, is analyzed as a model that significantly influenced modern computational language processing practices. I. Mel‘čuk‘s Meaning–Text Theory (MTT) emphasizes the importance of formally representing syntactic valency and semantic actants, and it has been widely applied in machine translation and computational lexicography. The main aim of the research is to establish a scientific and theoretical foundation for syntactic annotation of the Kazakh language. The methodological framework includes comparative-descriptive analysis, formal grammar models, and structural-syntactic analysis. The advantages of constituency and dependency grammars are discussed, with the conclusion that the dependency grammar model is more adaptable to the grammatical system of Kazakh. The paper also evaluates the possibilities and limitations of the Kazakh syntactic annotation within the Universal Dependencies (UD) project. While UD provides an effective platform for cross-linguistic unification, the syntactic annotation of Kazakh should not be restricted to this framework. A national corpus-based annotation is required to adequately capture the language‘s unique features, such as its agglutinative structure, case multifunctionality, possessive constructions, and specific properties of complex sentences. The study contributes to strengthening the theoretical foundations of syntactic annotation in Kazakh linguistics and offers significant practical implications for the development of national corpora and further advancement of language technologies.

Mykhailo Ginzburg

Background. From 1933 to 1991, the totalitarian government had been actively interfering with the structure of the Ukrainian language, banning not only specific words but also syntactic constructions, grammatical forms, and word-formation models and implementing instead other ones influenced by Russian or even borrowed from the Russian language. This interference was documented as repressive prescriptions of the People`s Commissariat of Education of the Ukrainian SSR. Due to the long-standing dominance of these prescriptions, the syntactic constructions, grammatical forms, and word-formation models forcibly removed from the authentic Ukrainian language and branded as “nationalistic” became somewhat forgotten or completely forgotten. At the same time, those imposed by Soviet textbooks and grammar books became habitual and natural.Contribution to the research field. The present study is dedicated to the necessity of getting rid of forcibly introduced syntactic constructions and grammatical forms in modern literary Ukrainian. For this purpose, based on the analysed sources, the seven most important prescriptive norms are systematically formulated. The latest linguistic theories (aspectology and typology of passive and resultative constructions) are involved in proving the fundamental impossibility of Ukrainian constructions with the instrumental case of an actor.Purpose:1) to clearly outline the main imposed syntactic constructions and grammatical forms that, as a result of many-year government interference with the structure of the Ukrainian language, have become deeply embedded in the official speech and the professional and educational literature;2) to formulate prescriptive norms that must be implemented as precise prescriptions in academic grammar books and school and university textbooks, as well as to be approved as a grammar standard of the Ukrainian language.Methods. The first research method is a comparative analysis of the sources in terms of their presentation of the syntactic and morphological norms of the Ukrainian language, which were the main object of government interference. The second method is to generalize the results of the comparative analysis. Taking into account how the compared sources present these norms, the following seven groups of sources have been selected: 1) the language-related sources that are not garbled by government interference; 2) the repressive prescriptions and editions and projects on Ukrainian orthography before 1941; 3) the «canonical» Soviet grammar-related publications and editions on Ukrainian orthography after 1945; 4) the innovative Soviet grammar-related publications issued after 1945; 5) the grammar-related academic publications, textbooks and editions on Ukrainian orthography of the Independence period; 6) the studies on the revival of specific norms of the Ukrainian language; 7) the manuals on the culture of the Ukrainian language.Results. The author identifies two of the primary deficiencies in the contemporary Ukrainian language syntax caused by these repressive prescriptions: the use of verbs ending in ‑sia in the passive meaning and the use of the actor in the instrumental case. The author describes attempts to bring the system of Ukrainian diieprykmetnyks as close as possible to the Russian system by way of implementing the types of diieprykmetnyks ending in ‑chyi, ‑shchyi, ‑shyi, and ‑myi into the Ukrainian orthography of 1933 and the projects on orthography of 1938 and 1940; as a result, up today a comprehensive elimination of the diieprykmetnyks ending in ‑chyi has not been achieved so far.Discussion. The article proposes to re-implement the forcibly removed prescriptive norms into contemporary academic grammar books and school and university textbooks and to approve them as a grammar standard for the modern Ukrainian language. This will help overcome the main consequences of many-year government interference.

