scholarly journals Nebensätze in freien schriftlichen Produktionen kroatischer DaF-Lernender

2017 ◽  
Vol 83 (4) ◽  
Author(s):  
Leonard Pon ◽  
Melita Aleksa Varga
Keyword(s):  
Foreign Language ◽  
Complex Sentences ◽  
Syntactic Knowledge ◽  
Subordinate Clauses ◽  
Grammar Rules ◽  
Grammar Knowledge

The present paper looks into grammar competence of Croatian learners of German as a foreign language. More precisely, it deals with syntactic knowledge that learners need to activate in order to understand and produce complex sentences containing various types of subordinate clauses. Croatian learners of German as a foreign language spend a considerable amount of time during their German classes dealing with syntax – both explicitly and implicitly. In order to understand as well as convey complex ideas, thoughts, and plans in German properly, learners need to activate their syntactic knowledge. Applied linguists investigating the acquisition of grammar knowledge in SLA contexts have defined the order in which some grammar rules are acquired. They could observe that this order cannot be altered. The present paper discusses the results obtained in an analysis of students’ written essays. The objective of the analysis was to identify and describe the subordinate clauses learners use in their essays. The analysis shows which aspects of syntactic knowledge the learners in question possess. It also enables us to compare the curriculum and the syntactic knowledge actually displayed by the learners.

scholarly journals THE USE OF COMPLEX SENTENCES WITH SUBORDINATE CLAUSES IN THE EDUCATIONAL LITERATURE ON RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
pp. 113-121
Author(s):  
Леонид Викторович Московкин ◽  
Алан Солтанович Цховребов
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Pedagogical Model ◽  
Complex Sentences ◽  
Subordinate Clauses ◽  
Educational Literature ◽  
Initial Stage ◽  
Practice Of Teaching

Представлены результаты анализа современных учебников по русскому языку как иностранному (РКИ), предназначенных для преподавания дисциплины на базовом и первом уровнях владения. Анализ производился с целью выявления в учебниках сложных синтаксических единиц с придаточными цели, которые используются (или не используются) в практике преподавания РКИ на уровнях А2, В1. Установлены основные квалификаторы для выражения целевой интенции в курсе РКИ на уровнях А2, В1. Определены не используемые на начальном этапе изучения РКИ грамматические конструкции. Данное исследование будет способствовать разработке педагогической модели обучения сложному предложению иностранных обучающихся. Presents the results of the analysis of modern textbooks on Russian as a foreign language (RFL), intended for teaching the discipline at the basic and first levels of proficiency. The analysis is carried out in order to identify complex syntactic units with Subordinate Clauses of Purpose in textbooks, that are used (or not used) in the practice of teaching RFL at the levels. The main qualifiers for expressing the target intention in the RCT course at levels A2, B1 are established. Grammatical constructions that are not used at the initial stage of the RCT study are determined. This research will contribute to the development of a pedagogical model for teaching complex sentences to foreign students.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

scholarly journals Coordinate and subordinate clauses in the Slavic languages

2008 ◽  
pp. 189-197
Author(s):  
Snjezana Kordic
Keyword(s):  
Complex Sentences ◽  
Slavic Languages ◽  
Subordinate Clauses ◽  
Complement Clauses

This article provides a survey of major findings on complex sentences in the Slavic languages. It treats coordinate and subordinate clauses, together with their conjunction. As for the subordinate clauses, it deals with complement clauses.

scholarly journals Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance

2014 ◽  
Vol 18 (1-2) ◽  
pp. 92-104
Author(s):  
Suman Laudari
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Small Scale ◽  
Task Planning ◽  
Learner Performance ◽  
Linguistic Code ◽  
Grammar Rules ◽  
And Performance ◽  
Language Context

Task-based language teaching (TBLT) has been a dominant approach in the field of ELT for some time now. However, it has complexities regarding its use in a foreign language context. It is said that focusing only on interaction may not be enough in guiding learners to use language correctly, so learners need exposure to grammar rules, and teachers presume that TBLT does not allow it. But, learners’ attention could be directed to the grammar forms during task planning to facilitate noticing of linguistic code. To this end, this small-scale study collects discourse data from an adult EFL learner to evaluate whether guiding learners’ attention to grammar during pre-task planning is of any help. The study concludes that guiding learners’ attention facilitates in producing more accurate and complex discourse than leaving learners on their own during the task planning. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10333 Journal of NELTA, Vol 18 No. 1-2, December 2013; 92-104

scholarly journals Verbalization of indirect speech in the epistolary discourse of Lesya Ukrainka

2021 ◽  
pp. 91-106
Author(s):  
Nataliia Torchynska
Keyword(s):  
Common Features ◽  
Indirect Speech ◽  
Complex Sentences ◽  
Subordinate Clauses ◽  
Linguistic Means

