Clause combining across grammars

2014 ◽  
Vol 6 (2) ◽  
pp. 232-265 ◽  
Author(s):  
Bracha Nir
Keyword(s):  
High School ◽  
Personal Experience ◽  
Native Speakers ◽  
Native Language ◽  
Text Production ◽  
University Level ◽  
Personal Experience Narratives ◽  
Clause Combining ◽  
Different Levels ◽  
Qualitative Analyses

The goal of the present study is to examine whether clause-combining rhetorical preferences that differentiate between Hebrew and English are maintained across grammars, specifically, in the context of text production in a non-native language. It examines the usage of various bi-clausal constructions marking different levels of event integration in texts written by advanced speakers of English, all native monolingual Hebrew speakers. The data analyzed consist of personal experience narratives that were collected from high-school and university-level students. These texts are compared to narratives that were collected from native speakers of both languages following the same design of study. Quantitative and qualitative analyses show differences and similarities between the three populations in terms of clause-combining strategies. They reveal that not only the constraints of the L1 but mainly those of the L2 guide non-native speakers in their choice of bi-clausal constructions, as devices expressing event integration. Results further show that event integration is reflected by constructions at different levels of the grammatical system, and that constraints on bi-clausal constructions at the more local, morpho-syntactic level are echoed by constraints at the level of discourse itself as a construction.

Frames for clause combining

2015 ◽  
Vol 7 (2) ◽  
pp. 348-379 ◽  
Author(s):  
Bracha Nir
Keyword(s):  
Personal Experience ◽  
Expository Text ◽  
Construction Grammar ◽  
Text Type ◽  
Personal Opinion ◽  
Discourse Patterns ◽  
The One ◽  
And Function ◽  
Clause Combining ◽  
Qualitative Analyses

The present study joins recent endeavors within Construction Grammar to recognize constructions that are beyond clauses and sentences and function as schematic frames for the organization of discourse. Specifically, it deals with two particular instances of what is termed a discourse pattern, the conventionalized combination of genre and text-type: a personal experience narrative and an expository discussion of a personal opinion on an abstract topic. The paper discusses findings from various studies that characterize usage of lexical and clause-level constructions in the course of producing texts based on the two discourse patterns, and contrasts these findings with quantitative and qualitative analyses of clause combining in the same texts. The study relies on a corpus of 40 texts collected from Hebrew speaker-writers, who each produced a narrative and an expository text following a semi-structured elicitation controlling for the components of field, tenor, and mode. The distributional and functional findings of the study suggest that discourse patterns, like other constructions, occupy a cline of idiomacity/schematicity. In its conclusion, the study considers the tangential and intersecting points between Construction Grammar, on the one hand, and discourse analysis, on the other.

Discourse stance

2002 ◽  
Vol 5 (2) ◽  
pp. 255-289 ◽  
Author(s):  
Ruth A. Berman ◽  
Hrafnhildur Ragnarsdóttir ◽  
Sven Strömqvist
Keyword(s):  
Conceptual Framework ◽  
Personal Experience ◽  
Potential Model ◽  
Target Language ◽  
Developmental Level ◽  
General Line ◽  
Global Discourse ◽  
Personal Experience Narratives ◽  
Qualitative Analyses ◽  
Text Construction

The aim of this article is to integrate findings reported in the preceding articles in this collection, employing a global discourse perspective labeled discourse stance. The paper attempts to clarify what is meant by this notion, and how it can contribute to the evaluation of text construction along the major variables of our project: target Language (Dutch, English, French etc.), Age (developmental level and schooling), Modality (writing vs. speech), and Genre (personal experience narratives vs. expository discussion). We propose a general conceptual framework for characterizing discourse stance as a basis for an empirically testable potential model of this key aspect of text construction and discourse analysis. Unlike the cross-linguistically data-based studies reported in the rest of this collection, which involve quantitative as well as well as qualitative analyses, this concluding article presents selected pieces of text from our sample to serve as case studies that illustrate our general line of reasoning, rather than to test specific hypotheses.

scholarly journals The Procedure Applied in Translating Jargon in English Parliamentary Debating into Indonesian

1970 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Ni Luh Putu Krisnawati
Keyword(s):  
High School ◽  
Popular Culture ◽  
Native Language ◽  
Literal Translation ◽  
The World ◽  
Functional Equivalent ◽  
University Level ◽  
Translation Procedure

At present, competition regarding English debating is a common thing. All countries are competing in the World Debating Competition either for high school or university level. The spread of this “popular culture” has made other country to adopt the English debating system and translate that system into their native language. However it cannot be denied that there are also many jargons that need to be translated into the native language without changing the meaning. This research is focused on the jargons of the English parliamentary debating and its translation into Indonesia. The aims of this study are to identify the jargons in English parliamentary debating and its equivalence in Indonesia and also to know the procedures used in translating the jargons  in English parliamentary debating into Indonesia. The theory used for this study is the theory proposed by Peter Newmark (1988) regarding the procedure of translation. The findings shows that they are five procedure of translation used in translating the jargons of English parliamentary debating into Indonesia namely literal translation, functional equivalent, couplets, transference, and naturalization.Keywords: translation, English parliamentary debating, translation procedure

“Don’t praise the day before the sunset”: Paremiology in the study of depressiveness

2021 ◽  
pp. 1354067X2110257
Author(s):  
Mariusz Wołońciej ◽  
Michał Wilczewski ◽  
Shulamith Kreitler
Keyword(s):  
Mental Disorders ◽  
Affective Disorders ◽  
Personal Experience ◽  
Mental States ◽  
Important Research ◽  
Adequate Model ◽  
Narrative Structures ◽  
Collective Experience ◽  
Practical Implications ◽  
Different Levels