P. D. Groote, Maxime Guillaume, Agathe Helman et al.

Torresin, Linda

The author describes a new didactic model developed on the Moodle platform for teaching Russian‑Italian translation in the university context. The model, aimed at developing the translation competence of learners, is based on the cooperative learning method and general foreign language teaching principles. Using a longitudinal study involving the collection of qualitative and quantitative data, the model was tested in a 42‑hour asynchronous MA course unit. The findings indicate that the proposed didactic model, which brings together translation theory and practice, can successfully promote the development of translation competence in students.

Catharina Cesilia Tjernberg, Karin Forsling

Previous research states that accessibility and participation are prerequisites for students, regardless of ability, to be able to develop in school. The point of accessibility and participation is that everyone should be able to feel included and have access to learning. From an inclusive education perspective, the interest of this study is how teachers work in diverse literacy practices to address a variety of student conditions and needs. By studying how some primary education teachers describe how they design and stage learning environments, we want to contribute new knowledge about inclusive literacy practices. The data collection was carried out through focus group discussions. We analysed the data with Critical Literacy (CL) as a theoretical framework, and the related concepts of domination, access, diversity, and design were used. The general impression that emerges from our study is that teachers design literacy activities based on both supportive and inclusive aspects and with a focus on variation and diversity. In the study, more similarities than differences emerged, for instance a focus on multimodal methods and the importance of didactic flexibility. The teachers also highlighted the importance of producing text, not just consuming and processing existing texts. Sometimes the analysis reveals differences. Even so, the teachers’ intentions to include all students in the classroom education remain significant.

Marta Guirao Ochoa

O. B. Prisca, U. K. Priscilla, Nkechi Obiukwu Elizabeth

Linguistic plurality is a situation in which a speech community speaks more than one language. It is a complex sociolinguistic phenomenon that helps explain the complexity of human nature. Human beings cannot exist in isolation and are therefore inclined towards interaction and transaction. The need and desire to interact leads to language contact, where two or more languages co-exist and are constantly used by people who share definitive interests. Linguistic homogeneity is illusory, since there is hardly any linguistic community that is absolutely monolingual. Despite the complexity of linguistic diversity, the world has recorded tremendous developments in the arts, sciences, and technology. This highlights the strength that lies in diversity. The utilitarian nature of multilingualism can be explored for the growth and development of human society, as language is a key factor in development. Although multilingualism might pose a threat to nationalism, it is apparently the basis of nationhood in Nigeria, having existed even before colonization. The purpose of this paper is to explore the importance of linguistic plurality for sustainable development. This study uses a descriptive and qualitative methodology, heavily relying on the nativist theory and the framework of Role and Reference Grammar (RRG) as its major underpinnings. Drawing from these frameworks, the paper observes that language acquisition occurs naturally with the presence of the Language Acquisition Device (LAD), and consequently, languages are used to perform functional roles. The scope of this work is limited to multilingualism and sustainable development in Africa, with particular emphasis on Nigeria.

Tatyana Baranovskaya, M. Antonova, Anna Zakharova et al.