The article deals with the specifics of constructions with indirect speech in the epistolary of Lesya Ukrainka in terms of the structure of syntactic units and semantics of introductory verb tokens. In addition, attention is drawn to the syncretism of constructions with indirect speech, due to the peculiarities of the epistolary style. In the process of expressing opinions, Lesia Ukrainka used various forms of transmission of another’s speech, including indirect speech and its peripheral version – free indirect speech, the design and structure of which differs from indirect. Compound sentences with an explanatory part and complex sentences with several subordinate clauses, representing homogeneous subordination or consecutive subordination, are quantitatively predominant in constructions with indirect speech. Sentences-microtexts, built on the schemes «text – the author’s words – indirect speech», «text – the author’s words – indirect speech – text», «author’s words – indirect speech – text» are the next group. Sentences with double indirect speech, where the thoughts of one speaker, which testified by introductory verbs, or two speakers, or sometimes several, are highlighted separately. Indirect speech in letters is introduced using verbs of speech and thinking or their equivalents. Among the neutral verbatives-introductory words that represent live speech, the most productive are the tokens to speak, to think, to write, and among the implicit introductions – to be afraid and to hear. In addition, a number of implicit tokens that introduce indirect speech into the epistolary are highlighted. Thus, the epistolary style, although it has a number of common features with colloquial and artistic speech, but in the field of representation stands out among others with a bright set of linguistic means.

scholarly journals Una taxonomía de las habilidades involucradas en el aprendizaje de un idioma extranjero

2020 ◽  
pp. 117-122
Author(s):  
César Saldaña Fernández
Keyword(s):  
Complex System ◽  
Foreign Language ◽  
Native Language ◽  
Basic Tool ◽  
Teaching Materials ◽  
Systematic Analysis ◽  
Long Period ◽  
Grammar Rules ◽  
The Common ◽  
The Moment

ResumenEl presente estudio constituye un análisis sistemático de las habilidades mayores, sub-habilidades y micro habilidades involucradas en el dominio de un idioma. La gente en general no está consciente de que el idioma es un sistema de habilidades y estructuras sumamente complejo, debido a que es aprendido intuitivamente, por formación de hábitos, en un período de práctica considerablemente extenso. El proceso empieza en el momento en que uno tiene uso de razón, y continúa hasta la adultez. Las reglas idiomáticas se aplican por analogía en forma automática sin aplicar el razonamiento consciente, pero sin que carezcan de pensamiento racional. Aunque este estudio no tiene un valor práctico para el hablante común y corriente, sí es muy valioso para quien pretende enseñar una lengua extranjera, pues le permitirá ordenar sus materiales de enseñanza, graduarlos de acuerdo a la prioridad de las habilidades, y saber que el dominio de alguna habilidad no deriva necesariamente en el dominio de otra. Así, pues, constituye una herramienta fundamental para el efecto de comprender la naturaleza del idioma y enseñarlo eficientemente.Palabras clave: taxonomía, habilidad, habla, concepciones, suposiciones, correlación, fonológico, morfológico, sintáctico, discurso. AbstractThis study is a systematic analysis of the major skills, sub skills, and micro skills involved in the mastery of a language. People are not generally conscious of the fact that a language is avery complex system of skills and structures, because a native language is learned intuitively, through habit acquisition, for a rather long period of time. This process begins at the moment thechild is mentally conscious; and it is continued until adulthood. Grammar rules are applied by analogy, automatically, without conscious reasoning. Although this study does not have a practicaluse for the common speaker, it is very valuable for a person who intends to teach a foreign language, since it allows to order his/ her teaching materials, and grade them according to a priorityof skills, and understand that the mastery of a skill does not necessarily produces the mastery of another. So, this analysis is a basic tool for understanding the nature of a language andteaching it efficiently.Keywords: taxonomy, skill, speech, ideas, assumptions, correlation, phonological, morphological, syntactical, discourse.

scholarly journals The speaking difficulties of Chinese EFL learners and their motivation towards speaking the English language

2021 ◽  
Vol 17 (1) ◽  
pp. 56-69
Author(s):  
Seth Amoah ◽  
Joyce Yeboah
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Oral Proficiency ◽  
Negative Evaluation ◽  
Efl Learners ◽  
Grammar Rules ◽  
Integrative Motivation ◽  
English Major ◽  
Speaking Confidence ◽  
Oral Presentations

One of the most important skills to acquire in learning a foreign language is speaking. It is however, viewed as one of the most difficult. This study involved the observation of non-English major students in the foreign language department of Nanjing Tech University. Its aim was to assess critically the factors that affect the speaking performances of Chinese EFL Learners, find out their motivational levels and explore ways to improve EFL proficiency. Two survey questionnaires, as well as an interview item, were constructed. Seventy-five respondents were conveniently sampled for the Chinese EFL learner’s speaking difficulty questionnaire and, the English motivational scale, and ten out of the Seventy-five were randomly selected to respond to the interview. The factors that inhibit speaking performances were categorized as either linguistic or psychological. The outcome of the study revealed that Chinese EFL learners have speaking problems that relate more to psychological factors like anxiety, fear of mistakes, unwillingness, and fear of negative evaluation than linguistic factors such as lack of vocabulary, pronunciation, insufficient knowledge of grammar rules, reading and oral presentation. Furthermore, the researchers investigated the motivational levels of respondents toward speaking English as motivation is considered a fundamental element in achieving oral proficiency. The findings showed that Chinese EFL learner’s instrumental motivations are slightly dominant than their integrative motivation. The study recommends that instructors or teachers should create a conducive environment that will help reduce anxiety or shyness and gather adequate strategies like regular oral presentations or classroom debates to boost EFL learners' speaking confidence.

