Hasil untuk "Comparative grammar"

Nicola Riccardi

Abstract This article investigates the epistemological convergence between French historiography and French Discourse Analysis (FDA), emphasizing their shared focus on language as a vehicle for historical meaning and ideological formation. Tracing the evolution from the Annales School to post-structuralist thinkers such as Foucault and LaCapra, the study highlights how history has increasingly embraced discourse as both a methodological tool and an object of analysis. Through a case study of Santiago Abascal, leader of Spain’s far-right party Vox, the article illustrates how FDA concepts – such as lexical worlds, interdiscursivity, and discursive ethos – can be applied to political rhetoric in the digital age. Using lexicometric methods (IraMuTeQ, SketchEngine) and qualitative interpretation, the study analyzes a corpus of Abascal’s tweets (2019-2022), focusing particularly on the term golpista as a strategic signifier of ideological antagonism. The findings show how far-right discourse reactivates historically loaded terms to construct binary oppositions and mobilize collective memory. Ultimately, the article argues that FDA offers historians a powerful framework to interrogate the linguistic production of identity, power, and historical continuity in contemporary political narratives.

Aneeqa Ahmad, Musarrat Azher, Muhammad Asim Mahmood

This study aims at investigating how humor is constructed in corporate memes through cognitive mechanisms and how corporate memes are used as a collective voice by Pakistani employees to express discontent with their work culture and organizational practices. Based on Conceptual blending theory (Fauconnier, & Turner, 2002), this research paper analyzes Pakistani corporate memes selected from widely used platforms such as Instagram, Facebook, Reddit, and Pinterest. Drawing upon Bakhtin’s conception of Carnivalesque (Bakhtin, 1984), the significance of workplace humor in challenging dominant narratives, questioning power imbalance and facilitating collective acknowledgement has been highlighted. The findings suggest that the dynamic cognitive processes are responsible for the successful interpretation of humor within corporate memes, depending upon integration of distinct mental spaces evoked by exposure to various ideas present in targeted memes. Further, it is revealed that the workplace memes have the potential to express critique and assert new perspectives by employing techniques such as grotesque exaggeration, visual metaphor, imagery, hyperbole and sarcasm. This article contributes to new debates on internet memes and their potential to galvanize action within digital realm.         Conflict of interest: The authors have declared no potential conflicts of interest and falsification/fabrication of data with respect to the research, authorship, and/or publication of this article.

Alina Dushkevych

The article is devoted to a comprehensive analysis of the resources of forming the English terminological system of inclusive education in the modern educational environment. The role of terminology as a tool for standardizing knowledge, communication and scientific understanding of inclusion problems is considered. It is shown that the development of inclusive education requires a clear delineation of the terminological apparatus, since it is the terms that ensure accuracy in defining concepts, unambiguousness in use and unity in the interpretation of international and national educational documents. The formation of the English-language terminological system is based on international regulatory acts, such as the "Convention on the Rights of Persons with Disabilities", "Salamanca Statement and Framework for Action on Special Needs Education", as well as numerous legislative acts of the USA (in particular the "Individuals with Disabilities Education Act" - IDEA). An important role in this process is played by glossaries, encyclopedias and textbooks on pedagogy, psychology and special education, which systematize, unify and disseminate professional vocabulary. Particular attention is paid to the analysis of key concepts of English-language inclusive education: "inclusive education", "special educational needs", "learning disabilities", "barrier-free environment", "universal design for learning", "accessibility" and their Ukrainian counterparts. It is emphasized that when translating and adapting terms, it is necessary to take into account not only the lexical-semantic aspect, but also the cultural-pedagogical context in order to avoid shifting meanings. The terminological base of inclusive education performs a number of functions: cognitive (ensuring the scientific validity of concepts), communicative (unification of interdisciplinary and intercultural communication), normative (consolidating standards in legislation and educational policy) and practical (ensuring the effective work of teachers, psychologists, social workers). It is noted that the terms must meet the criteria of accuracy, conciseness, unambiguousness and international comprehensibility.

Xunmo Yang, Taylor Pospisil, Omkar Muralidharan et al.

