Zur Syntax der russischen Leichten Sprache

2021 ◽  
Vol 66 (3) ◽  
pp. 446-490
Author(s):  
Claudia Radünzel
Keyword(s):  
Present Article ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Complex Sentences

Summary The present article deals with Easy-to-read Russian. It focuses on the level of syntax which is mainly characterized by the avoidance of complex sentence structures. The necessity to write sentences that are as short and simple as possible is intuitively comprehensible, but often difficult to implement in practice since Easy-to-read texts also have to express causal, final or many other relations. Suggestions for avoiding complex syntactic structures in Russian are submitted and put up for discussion by consulting results and important proposals of studies about German “Leichte Sprache”. This includes both clause constructions and complex sentences with their individual subgroups as well as asyndetic compound sentences. On the whole, the study is intended to make a linguistically substantiated contribution to the development of Easy-to-read Russian, for which there are only initial approaches available today.

scholarly journals Poly-predicative conditional constructions in Catalan (in comparaison with Spanish and French)

2021 ◽  
Vol 27 (3) ◽  
pp. 128-136
Author(s):  
T. V. Repnina
Keyword(s):  
Romance Languages ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Complex Sentences ◽  
Analysis And Synthesis ◽  
Syntactic Relations ◽  
Simple Sentences ◽  
First Time

By poly-predicative conditional constructions we mean complex sentences that contain at least three simple sentences, each representing either a condition or a consequence. Poly-predicative sentences can in addition contain other simple sentences that represent neither condition, nor consequence. Poly-predicative constructions that, apart from one condition and one consequence, also include other simple sentences, are not classified here as poly-predicative conditional constructions. While poly-predicative constructions in general have already been in the focus of researches attention, this article seems to address them on Catalan material for the first time. The purpose of this article is an analysis of syntactic relations in poly-predicative conditional constructions. Its objectives include their comparison in Catalan, Spanish, and French, identification of the main types of these constructions, and an analysis of their characteristics. Since the use of tenses and moods in the constructions addressed coincides with that in prototypical bi-predicative conditional constructions, we do not examine it here. The methods, used in this study, included: sampling during corpus collection, classification, description, comparison, transformational analysis and synthesis. The study is based on Catalan texts and their translations into Spanish and French. The findings of the study include: 1) Poly-predicative conditional constructions with several condition and/or consequence clauses are possible. Condition and consequence clauses can occupy different positions in poly-predicative conditional constructions; 2) In contrast to Catalan and Spanish, French admits the replacement of the conditional conjunction si by que; 3) Prototypical conditional and poly-predicative constructions are invariably characterized by subordination relations, with coordination parataxis possible as well. In addition, more complex syntactic structures are possible like, e. g., parallel co-coordination; 4) A prototypical conditional construction being a complex sentence, this limits possible syntactic types of poly-predicative conditional constructions. They cannot be structured as a string of simple sentences connected by coordination or subordination. Consecutive subordination of three or more subordinate sentences is not characteristic of conditional constructions; 5) The study identified a similarity between poly-predicative conditional constructions in Catalan, Spanish, and French. The present research is a contribution into the syntax of Romance languages.

scholarly journals Presentation of other people’s information in scientific discourse

2020 ◽  
pp. 261-274
Author(s):  
T. I. Steksova ◽  
Keyword(s):  
Control Group ◽  
Semantic Structure ◽  
Complex Sentence ◽  
Study Objective ◽  
Scientific Text ◽  
Syntactic Structures ◽  
Complex Sentences ◽  
Wide Range ◽  
Simple Sentences ◽  
Explanatory Structure

The paper reflects the author’s understanding of the explanatory structure as a semantic structure with a wide range of realizations: from complex sentences with an object clause, conjunctionless complex sentences, complicated sentences with introductory words, to simple sentences. The study considers a scientific text characterized by introducing other people’s information due to its polyphonic nature. The study objective was to identify the language reflection of the authors of the scientific text when choosing one of the possible syntactic constructions. A new direction, experimental analysis of the discourse, provides opportunities to language reflection study. Fifty-two graduate students of the Faculty of Philology took part in the experiment. Fifteen professors of various humanitarian specialties were the control group. The study analyzes the scientific text authors’ choice of the method of introducing other people’s information. The linguistic experiment results are those authors’ reflections about choosing one of the possible syntactic structures to deliver other people’s information. The students were found to prefer a direct speech structure (a conjunctionless complex sentence), with the teachers choosing the construction with indirect speech for “it may break the author’s text.” The following groups of reasons for choosing a design were identified: substantivecompositional, genre, and pragmatic. A conclusion is made that the authors of the scientific text do not fully use the wide possibilities for the language system to introduce explanatory semantics and often do it unconsciously. There is a tendency to “push” the authorization mode into auxiliary text, metatext.