Psychology and psychiatry are in a constant search for an adequate model of affective disorders. Psychology has classified depression as a mood disorder, but a growing literature links mental disorders with socioculturally relevant ways in which people experience and express distress. With this study, we link depression with proverbs as omnipresent narrative structures and mini-theories that help people interpret reality and categorize personal experience. Proverbs are omnipresent narrative structures that describe, explain, and prescribe human behavior. Hence, we offer a paremiological approach to better understand the minds of the depressed. Our tenet is that proverbs may also reflect people’s mental states and attitudes by conveying different levels of optimism versus pessimism. We evidence empirically that proverbs convey optimistic and pessimistic attitudes and, thus, have the capacity to capture peoples’ mental states. Moreover, we show that this capacity is limited for people with high depressiveness. Finally, we discuss how proverbial thinking links collective experience and wisdom imprinted in proverbs with an individual’s mental states, which has important research and practical implications.

The Relation of Language Context and Religiosity to Trilemma Judgments

2021 ◽  
pp. 002202212110339
Author(s):  
Elyas Barabadi ◽  
Mohsen Rahmani Tabar ◽  
James R. Booth
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Native Speakers ◽  
Native Language ◽  
Standard Measure ◽  
Moral Norms ◽  
The Individual ◽  
Language Context

Utilitarian judgments maximize benefit for the most people, whereas deontological judgments are based on moral norms. Previous work shows that people tend to make more utilitarian judgments in their second compared to their native language, whereas higher religiosity is associated with more deontological judgments. However, it is not known whether the effect of language context is moderated by the religiosity of the individual. We hypothesized that more religious participants from all three languages would favor deontological choices irrespective of language context. In order to investigate this, we studied native speakers of Persian who either had Arabic or English as their second language, and all participants were given a standard measure of religiosity. Decision making was measured by the classic trolley trilemma in which a participant could “push” a person to save the lives of more people which is considered a utilitarian judgment. Alternatively, they could “switch” a track to save the lives of more people (“indirect”), or do nothing (“inaction”), both of which are considered deontological. Consistent with the literature showing more utilitarian judgments in the second language, English participants preferred the push option, whereas Persian participants favored the inaction option. L2 Arabic participants more often chose the indirect option. However, participants’ religiosity moderated this effect of language context. Although L2 Arabic participants’ choices were not influenced by religiosity, higher religiosity in the L2 English and L1 Persian groups was associated with more deontological choices.

English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽  
2018 ◽  
Vol 37 (3) ◽  
pp. 275-304 ◽  
Author(s):  
Jette G. Hansen Edwards
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Language Use ◽  
Native Speakers ◽  
Native Speaker ◽  
Native Language ◽  
Educational Background ◽  
Government School ◽  
The Impact ◽  
At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

scholarly journals Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language?

2014 ◽  
Vol 37 (2) ◽  
pp. 175-197 ◽  
Author(s):  
Roumyana Slabakova ◽  
Jennifer Cabrelli Amaro ◽  
Sang Kyun Kang
Keyword(s):  
Experimental Study ◽  
Second Language ◽  
English Learners ◽  
Teaching Practices ◽  
Native Speakers ◽  
Native Language ◽  
Stages Of Development ◽  
Psychological Reality ◽  
Experimental Support ◽  
Agatha Christie

Abstract This article presents results of two off-line comprehension tasks investigating the acceptability of unconventional and conventional metonymy by native speakers of Korean and Spanish who speak English as a second language. We are interested in discovering whether learners differentiate between conventional and unconventional metonymy, and whether the acceptability of metonymic expressions in the native language has an effect on learners’ judgments in the second language. The findings of this study constitute further experimental support for the psychological reality of the distinction between conventional and unconventional metonymy, but only in English. Learners of English at intermediate levels of proficiency exhibit transfer from the native language in comprehending metonymic shifts of meanings. Restructuring of the grammar is evident in later stages of development. Finally, complete success in acquiring L2 metonymic patterns is attested in our experimental study. Implications for L2A theories and teaching practices are discussed.

scholarly journals Newman’s Error Analysis Dalam Geometri Ruang Ditinjau dari Kecerdasan Visual Siswa SMA

2019 ◽  
Vol 3 (2) ◽  
pp. 447-461
Author(s):  
Ardina Fahriyanti Maharani ◽  
Erlina Prihatnani
Keyword(s):  
High School ◽  
Error Analysis ◽  
Transformation Process ◽  
Intelligence Test ◽  
Solid Geometry ◽  
Visual Intelligence ◽  
The Difference ◽  
Point Distance ◽  
Different Levels ◽  
Geometry Test

In solid geometry needed the ability to visualize space that cannot be seen so differences in visual intelligence can trigger errors in solving geometry problems. Therefore, this study aimed to determine the types of errors made by students and the factors that cause errors in working on geometry problems based on Newman's Error Analysis (NEA) in terms of visual intelligence. This research chose the subjects of class XII high school who had studied the material distance points to lines in space with different levels of visual intelligence, namely high and low. The process of collecting data used visual intelligence test questions, geometry test questions, and interviews. The results of this study indicated that the level of students' visual intelligence affects the difference in location and the factor that causes errors in the stage of transformation especially on determining the distance in dimension 3. Students with high visual intelligence made mistakes at the stage of transformation and encoding that caused by the students’ carelessness. However, students with low visual intelligence made mistakes at the stage of comprehension, transformation, process skills, and encoding due to the concept of the point distance to the line and the concept of the Pythagorean theorem.

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