This paper outlines a grammar of data analysis, as distinct from grammars of data manipulation, in which the primitives are metrics and dimensions. We describe a Python implementation of this grammar called Meterstick, which is agnostic to the underlying data source, which may be a DataFrame or a SQL database.

Tikhon Pshenitsyn

We introduce bonding grammars, a graph grammar formalism developed to model DNA computation by means of graph transformations. It is a modification of fusion grammars introduced by Kreowski, Kuske and Lye in 2017. Bonding is a graph transformation that consists of merging two hyperedges into a single larger one. We show why bonding models interaction between DNA molecules better than fusion. Then, we investigate formal properties of this formalism. Firstly, we study the relation between bonding grammars and hyperedge replacement grammars proving that each of these kinds of grammars generates a language the other one cannot generate. Secondly, we prove that bonding grammars naturally generalise regular sticker systems. Finally, we prove that the membership problem for bonding grammars is NP-complete and, moreover, that some bonding grammar generates an NP-complete set.

Stepan L. Kuznetsov, Alexander Okhotin

A new family of categorial grammars is proposed, defined by enriching basic categorial grammars with a conjunction operation. It is proved that the formalism obtained in this way has the same expressive power as conjunctive grammars, that is, context-free grammars enhanced with conjunction. It is also shown that categorial grammars with conjunction can be naturally embedded into the Lambek calculus with conjunction and disjunction operations. This further implies that a certain NP-complete set can be defined in the Lambek calculus with conjunction. We also show how to handle some subtle issues connected with the empty string. Finally, we prove that a language generated by a conjunctive grammar can be described by a Lambek grammar with disjunction (but without conjunction).

Magdalena Lidia Lobert

In the article, selected names of places in southern Warmia will be discussed and subjected to linguistic analysis. On this basis, the division of these toponyms will be made in terms of the linguistic affiliation of their morphemes, which have their source in Polish, German and Prussian. The history of the activity of the Commission for the Determination of Place Names will also be presented, which after World War II, immediately after the incorporation of Warmia into the Polish state, began intensive work on giving German names their Polish equivalents. The collected material will make it possible to formulate the methods most likely used by the Commission during its work, as well as to show conclusions regarding the impact of national identity and state policy on changes in the naming of places in Warmia.

Muhammad Waqar Ali, Muhammad Iqbal, Sareer Badshah

Teaching of English as an international language (EIL) necessitates promoting intercultural communicative competence (ICC) to enable the individual to survive and progress in multicultural societies. It thereby requires them to develop intercultural attitudes—one of the essential components of ICC. The current paper strives to fathom their intercultural  attitudes before and after the intervention, and to measure the impact of the treatment on their intercultural attitudes. Based on the material designed for promoting intercultural competence, a semester-long course was carried out as the intervention. Unlike the control group, the treatment group was exposed to the treatment. A self-report survey was administered to both groups before and after the treatment. Though both groups reported improvement in their attitudes, the mean differences and effect size values for the cumulative scale and subscales indicate a substantial difference between the attitudes of the two groups; it thereby may be inferred that the treatment proved to be effective in cultivating intercultural attitudes. Furthermore, female participants slightly surpassed the male participants in certain attitudes, but the difference infinitesimal.

Ieva Šelekaitė, Robertas Kudirka

Hans Christian Andersen is one of the most famous Danish writers whose fairy tales have been read by almost every child. The first book of Andersen’s fairy tales appeared in Lithuanian in 1895 and their popularity has not faded ever since. However, most Lithuanian translations consist of fairy tales translated not from Danish, but from intermediate languages (English, Spanish, Italian, French). This article analyses abridged, retold versions and translations from the intermediate languages of Andersen’s tale “Thumbelina”. It is concluded that, due to commercialization and the desire to publish the tales more cheaply, they are distorted and simplified. As a result, the storyline changes and the artistically motivated, integral structural elements of content and form are violated.

