Quantified Optimality and the Phonological Parsing of Korean Sov Sentences

2004 ◽  
Vol 12 ◽  
pp. 25-54
Author(s):  
David J. Silva
Keyword(s):  
Optimality Theory ◽  
Quantitative Data ◽  
Native Speakers ◽  
Native Speaker ◽  
Theoretical Framework ◽  
Complete Agreement ◽  
Rating Data ◽  
Variable Nature ◽  
The Subject ◽  
Phonological Phrase

Abstract. In an attempt to understand the variable nature of phonological phrasing in Korean, this study analyzes intuitional judgments of 53 native speakers of Korean who evaluated possible phonological phrasings of simple Subject-Object-Verb sentences: [S]-[OV], [SO]-[V], [SOV], and [S]-[O]-[V]. Analysis of the quantified rating data reveals a strong preference for a subject-predicate phrasing ([S]-[OV]) and a distinct dispreference for the phrasing in which the subject and object were grouped into a single phonological constituent ([SO]-[V]). These preferences are then analyzed in the context of a constraint-based theoretical framework; by extending the Optimality Theory (OT) notion of "ranking" to include not only constraints but also candidates, we corroborate the existence of preference patterns in native-speaker intuitions regarding the phrasing of [SOV]. These patterns are explained by referencing three putatively universal constraints that govern the phonological phrase formation: one that aligns phonological phrases with syntactic phrases, a second that requires phonological phrases to be binary branching, and a third that limits the weight of phonological phrases to five syllables. Although the quantitative data and the proposed OT account are not in complete agreement, the account put forward should encourage further research into a more comprehensive integration of variation studies and OT.

nr="309"Innere Sicherheit, Sprache und Biographie. : Eine biographietheoretische Perspektive auf einen komplexen Zusammenhang

2021 ◽  
Vol 2019 (1) ◽  
pp. 309-325
Author(s):  
Nadja Thoma
Keyword(s):  
Identity Politics ◽  
Language Ideologies ◽  
Native Speakers ◽  
Native Speaker ◽  
Language Education ◽  
Security Threat ◽  
Internal Security ◽  
Analytical Perspective ◽  
The Subject ◽  
Innere Sicherheit

Zusammenfassung Im Kontext der zunehmenden Versicherheitlichung von Migration, deren Bedeutung auch für sprachliche Bildung im Kontext nationaler und globaler Sicherheitsagenden diskutiert wird, werden bestimmte Gruppen von Migrant*innen als Sicherheitsbedrohung konstruiert. Die Instrumentalisierung von Sprache für Identitätspolitik, die im Konzept von Sprache als ,Schlüssel zur Integration‘ besonders deutlich wird und unter Rückgriff auf Sprachideologien erklärt werden kann, bleibt nicht ohne Folgen für Angehörige minorisierter Gruppen. Der vorliegende Beitrag geht der Frage nach, was ,innere Sicherheit‘ für Student*innen bedeutet, denen zugeschrieben wird, keine ,native speaker‘ zu sein. Den Bezugspunkt der ,inneren Sicherheit‘ bildet dabei nicht der Nationalstaat, sondern das Subjekt. Aus einer biographieanalytischen Perspektive wird rekonstruiert, mit welchen (Un-)Sicherheitsdimensionen die Subjekte an der Universität und in Hinblick auf ihre beruflichen Pläne konfrontiert sind, wie Sicherheit und Sprache biographisch eingebettet sind und welche Strategien und Wege die Student*innen (nicht) nutzen (können), um ihre Sicherheitsspielräume zu erweitern.Abstract: In light of the increasing securitization of migration, language education is discussed as part of national and global security agendas, and certain groups of migrants have been constructed as a security threat. The instrumentalization of language for identity politics is particularly evident in the concept of language as a ‘key to integration’ and can be explained with language ideologies. These ideologies are not without consequences for members of minoritized groups. The article at hand explores the meaning of ‘internal security’ for university students who are not considered ‘native speakers’. The reference point of ‘internal security’ is not the nation state, but the subject. From a biographical-analytical perspective, the article reconstructs dimensions of security and insecurity which the subjects confront at university with regard to their professional aims. It will explore how the connection between security and language is embedded in their biographies, as well as the strategies and pathways students can and cannot use to expand their security scope.

scholarly journals Representation of the Characters in the Claimed English as an International Language-Targeted Coursebooks

2015 ◽  
Vol 3 (4) ◽  
pp. 294 ◽  
Author(s):  
Mehdi Solhi Andarab
Keyword(s):  
Language Learning ◽  
English Language ◽  
Native Speakers ◽  
Native Speaker ◽  
English Language Teaching ◽  
Materials Development ◽  
Learning And Teaching ◽  
International Language ◽  
Native Speakers Of English ◽  
The Subject