Background. The linguistic worldview theory stems from Humboldt’s ideas concerning the interdependence of language and its speakers. Since Humboldt’s time national linguistic worldviews remain a challenging aspect of linguistic research accounting for a significant number of publications. Since linguistic worldview is a multi-faceted phenomenon, studies differ in terms of the facets they investigate and applied methodology. The linguistic worldview research has covered a wide array of linguistic worldview fragments and utilised monolingual material as well as cross-linguistic analysis of worldview fragments. However, so far, little attention has been paid to the analysis of this ever-increasing body of research and quite few studies have attempted to review the literature in this field. Purpose. The subject field scoping review aims to overview the available literature on national linguistic worldviews and answers the three questions: What is a diachronic change of researchers’ interest in the issue? What fragments of linguistic worldview have been investigated comprehensively? What are the most frequently used methods of modelling the linguistic worldview? Methods. The literature for the scoping review was retrieved from the three electronic databases: SciVerse Scopus, Web of Science (Core Collection), and Google Scholar. Literature selection was performed in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). To generate a list of current research directions, which rest on the analysis of fragments of linguistic worldview, the visualisation map of authors’ key words was created using the VOSviewer software. Results and Implications. The concise scoping review of the previously published literature on linguistic worldview shows that most publications date between 2015 and 2021 and the years yielding most publications are 2018 and 2019. The number of publications mentioning linguistic worldview grew each year within the study period. The analysis of linguistic worldview fragments helped to identify six directions of researchers’ interest in the linguistic worldview field which include lexical fragments, linguistic worldview and consciousness, phraseological fragments, reflection of linguistic worldview in different discourses, linguistic worldview in translation and teaching, and grammar fragments. The most frequently used methods of modelling the linguistic worldview are an associative psycholinguistic experiment, a conceptual analysis, and a comparative method.

Julia Uddén, Annika Hultén, Jan-Mathijs Schoffelen et al.

AbstractThis study investigated two questions. One is: To what degree is sentence processing beyond single words independent of the input modality (speech vs. reading)? The second question is: Which parts of the network recruited by both modalities is sensitive to syntactic complexity? These questions were investigated by having more than 200 participants read or listen to well-formed sentences or series of unconnected words. A largely left-hemisphere frontotemporoparietal network was found to be supramodal in nature, i.e., independent of input modality. In addition, the left inferior frontal gyrus (LIFG) and the left posterior middle temporal gyrus (LpMTG) were most clearly associated with left-branching complexity. The left anterior temporal lobe showed the greatest sensitivity to sentences that differed in right-branching complexity. Moreover, activity in LIFG and LpMTG increased from sentence onset to end, in parallel with an increase of the left-branching complexity. While LIFG, bilateral anterior temporal lobe, posterior MTG, and left inferior parietal lobe all contribute to the supramodal unification processes, the results suggest that these regions differ in their respective contributions to syntactic complexity related processing. The consequences of these findings for neurobiological models of language processing are discussed.

فرناز ساسانی, مه کامه اینانلو

در این جستار سعی‌ بر آن بوده است تا بر مقوله کاربرد زمان گذشته در ترجمه متون روایی بپردازیم. بنا به نظر جاکوبسون (Jakobson) و نیدا (Nida) چگونگی تعبیر پیام نویسنده و برگزیدن معادل صحیح یکی از مشکلات عمده ترجمه متون ادبی از جمله ترجمه متون روایی است. مفهوم زمان از منظر روایت‌شناسی تعریف خاص خود را دارد و برای درک بهتر داستان از اهمیت بسیاری برخوردار است؛ از سوی دیگر کاربرد زمان‌ها بویژه زمان گذشته بدنه اصلی یک متن روایی را تشکیل می‌دهد که مطالعه نمودهای فعل و زمان‌های آن در تعامل با جنبه‌های روایت‌شناختی، مفاهیمی همچون نظم و ترتیب، تداوم یا دیرش و نیز بسامد افعال را در داستان جهت ارائه ترجمه صحیح با در نظر گرفتن نقش فعل در زمان پریشی روایت شفاف می‌سازد. در این پژوهش مشاهده شد که شگردهای فعل در متن روایت، تاثیر بسزایی در انتقال معنای داستان و ضرب آهنگ روایت داشته است که بطور کلی در ترجمه این متون می‌تواند مشکلاتی برای مترجم ایجاد نماید. به این منظور در ترجمه اثری فاخر از رومن گاری، نویسنده فرانسوی، به نام پرندگان می‌میروند در پرو می‌میرند به نحوه خوانش مترجم از متن اصلی و چگونگی نمودهای فعل در روایت متن مقصد پرداخته شده تا ظرفیت‌های فعل در بازسازی متون روایی در ترجمه را نمایان کند. این بررسی نشان داد که عملکرد افعال و مفهوم زمان تا چه اندازه در ترجمه، مترجم را به مسیر روایی متن نزدیک نموده است.