Grant Dick, Peter A. Whigham

Grammars provide a convenient and powerful mechanism to define the space of possible solutions for a range of problems. However, when used in grammatical evolution (GE), great care must be taken in the design of a grammar to ensure that the polymorphic nature of the genotype-to-phenotype mapping does not impede search. Additionally, recent work has highlighted the importance of the initialisation method on GE's performance. While recent work has shed light on the matters of initialisation and grammar design with respect to GE, their impact on other methods, such as random search and context-free grammar genetic programming (CFG-GP), is largely unknown. This paper examines GE, random search and CFG-GP under a range of benchmark problems using several different initialisation routines and grammar designs. The results suggest that CFG-GP is less sensitive to initialisation and grammar design than both GE and random search: we also demonstrate that observed cases of poor performance by CFG-GP are managed through simple adjustment of tuning parameters. We conclude that CFG-GP is a strong base from which to conduct grammar-guided evolutionary search, and that future work should focus on understanding the parameter space of CFG-GP for better application.

Takuya Mieno, Shunsuke Inenaga, Takashi Horiyama

Grammar-based compression is a loss-less data compression scheme that represents a given string $w$ by a context-free grammar that generates only $w$. While computing the smallest grammar which generates a given string $w$ is NP-hard in general, a number of polynomial-time grammar-based compressors which work well in practice have been proposed. RePair, proposed by Larsson and Moffat in 1999, is a grammar-based compressor which recursively replaces all possible occurrences of a most frequently occurring bigrams in the string. Since there can be multiple choices of the most frequent bigrams to replace, different implementations of RePair can result in different grammars. In this paper, we show that the smallest grammars generating the Fibonacci words $F_k$ can be completely characterized by RePair, where $F_k$ denotes the $k$-th Fibonacci word. Namely, all grammars for $F_k$ generated by any implementation of RePair are the smallest grammars for $F_k$, and no other grammars can be the smallest for $F_k$. To the best of our knowledge, Fibonacci words are the first non-trivial infinite family of strings for which RePair is optimal.

Angela Lee-Smith

Korean language programs in US higher education are experiencing noticeable and continuous growth. While students’ interest in Korea may initially be driven by Korean pop culture, Korean language educators need to expose these students to advanced-level language study and content. This paper addresses content-based project modules designed by interweaving the multiliteracies- and Standards-based frameworks. These modules enable students to connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic- and career-related contexts.

Yining Hong, Qing Li, Song-Chun Zhu et al.

Cognitive grammar suggests that the acquisition of language grammar is grounded within visual structures. While grammar is an essential representation of natural language, it also exists ubiquitously in vision to represent the hierarchical part-whole structure. In this work, we study grounded grammar induction of vision and language in a joint learning framework. Specifically, we present VLGrammar, a method that uses compound probabilistic context-free grammars (compound PCFGs) to induce the language grammar and the image grammar simultaneously. We propose a novel contrastive learning framework to guide the joint learning of both modules. To provide a benchmark for the grounded grammar induction task, we collect a large-scale dataset, \textsc{PartIt}, which contains human-written sentences that describe part-level semantics for 3D objects. Experiments on the \textsc{PartIt} dataset show that VLGrammar outperforms all baselines in image grammar induction and language grammar induction. The learned VLGrammar naturally benefits related downstream tasks. Specifically, it improves the image unsupervised clustering accuracy by 30\%, and performs well in image retrieval and text retrieval. Notably, the induced grammar shows superior generalizability by easily generalizing to unseen categories.

Liliana Gonçalves

Neste trabalho, descrevemos não só as diversas formas de dar feedback aos aprendentes, neste caso chineses, após a realização de uma tarefa escrita, mas também o processo que adotámos para tornar o trabalho de correção mais eficiente e eficaz. Assim, na parte mais teórica deste estudo, abordamos o feedback dado pelos pares (colegas de turma) e o feedback que envolve o docente, não só escrito (direto e indireto), mas também face a face. Na parte prática deste trabalho, analisáamos como o ‘método’ de correção e de reescrita adotado torna o processo mais reflexivo e ponderado, verificando-se não só o melhoramento dos textos, mas também a retenção de aspetos compreendidos e corrigidos, ainda que essa retenção não seja total na maioria dos casos.