<p><em>The cultural and linguistic hegemony of the native speakers of English over the non-native speakers in the process of language learning and teaching has paved the way for the stereotypical and biased representations of the non-native speakers of English in majority of the English Language Teaching (ELT) coursebooks. Actually, this essentialist approach in the process of materials development is likely to result in reductionist overgeneralization and otherization of foreign societies (Holliday, 1994). However, in recent years, with the advent of English as a International Language (EIL), the issue of native speakerism, the ownership of English, and consequently the cultural content of ELT coursebooks have been the subject of debates. Despite the dominance of native speaker varieties of English in ELT coursebooks, there has been a growing awareness among publishers over the past years and accordingly some EIL-based coursebooks targeted specifically at EIL learners have been published. In this study, a sample group of such coursebooks was subject to close scrutiny. In so doing, an attempt was made to examine the representation of the characters in the claimed EIL-targeted coursebooks. According to the results of the study, despite the claim to be based on EIL, the biased representation of the non-native speakers of English is observed throughout the entire series of the analyzed coursebooks and they superficially surface a stereotypical association of culture and location/country.</em><em></em></p>

scholarly journals Means of realization of language game the Swahili language paroemias

Litera ◽  
2020 ◽  
pp. 59-70
Author(s):  
Viсtoriya Sergeevna Shatokhina
Keyword(s):  
Native Speakers ◽  
Native Speaker ◽  
Language Game ◽  
Russian Language ◽  
Game Analysis ◽  
Survey Results ◽  
The Subject ◽  
First Time ◽  
The Russian Language ◽  
Linguistic Phenomenon

The object of this article is the language game in its various manifestations. The subject of this research is the proverbs and sayings of the Swahili language, in which the author attempts to trace the linguistic phenomenon. Special attention is given to various means of language game at different language levels. The goal is to determine whether it is possible to interpret the term &ldquo;language game&rdquo; in a broad sense, as well as the extent of application of such linguistic tool in proverbs and sayings of the Swahili language. The article explores different perspectives upon the concept of language game. Analysis is conducted on the Swahili paroemias that demonstrate different ways of language game. The survey results carried out among the native speakers of Swahili are presented. This article is the first to analyze the ways of realization of language game in proverbs and sayings of the Swahili language on the various linguistic levels. The author demonstrates the examples from the corpus of Swahili paroemias, which were translated into the Russian language for the first time. The conclusion is made that language game takes place not only in the written texts, but also in folklore, which indicates that alongside a writer or a linguist, the author of the language game can also be a native speaker. It is underlined hat versatility is also characteristic to the Swahili language paroemias.

scholarly journals A syntactic and Semantic Analysis of the Tὲὲ Verb Phrase

2020 ◽  
Vol 3 (12) ◽  
pp. 25-32
Author(s):  
Gbene-Nnah, Dumdebabari
Keyword(s):  
Local Government ◽  
Noun Phrase ◽  
Semantic Analysis ◽  
Native Speakers ◽  
Native Speaker ◽  
Primary Data ◽  
Semantic Features ◽  
Verb Phrase ◽  
The Subject ◽  
Rivers State

This study descriptively analyses the syntactic and semantic features of the Tὲὲ verb phrase. It also analyses the structure of the verb phrase in Tὲὲ, a language spoken in Tai Local Government Area of Rivers State.  The verb phrase is a syntactic unit composed of at least one verb and its dependents and other modifiers but not always including the subject. The verb is central in every language coupled with the fact that it is the most important and widely described phrase because the structure of and the meanings expressed in many languages revolves around the verb word. The research focuses to explore the peculiarities of the verb phrase in the language focusing basically on the structure of the verb phrase and the meaning generated thereof. It focuses on the features of the verb phrase in Tὲὲ; the constituent that make it up, their arrangement as well as the meaning attributed by such arrangements. The primary data for this work were collected using the intuitive knowledge of the researcher as a native speaker verified with unstructured interview with competent native speakers.  From the analysis of the data collected, the researcher discovered that the verb phrase in Tὲὲ can have various configurations. The constituents that may combine with the head of a verb phrase to project it into a larger structure are the complements and the adjuncts. The complement of the verb phrase can be the noun phrase, the prepositional phrase and the inherent complement. The adverbial functions both as complement and adjunct in the language.

scholarly journals Metaphorization as a way to comprehend reality

2020 ◽  
pp. 40-47
Author(s):  
Uliana Igorevna Turko
Keyword(s):  
Mass Communication ◽  
Native Speakers ◽  
Native Speaker ◽  
Mental Representations ◽  
Retirement Age ◽  
Conceptual Metaphors ◽  
Surrounding Environment ◽  
The Subject ◽  
Linguistic Material