Andressa Nunes Santos, Diego Grando

Christian Bök é um escritor e poeta conceitual canadense, professor de Escrita Criativa na Universidade de Melbourne, na Austrália. Na esteira de outros poetas conceituais que deram início ao campo de produção da arte transgênica, Bök engendrou um projeto híbrido entre as áreas da poesia e da biologia a fim de criar um poema vivo e imortal. Através de uma formação autodidata nas áreas de biologia molecular, biogenética e engenharia genética, o poeta desenvolveu, em teoria, uma forma de escrever um pequeno poema e introduzi-lo no DNA de uma bactéria resistente ao fogo, à água, à radiação e à própria explosão do Sol, capaz de sobreviver, inclusive, no espaço sideral. Além disso, parte do seu projeto era induzir a bactéria a ler o poema original e a produzir um verso poético em resposta. Este artigo descreve como Christian Bök comprovou em laboratório a viabilidade da sua teoria ao escrever um verso no DNA de uma bactéria modelo para estudos genéticos, a Escherichia coli, e obter dela, na sequência, um verso em resposta.

Seyede Sahar Javid, Jalal Rahimian, Amirsaeid Moloodi et al.

The present study aims at examining the possible relation between metaphor and impoliteness in the context of interpersonal media gossip. To this end, we collected data related to 20 celebrities (10 actors and 10 actresses) regarding 60 linguistic situations that occurred from August 2018 to April 2020. Words under examination were 51449. According to the findings of the study, human conceptualization based on source domains such as shit/ animal waste matter, useless things, cartoon/ fictional characters, useless money, dirty substance, imaginary/ metaphysical beings, mushroom, bread, weekdays, fat, and disease/blight were accompanied by impoliteness. These findings justify the role of impoliteness in confirming the direct relation between metaphor and impoliteness to the extent that human is considered as one of the above domains. Interpersonal media gossip prepares the grounds for the use of 345 metaphors along with impoliteness which has its roots in special features of this type of gossip. Among all source domains, concepts such as shit/ animal waste matter are of the highest frequencies. Among impoliteness strategies related to naming, one must point to the negative impoliteness sub-strategy. Language users attempt to hurt the positive face of people from themselves by using positive impoliteness.

V. Vysotska, Svitlana Holoshchuk, Roman Holoshchuk

O. Ariskina, E. Dryangina, G. Lutfullina

The objective of this article is to analyze Apollos’ linguistic personality and answer the question whether the linguistic personality of a priest-scholar, author of grammar writings, public figure of the 18th century can be exemplary during the formation of a modern educator’s linguistic personality. To solve the declared problem, a comparative analysis between the linguistic personality of the modern Russian teacher and the scholar of the past’s was done. This became possible due to the use of sociolinguistic methods – questionnaire survey and interview, as well as to the use of Yu. N. Karaulov method of analysis of linguistic personality, M.K. Petrov concept of sociocode and G. Lakoff cognitive metaphor theory. The main findings of the research: 1) it has revealed problems of modern education; 2) identified and described Apollos’ value orientations, transmitted to students; 3) formulated a scientific hypothesis: it is necessary to use the writings of linguists/philologists and educators of the past as a basis for the formation of linguistic personality of a modern educator, tutor, mentor, facilitator because linguistic personality of previous centuries’ scholars and methodologists can be recognized as a model linguistic personality for a teacher of Russian language and literature. The research findings can be introduced to a number of academic disciplines such as “Educator’s professional personality”, “Sociolinguistics”, “Cultural linguistics”, “Communicative-speech training”, “Academic eloquence”, “Genres of academic discourse”, “Stylistics”, “Russian language in the sociolinguistic aspect”, “Sociolinguistic foundations of communication” etc., they will also be essential in developing continuing (lifelong) education courses for teaching staff specializing in “Linguistic personality of a tutor: history and contemporaneity”. The novelty and originality of this research stems from the fact that 1) the analysis of pedagogical discourse was carried out in two time slices – year of 2019 and 18th century, that allowed to reveal the specificity of a Russian language and literature teacher’s linguistic personality in synchrony and diachrony, 2) Apollos’ grammar was for the first time 1 Ogarev Mordovia State University (MRSU), Saransk – Russia. Professor of the Department of Russian as a Foreign Language. Doctor of Philology. ORCID: https://orcid.org/0000-0001-5716-8881. E-mail: ariskina.o@bk.ru 2 Ogarev Mordovia State University (MRSU), Saransk – Russia. Associate Professor of the Department of Russian as a Foreign Language. ORCID: https://orcid.org/0000-0003-1646-9658. E-mail: lasina.83@mail.ru 3 Kazan State Power Engineering University (KSPEU), Kazan – Russia. Associate Professor of the Department of Foreign Languages. Doctor of Philology. ORCID: https://orcid.org/0000-0003-1572-5314. E-mail: gflutfullina@mail.ru Olga Leonidovna ARISKINA; Elena Anatolyevna DRYANGINA and Gulnara LUTFULLINA Rev. EntreLínguas, Araraquara, v. 7, n. esp. 2, e021027, 2021. e-ISSN: 2447-3529 DOI: https://doi.org/10.29051/el.v7iesp.2.15153 2 explored within the anthropocentric paradigm, 3) the prospects for further study are seen in taking from the best of the past philology to the matrix of modern education.

