scholarly journals Thai elf Users’ Characteristics of Relative Clauses

MANUSYA ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 246-269
Author(s):  
Napasri Timyam
Keyword(s):  
Relative Clauses ◽  
Successful Communication ◽  
Grammatical Construction ◽  
English Majors ◽  
General Linguistic

Abstract To build up the empirical description of elf’s morphosyntactic system, this study examines Thai elf users’ characteristics of relative clauses and analyses the causes underlying their use of the construction. Data were taken from the writing of 116 advanced and upper-intermediate English majors at a university in Bangkok. The results indicated that Thai elf users’ relative clauses exhibit preferences for unmarked and explicit structures. Both linguistic and functional causes are responsible for their production of the construction: they form relative clauses full of basic and transparent structures in order to ensure simple and successful communication. The overall results reveal the nature of elf communication. Although Thai elf users’ relative clauses are associated with some specific patterns, their use of this grammatical construction is governed by general linguistic processes which have been found to operate in the interactions of many groups of elf speakers, especially at the phonological and pragmatic levels.

scholarly journals The Bondei object pronoun in clefts and pseudo-clefts.pdf

1988 ◽  
Vol 19 (2) ◽  
pp. 233-257
Author(s):  
Elizabeth G. Weber
Keyword(s):  
East Africa ◽  
Relative Clauses ◽  
Syntactic Category ◽  
Bantu Language ◽  
Grammatical Construction ◽  
Subject And Object ◽  
The Subject ◽  
Noun Class ◽  
Cleft Constructions

Verbs in Bondei, a Bantu language spoken in East Africa, have crossreferencing pronouns which agree in noun class with the subject and object of the clause. This paper will examine the distribution of the syntactic category object pronoun in four grammatical constructions: (a) basic affirmative declarative clauses; (b) relative clauses; (c) clefts; and (d) pseudo-clefts. In declarative and relative clauses, the presence of the object pronoun does not require a definite interpretation of the object noun; the absence of the object pronoun does not preclude a definite interpretation of the object noun. In both cleft and pseudo-cleft constructions, however, the object pronoun obligatorily functions to grammatically mark clef ted and pseudo-clef ted objects as definite. In the cleft constructions, the definiteness of the clef ted NP forces a contrastive interpretation. Thus, a judgement concerning the function of this grammatical construction with regard to contrastive function will be made on the basis of the distribution of the syntactic category object pronoun. possible to make the same judgment. Contrastive function is unambiguously signaled by the relative morphology on the verb of the pseudo-cleft. In this constuction, the object pronoun serves only to force a definite interpretation of the NP. In the pseudo-cleft constructions, it is not possible to make the same judgment. Contrastive function is unambiguously signaled by the relative morphology on the verb of the pseudo-cleft. In this constuction, the object pronoun serves only to force a definite interpretation of the NP.

Introduction to the Forum on Cluttering: Rays of Hope Shine Around the World

2019 ◽  
Vol 4 (6) ◽  
pp. 1566-1567
Author(s):  
Isabella Reichel
Keyword(s):  
Professional Preparation ◽  
Joint Effort ◽  
Feedback Training ◽  
Successful Communication ◽  
Self Help ◽  
The World ◽  
Common Thread ◽  
Evidence Based Treatments ◽  
Attention Performance ◽  
Self Help Groups

Purpose In the 10 years since the International Cluttering Association (ICA) was created, this organization has been growing in the scope of its initiatives, and in the variety of resources it makes available for people with cluttering (PWC). However, the awareness of this disorder and of the methods for its intervention remain limited in countries around the world. A celebration of the multinational and multicultural engagements of the ICA's Committee of the International Representatives is a common thread running through all the articles in this forum. The first article is a joint effort among international representatives from five continents and 15 countries, exploring various themes related to cluttering, such as awareness, research, professional preparation, intervention, and self-help groups. The second article, by Elizabeth Gosselin and David Ward, investigates attention performance in PWC. In the third article, Yvonne van Zaalen and Isabella Reichel explain how audiovisual feedback training can improve the monitoring skills of PWC, with both quantitative and qualitative benefits in cognitive, emotional, and social domains of communication. In the final article, Hilda Sønsterud examines whether the working alliance between the client and clinician may predict a successful cluttering therapy outcome. Conclusions Authors of this forum exchanged their expertise, creativity, and passion with the goal of solving the mystery of the disconcerting cluttering disorder with the hope that all PWC around the globe will have access to the most effective evidence-based treatments leading to blissful and successful communication.

Children’s Recall of Approximations to English

1973 ◽  
Vol 16 (2) ◽  
pp. 201-212 ◽  
Author(s):  
Elizabeth Carrow ◽  
Michael Mauldin
Keyword(s):  
Language Development ◽  
Fourth Order ◽  
Third Order ◽  
Memory Processes ◽  
The Third ◽  
General Index ◽  
General Linguistic

As a general index of language development, the recall of first through fourth order approximations to English was examined in four, five, six, and seven year olds and adults. Data suggested that recall improved with age, and increases in approximation to English were accompanied by increases in recall for six and seven year olds and adults. Recall improved for four and five year olds through the third order but declined at the fourth. The latter finding was attributed to deficits in semantic structures and memory processes in four and five year olds. The former finding was interpreted as an index of the development of general linguistic processes.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

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