The object of this research is the metaphorical component of text, which allows understanding more profound meanings of information code and determine attitudes of the addressee. The subject of this research is the conceptual metaphors that manifests as the means of categorization, comprehension of the surrounding world, access to mental processes and mechanisms. Establishing associative links between the phenomena of cognizable world, metaphors represent the understanding of reality by an individual and form new knowledge on the world. The text of the article by M. Kiseleva &ldquo;Who benefits from the raise of retirement age&rdquo; served as the material for this research. In description of linguistic material, the author applied semantic-cognitive method of analysis that allow studying the types of mental representations in mentality of native speakers. The scientific novelty consists in determination of the types of metaphors, the language means of which can be considered as metaphorical nominations representing the concepts of &ldquo;life&rdquo;, &ldquo;retirement&rdquo;, &ldquo;government&rdquo;, &ldquo;person&rdquo;, etc. It is concluded that the text of mass communication utilizes zoomorphic, phytomorphic, thematic, artefactual and sociomorphic metaphors as the means of linguistic manipulation. Metaphorical nominations, presented by conceptual metaphors, using the mentality of a native speaker, reflect one of the methods of categorization of the surrounding environment. The research results may serve as the materials for linguocognitive studies of the concepts.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING RECOUNT TEXT THROUGH THINK PAIR SHARE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Hotria Manik ◽  
Elia Masa Ginting
Keyword(s):  
Action Research ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Writing Achievement ◽  
The Third ◽  
Post Test ◽  
Class Viii ◽  
The Subject ◽  
The Mean ◽  
Writing Tests

This study attempts to improve students’ writing achievement in recount text through Think-Pair-Share Strategy. This study was conducted by using classroom action research. The subject of the research was class VIII-1 SMPN 1 Pematangsiantar. The number of the students was 32 students, consisted of 5 males and twenty seven females. The research was conducted in two cycles and consisted of six meetings. The instruments for collecting data were writing tests as the quantitative data and diary notes, observation sheet, interview sheet and questionnaire sheet as qualitative data. Based on the writing score, students’ scores kept improving in every test. In analyzing the data, the mean of the students’ score for the first test as a pre-test was 57.84, for the second test as a post test I was 73.56, for the third test as a post test II was 77.56. Based on diary notes, observation sheet and questionnaire sheet, it was found that students were actively involved in writing process. The result of the research showed that Think-Pair-Share Strategy can improve students’ achievement in writing recount text.   Keywords: Think Pair Share, Writing, Recount text, Action research

IMPROVING STUDENTS’ WRITING RECOUNT ACHIEVEMENT THROUGH PEER REVIEW TECHNIQUE

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Nina Surya Rahman Nasution ◽  
Masitowarni Siregar
Keyword(s):  
Peer Review ◽  
Language Learners ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Teaching Writing ◽  
School Level ◽  
Level Of Education ◽  
Teachers And Students ◽  
The Subject ◽  
Thinking Process

Writing, regarded as a thinking process enables language learners to explore and transform their ideas into words in accurate and appropriate ways. Although it has been taught from the Elementary school level up to the higher level of education, English teachers and students encounter various challenges. For students, they still get difficulties in writing a text even after being taught. For teachers, correcting students’ writing increases their workload. Therefore, how to reduce the load of teaching writing and to decrease students’ difficulties in writing have become important problem to solve. Through applying a technique in teaching writing, this research aimed to explore whether the application of peer review technique can improve students’ achievement in writing recount text. The method applied in this research was a classroom action research. The subject of the research was X-4 class SMA Negeri 21 Medan. The instruments of collecting the data were writing tasks as quantitative data while observation sheet, questionnaire sheet, diary notes and interview as qualitative data. The finding showed that Peer Review Technique gives contribution to improve students’ achievement in writing recount text. Keywords: Achievement, Writing, Recount Text, Peer Review Technique

IMPROVING THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT IN DESCRIPTIVE TEXT THROUGH TEAM GAMES TOURNAMENT

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
DesiYusnanda Sari And Sri MindaMurni
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reading Scores ◽  
Team Games ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
Data Reading

This study attempted to improve the students’ reading comprehension achievement in descriptive text through Team Games Tournament (TGT) method. This study was conducted by using classroom action research. The subject of the research was class IX SMP PAB 10 Medan Estate which consisted of 25 students. The research was conducted in two cycles and the first cycle consisted of four meetings the second cycle consisted of two meetings. The instruments for collecting the data were quantitative data (reading evaluation) and qualitative data (diary note, observation sheet and interview sheet). Based on reading scores, students’ score kept improving in every evaluation. In the test I the mean was 65,33, in the test II the mean was 71,72 and the test III the mean was 84,54.Based on diary note, observation sheet and interview sheet, it was found that teaching-learning process ran well. Students were active, enthusiastic, and interested in reading. The result of the research showed that Team Games Tournament (TGT) method significantly improved students’ achievement in reading comprehension especially in reading descriptive text.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

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