scholarly journals IMPROVING THE EFFECTIVENESS OF TEACHING STUDENTS A FOREIGN LANGUAGE BASED ON A COMMUNICATIVE METHODOLOGY

2021 ◽  
Vol 9 (12) ◽  
pp. 396-402
Author(s):  
Pulatova Ziyoda ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Learning Rules ◽  
Level Of Knowledge ◽  
Grammar Knowledge

In the context of globalization and integration in the country into the international community, the modernization of foreign language teaching in domestic higher education is taking place. The development of international contacts in the country causes a need for specialists of various profiles who are well-versed in foreign languages, but their training does not always give the desired results. Practice has shown that the grammatical translation method used in the last few decades to teach a foreign language to specialists of various profiles, in which the emphasis is on learning rules and translating texts, rather than on communication, has not fully justified itself. Having generally good grammar knowledge, and skills in the field of translation, graduates of non-linguistic universities have difficulties in communication with foreigners in the course of professional activities, and the question about the level of knowledge of foreign language professionals are increasingly responsible read and translate with a dictionary, which actually means no possession and failure to carry out practical communication in a foreign language.

scholarly journals Sentences with the meaning of irreal condition in K. G. Paustovsky's The Tale of Life

2021 ◽  
Vol 3 (26) ◽  
pp. 91-100
Author(s):  
Inessa G. Rodionova ◽  
Keyword(s):  
Main Part ◽  
Complex Sentence ◽  
Semantic Type ◽  
Complex Sentences ◽  
Grammar System ◽  
Subordinate Clauses ◽  
Functional Features ◽  
The One ◽  
Lexical Content

The purpose of the article is to identify and describe structural, semantic and functional features of irreal-conditional complex sentences with the conjunction «если» (if) in the autobiographical Tale of Life by K. G. Paustovsky. In the introduction, the author notes the important role of syntactic units in expressing the author's intention in autobiographical text, and points out the constant scientific interest in studying the functioning of complex subordinate sentences with conditional meaning in texts of different styles in both synchronic and diachronic aspects. The main part of the article defines the irreal condition and notes that a formal indicator of its semantics in a complex sentence is the presence of the form with the particle «бы» (would) in the main and subordinate clauses. Attention is drawn to the complication of the irreal condition meaning with various connotations: desirability, supposition, possibility, concession, comparison, as well as a phatic aspect. Each structural-semantic type of sentences is analyzed in terms of specific semantics, structure, ways of expressing the main sentence parts, and lexical content. The author names the means of strengthening the semantics of the irreal condition, including particles, interjections, exclamatory intonation, etc. The conclusion is made that the use of sentences of this type in an autobiographical text, on the one hand, allows the author to convey the message of the work as accurately as possible, to express his perception of events and the characters' thoughts and intentions. On the other hand, the use of sentences with the conjunction «если» (if) with the meaning of irreal condition, with different semantic connotations, shows the capacity of the modern Russian grammar system, which allows the speaker or writer to convey the finest shades of meaning in portraying objective reality.

scholarly journals Punctuation in English & Portuguese Translations: When Every Point Counts

2002 ◽  
Vol 35 (4) ◽  
pp. 720-731
Author(s):  
Cecil L. de Ataide Melo
Keyword(s):  
Foreign Language ◽  
American English ◽  
Brazilian Portuguese ◽  
Direct Application ◽  
Composition And Rhetoric ◽  
Point Counts ◽  
Complex Sentences ◽  
English Translations

Abstract This is an investigate study on the frequency of punctuation use in Brazilian Portuguese and American English translations. Six textual pairs were selected, each representing a particular genre of translation. Punctuation was divided into two contrasting categories. Under terminal punctuation were placed marks which came at the end of sentences and caused the next word to be capitalized. Under internal punctuation were included marks which appeared within the sentence limits. 1692 marks in 622 sentences were carefully tabulated and constituted the corpus of this project. Results indicated that Portuguese texts were considerably more populated by various punctuation marks than their English counterparts. Frequent rhetorical pauses, tolerance towards longer and more complex sentences, and occasional use of double punctuation invited a higher ratio of marks per sentece in the Portuguese texts. In the last part of the paper, a number of conventions governing punctuation usage in the two languages are discussed, providing a direct application to the training of translators and students of foreign language composition and rhetoric.

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