Syntax from and for discourse II: More on complex sentences as meso-constructions

2018 ◽  
Vol 6 (1) ◽  
pp. 115-142 ◽  
Author(s):  
Beate Hampe ◽  
Stefan Th. Gries
Keyword(s):  
Multinomial Regression ◽  
Complex Sentence ◽  
Spoken English ◽  
Complex Sentences ◽  
Corpus Linguistic ◽  
Linguistic Research ◽  
Adverbial Clauses ◽  
Syntactic Properties ◽  
Adverbial Clause ◽  
Temporal Adverbial

Abstract This paper presents a direct continuation of preceding corpus-linguistic research on complex sentence constructions with temporal adverbial clauses in a cognitive and usage-based framework (Diessel 2008; Hampe 2015). Working towards a more systematic construction-based account of complex sentences with before-, after-, until- and once-clauses in spontaneously spoken English, Hampe (2015) hypothesised that the morpho-syntactic realisations of configurations with initial adverbial clauses systematically diverge from those of configurations with final ones as a reflection of the specific functionality of each and that usage properties that are found across instantiations with a coherent functional load are retained in the schematisations creating constructions. This paper employs a multinomial regression in order to test to which extent each of eight closely related complex-sentence constructions with either initial or final before-, after-, until- and once-clauses can be predicted from the realisation of a few key morpho-syntactic properties of the respective adverbial and matrix clauses involved. The results support an analysis of complex-sentence constructions as meso-constructions that are not only specific about the subordinator and the positioning of the adverbial clause, but also retain “traces” of characteristic usage properties.

scholarly journals Syntactic Complexity in EFL and Native Learners' Undergraduate Thesis Abstracts

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Murniati Murniati
Keyword(s):  
English Language ◽  
Native Speakers ◽  
The United States ◽  
Syntactic Complexity ◽  
Syntactic Structures ◽  
Complex Sentences ◽  
Academic Texts ◽  
Native Speakers Of English ◽  
Academic Year ◽  
Undergraduate Thesis

<p>This research aims to find syntactic complexity of the abstracts in the undergraduate thesis written down by university learners in Indonesia and the ones written down by native speakers of English. The characteristics of syntactic complexity produced by Indonesian learners and the learners who are the native speakers should also be analyzed. It is possible to extend the type of syntactic complexity found in academic texts. In the end, those extensions should be characterized the English language used by Indonesian learners. The data is gained through downloading the abstracts of the undergraduate thesis in the academic year of 2015-2016 from the UBM English Department alumni database. The data regarding the abstracts written down by the native speakers is downloaded from the reputable universities in The United States of America. After that, the data is analyzed by making used of the syntactic analyzer by Lu &amp; Ai (2015). The results shows that the Indonesian learners tend to write more complex sentences and use subordination in the abstracts. The native speakers, on the other hands, tend to write longer sentences with longer T-Unit and clauses. They also tend to write complex nominal in the abstracts. The number of coordination used is similar between the ones written down by Indonesian learners and native speakers of English. <strong></strong></p><strong>Keywords:</strong> syntactic complexity, syntactic structures, undergraduate thesis, Indonesian learners

An analysis of complex sentence structures in patients with schizophrenia

2016 ◽  
Vol 6 (4) ◽  
pp. 228-235 ◽  
Author(s):  
Aysegul Ozcan ◽  
Gulmira Kuruoglu ◽  
Koksal Alptekin ◽  
Sumru Ozsoy
Keyword(s):  
Healthy Subjects ◽  
Language Disorder ◽  
Sentence Structure ◽  
Complex Sentence ◽  
Complex Sentences ◽  
Schizophrenic Patients ◽  
Dsm Iv ◽  
Simple Sentences ◽  
And Control ◽  
Cognitive Problems

Patients with schizophrenia often display unusual language impairments and these abnormalities in language are among the most extreme and obvious symptoms in Schizophrenia Disorder. In this context, this research attempts to analyze and compare the schizophrenic patients’ and control group’s speech  in terms of complex sentence structures. Fifty patients with schizophrenia diagnosed according to DSM-IV criteria have been includedd in the study and compared to fifty healthy subjects matched for age, sex and education level with the patients.  The subjects’ speech  has been  evaluated in four stages.  These are narration, story picture sequencing, semi-structured speech and free speech. The data consists of 8-10 minute recorded interviews.  The recordings have been transcribed based on DuBois’ Discourse Transcription Symbols. The statistical  and linguistic analyses have shown significant differences between complex sentence types’ of patients with schizophrenia and healthy subjects’. The findings have demonstrated that due to the possible cognitive problems the speech produced by schizophrenia patients  is syntactically less complex than that of controls. Additionally, patients with schizophrenia use shorter and simple sentences instead of complex sentences compared to healthy subjects.Keywords: schizophrenia, sentence structure, complex sentence, language disorder, thought disorder.