Virve Vihman, D. Nelson

Abstract Most, if not all, languages exhibit “animacy effects”: grammatical structures interact with the relative animacy of noun referents, as represented on various versions of animacy scales, with human discourse participants at one end and inanimate objects at the other. Cross-linguistic evidence attests to a range of linguistic phenomena conditioned by animacy, with complex effects requiring (a) subtler distinctions than a binary contrast [± animate] and (b) more sophisticated analyses than mapping higher animacy to higher grammatical role. This paper introduces the Special Issue, “Effects of Animacy in Grammar and Cognition”, in which the linguistic interest in grammatical effects of animacy is aligned with broader questions concerning animacy in cognition, including the origins of animacy in language, the biases underlying how we attend to animacy distinctions and how animacy affects discourse. Recent work in cognitive science and adjacent fields has contributed to the understanding of the role of animacy across linguistic domains. Yet, despite the consensus that sensitivity to animacy is a property central to human cognition, there is no agreement on how to incorporate animacy within linguistic theories. This SI focusses on the cognitive construal of animacy, aiming to extend our understanding of its role in grammar(s) and theory.

Xiaqing Li

Firstly the author introduces Systemic Functional Grammar in this paper, including the levels of language and their realization relationships, the systems of the three metafunctions and their submetafunctions, as well as the two levels of discourse analysis(DA). Then being based on different aspects of the systemic functional grammar, this paper analyzes the four discourses. Person system, mood and modality system, cohesion system in systemic function grammar are used in analysis of the first discourse “heal the world” which reveals some features of discourse of song. Understanding these characteristics can deepen understanding of the listener to the discourse of English song so as to improve the listener's ability to appreciate the song. When analyzing the other three discourses, the author uses the “context-text-commentary” method. Elaborate applicability of this linguistic theory to DA is the purpose. Finally, concluding that analysis of discourse with the systemic functional grammar analysis is not only a good way, but also it has very important significance.

Isaura Generoso Mourão, Bruno Garcia Vinhola, Nicole Morás et al.

O artigo apresenta a experiência do Programa de Extensão Análise Crítica de Produtos Midiáticos desenvolvido em escolas públicas da cidade de Porto Alegre (RS) pelo Grupo de Pesquisa em Comunicação Organizacional, Cultura e Relações de Poder (GCCOP) da Universidade Federal do Rio Grande do Sul (UFRGS), cujo objetivo é debater com jovens do ensino médio a mídia e seus produtos a partir da análise crítica dos modos de produção e de veiculação desses conteúdos. Partindo teoricamente dos conceitos de midiatização e de letramento midiático, o artigo analisa o impacto do programa para a formação de jovens cidadãos, bem como reflete sobre o papel da universidade no desenvolvimento de ações de extensão que permitam ampliar o alcance das pesquisas e das práticas acadêmicas no campo da Comunicação junto à sociedade.