I. Šimonová

Karim Sadeghi

Esmaeil Heydari Asl

John Christopher Wade

It is the purpose of this paper to examine some aspects of autonomy in language learning with a specific focus on the transition from high school to the first year at university. This transition can be problematic, in that study at a university level requires a degree of independence and initiative which is not generally required in the supportive learning environment of the school system. Our starting point is identifying those characteristics which make a good language learner (Naiman et al. 1978; Johnson 2001; Maftoon and Seyyedrezaei 2012) and to demonstrate that these characteristics are largely an innate capacity of some and not all learners. Among these characteristics there is the ability to establish a systematic and autonomous approach to the learning process on the basis of personal inclinations and individual life-skills (Dublin Descriptors 2005). In this sense the good learner is not a passive participant in the process, but, as Schön (1987) claims, acts as a ‘problem-solver’, able to make decisions and put those decisions into practice. That is to say, learning is ‘the creation of knowledge’ (Kolb 1984). Finally, an approach to developing learner autonomy is illustrated, based on the personal experience of the author within the context of a first year ESP course in Communication Studies at the University of Cagliari (Italy). The course makes extensive use of the new technologies through a Moodle platform. It will be demonstrated that a blend of traditional teaching and e-learning can provide a ‘bridge’ between school and university, allowing the learner to move within a flexible environment and acquire the skills necessary for successful learning.

Kitti Gelle, Szabolcs Ivan

A prefix grammar is a context-free grammar whose nonterminals generate prefix-free languages. A prefix grammar $G$ is an ordinal grammar if the language $L(G)$ is well-ordered with respect to the lexicographic ordering. It is known that from a finite system of parametric fixed point equations one can construct an ordinal grammar $G$ such that the lexicographic order of $G$ is isomorphic with the least solution of the system, if this solution is well-ordered. In this paper we show that given an ordinal grammar, one can compute (the Cantor normal form of) the order type of the lexicographic order of its language, yielding that least solutions of fixed point equation systems defining algebraic ordinals are effectively computable (and thus, their isomorphism problem is also decidable).

Krzysztof Tomasz Witczak

Latin lōrum in the Light of Etymology The traditional etymology of Lat. lōrum n. ‘strap, girdle, rein’, according to which it is related to Arm. lar ‘strick, rope, band’ and Greek (Homeric) εὔληρα, Doric αὔληρα n. pl. ‘reins’, should be rejected for phonological and morphological reasons. The present author suggests a new explanation of the Latin term in question. It derives from the Italic archetype *lōsom n. ‘strap, belt, girdle’. Close equivalents are attested in Indo-Iranian, cf. Old Indic rā́snā- f. ‘girdle’ (< IE. *lōsnā); Khotan Saka rrānä ‘belt’, Ossetic ron ‘belt, girdle’ (< Iranian *rāhnā- < IE. *lōsnā), Sogdian r’n’(kh) ‘belt’ (< Iran. *rāhnā-ka-); Wakhi ran-dáq, ran-dak ‘leather strap’ (< Iran. *rāhna-taka-). The Indo-European root *lōs- (< PIE. *leh₃s-) is also attested in Ancient Greek, cf. Gk. λῶμα n. ‘hem, fringe, border of cloths’ (< IE. *lṓs-mn̥ n.), Aeolic λῶστοι pl. ‘stitched’, ἄλωστοι pl. ‘unstitched’, εὔλωστοι pl. ‘well-vowen’ (< IE. *lōs-tó-). The author explains Latin lōrus (m.) as an innovative form created on the basis of the irregular plural lōrī, originally nom.-acc. du. n. *lōso-ī ‘two straps, two reins’ (< PIE. *leh₃so-ih₁). The loss of the dual number in the early pre-literary phase of the development of the Latin language caused the reinterpretation of preserved dual forms. It is emphasized that Lat. frēnum n. ‘bit, cub, bridle’ attests not only the regular plural frēna ‘reins’, but also the irregular frēnī (orig. nom.-acc. du. n.).