Children's Second Language Acquisition of English Complex Syntax: The Role of Age, Input, and Cognitive Factors

2017 ◽  
Vol 37 ◽  
pp. 148-167 ◽  
Author(s):  
Johanne Paradis ◽  
Brian Rusk ◽  
Tamara Sorenson Duncan ◽  
Krithika Govindarajan
Keyword(s):  
Second Language Acquisition ◽  
Verbal Memory ◽  
Cognitive Factors ◽  
Complex Sentence ◽  
Complex Sentences ◽  
Complex Syntax ◽  
The Individual ◽  
L2 Vocabulary ◽  
Analytic Reasoning

ABSTRACTThe goal of this study was to determine (a) the similarities and dissimilarities between child L2 and L1 acquisition of complex sentences and (b) the individual difference factors predicting L2 children's acquisition of complex sentences. We analyzed language samples from 187 English L2 children with diverse L1s (Agemean = 5;10 [years;months]; English exposuremean = 17 months). Children used various types of complex sentences at all levels of L2 exposure, including sentences with relative clauses, which are late-acquired by L1 learners. Mixed logistic regression modeling revealed that longer exposure to English in school, richer English environments outside school, larger L2 vocabulary, superior verbal memory and visual analytic reasoning contributed to greater use of complex sentences. L1 typology did not impact complex sentence use in the L2. Overall, L2 children used more complex sentences within a few months of English L2 exposure than what is reported for L1 children aged 2;0–4;0, revealing an advantage for an older age of acquisition. The predictive role of input and cognitive factors, as well as vocabulary, in children's use of complex sentences is more consistent with constructivist than generativist accounts of L2 syntactic acquisition.

The Syntax of Cleft Sentences in Berber

1986 ◽  
Vol 10 (1) ◽  
pp. 53-77
Author(s):  
Moha Ennaji ◽  
Fatima Sadiqi
Keyword(s):  
Movement Analysis ◽  
Initial Position ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Complex Sentences ◽  
Syntactic Description ◽  
Main Verb ◽  
Being Moved

This paper claims that the cleft sentence in Berber has many interesting aspects of both the simple and the complex sentences; however, this construction seems to derive from the basic simple sentence rather than from the complex sentence, since it involves just one main verb and behaves like an S, and not like an NP. The pragmatic implications of the cleft sentence reveal that the clefted constituents are generally contrasted with other constituents of the same structural status in some previous discourse. It is also argued that a WH-movement analysis of the cleft construction is intuitively plausible since clefting involves constituents being moved to the initial position of the sentence. The aim of this paper is to give a syntactic description of the cleft sentence in Berber.1 The reason for undertaking this study is that clefts in Berber pose interesting problems in terms of their structural possibilities, their pragmatic effect and their possible derivation.

scholarly journals SELECTION OF GRAMMAR MATERIAL FOR TEACHING RUSSIAN COMPLEX SENTENCE TO FOREIGNERS

2020 ◽  
pp. 226-234
Author(s):  
Алан Солтанович Цховребов
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Functional Approach ◽  
Foreign Language Teaching ◽  
Complex Sentence ◽  
Syntactic Structures ◽  
Approach To Learning ◽  
Main Components ◽  
Teaching Grammar ◽  
Selection Of

В статье представлен анализ актуального вопроса об отборе и организации грамматического материала в аспекте преподавания русского языка как иностранного (РКИ), поскольку в лингвометодике в курсе РКИ важен учет рассмотренных нами принципов, предполагающих функциональный подход к изучению нового языка. Как известно, при отборе грамматического материала для презентации его в иностранной аудитории следует исходить из цели и содержания, признанных основными компонентами в системе иноязычного обучения. В ходе работы мы пришли к следующим результатам: цель обучения грамматике осуществляется более эффективно, если подача грамматического материала соответствует принципу доступности - он понимается и осмысливается без особых усилий; содержание обучения, отражающее его цель, должно включать элементы речевых моделей, коммуникативно-речевых ситуаций, необходимых для формирования знаний, навыков, умений по синтаксическому аспекту в практике преподавания РКИ. Установлено, что коммуникативно-функциональный подход признан ведущим в практике преподавания РКИ, поскольку предполагает единство функционального и структурно-семантического аспектов, что позволит разработать лингводидактическую модель педагогического воздействия с учетом принципов отбора и организации грамматического (синтаксического) материала, которая включала бы сведения о семантически близких синтаксических конструкциях. The article presents the analysis of the topical issue of selection of grammar material for teaching Russian as a Foreign Language, since it is important to take into account the principles involving functional approach to learning a new language. When selecting grammar material to present it to foreign students, it is necessary to consider the goal and content which are recognized as the main components in the system of foreign language teaching. The author obtained the following result: teaching grammar is more effective if the presentation of grammar material is quite accessible; the training content is to include the speech patterns, speech situations that are necessary to form the knowledge, skills in syntax. The author established that the communicative-functional approach is recognized as the leading one in teaching Russian as a Foreign Language, since it unites functional and structural-semantic aspects. This may help to develop a linguodidactic model of pedagogical influence, taking into account the principles of selection of grammar (syntactic) material, which includes the information about syntactic structures of semantic similarity.

scholarly journals Effects of semantic and syntactic complexities and aspectual class on past tense production

2003 ◽  
Vol 29 ◽  
pp. 149-175
Author(s):  
Ayumi Matsuo
Keyword(s):  
Relative Clause ◽  
Past Tense ◽  
Complex Sentence ◽  
Simple Sentence ◽  
Complex Sentences ◽  
Complement Clause ◽  
The Matrix ◽  
Series Of Experiments ◽  
Topic Time ◽  
Simple Sentences

This paper reports results from a series of experiments that investigated whether semantic and/or syntactic complexity influences young Dutch children’s production of past tense forms. The constructions used in the three experiments were (i) simple sentences (the Simple Sentence Experiment), (ii) complex sentences with CP complements (the Complement Clause Experiment) and (iii) complex sentences with relative clauses (the Relative Clause Experiment). The stimuli involved both atelic and telic predicates. The goal of this paper is to address the following questions. Q1. Does semantic complexity regarding temporal anchoring influence the types of errors that children make in the experiments? For example, do children make certain types of errors when a past tense has to be anchored to the Utterance Time (UT), as compared to when it has to be anchored to the matrix topic time (TT)? Q2. Do different syntactic positions influence children’s performance on past-tense production? Do children perform better in the Simple Sentence Experiment compared to complex sentences involving two finite clauses (the Complement Clause Experiment and the Relative Clause Experiment)? In complex sentence trials, do children perform differently when the CPs are complements vs. when the CPs are adjunct clauses? (Lebeaux 1990, 2000) Q3. Do Dutch children make more errors with certain types of predicate (such as atelic predicates)? Alternatively, do children produce a certain type of error with a certain type of predicates (such as producing a perfect aspect with punctual predicates)? Bronckart and Sinclair (1973), for example, found that until the age of 6, French children showed a tendency to use passé composé with perfective events and simple present with imperfective events; we will investigate whether or not the equivalent of this is observed in Dutch.  

scholarly journals SYNTACTIC ANALYSIS OF SENTENCE PATTERNS AND TYPES OF BBC NEWS ARTICLES

2021 ◽  
Vol 16 (1) ◽  
pp. 25-34
Author(s):  
Erina Andriani ◽  
Barli Bram
Keyword(s):  
Crucial Role ◽  
Sentence Type ◽  
Data Gathering ◽  
Syntactic Analysis ◽  
Complex Sentence ◽  
Purposive Sampling ◽  
Complex Sentences ◽  
Sentence Patterns ◽  
Structured Observation

Sentence patterns and types play a crucial role in helping writers make their articles attractive. However, few studies analyzed the sentence patterns and types used in news articles. Therefore, this study aimed to explore the sentence patterns and types used in shaping news articles. The researchers used a syntactic analysis to examine the sentences. The data were collected from ten BBC news articles published in October 2020. The purposive sampling was used, and the data gathering instrument was structured observation sheets. The gathered data were calculated using percentages. The results showed five sentence patterns used, namely S+V, S+LV+SC, S+V+O, S+V+DO+OC, and S+V+IO+DO. It was also found that four sentence types, namely simple, compound, complex, and compound-complex sentences, were used. Among the used sentence patterns, S+V+O was the most frequent (42%), and the most frequent sentence type was the complex sentence (52.6%).

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