scholarly journals The Non Standard English Used by Women in the Help Movie

2016 ◽  
Vol 3 (2) ◽  
pp. 106-122
Author(s):  
Aal Inderajati ◽  
U Ubaidillah
Keyword(s):  
Women Characters ◽  
English Education ◽  
Standard English ◽  
Double Negative ◽  
Auxiliary Verbs ◽  
Auxiliary Verb

ABSTRACT This research discusses the grammatical features of Non-Standard English that is used by women characters in The Help movie and also the factors that influence it. The discussion in this research uses the theory from Trudgill (1999) and Holmes (1992). Further, SPEAKING formula proposed by Dell Hathaway Hymes (1974) is also used to determine the factors that influence the use of Non-Standard English. The study found five features of non-standard English used by women characters; they are missing auxiliary verbs, construction words, grammatical mistakes, wrong pronouns, and double negatives. Those features were found in the 108 data or conversations. The researcher analyzed those features through SPEAKING formula to find the factors. The factors which affect the use of non-standard English are Setting and Scene, Participants, Ends, and Genre. Moreover, Participants is the factor that mostly influences the use of Non-Standard English by women in The Help movie.   ABSTRAK Dalam penelitian ini akan dibahas tentang fitur-fitur gramatikal bahasa Inggris non-standard yang digunakan oleh karakter wanita dalam film The Help dan juga faktor yang mempengaruhi penggunaannya. Pembahasan dalam penelitian ini menggunakan teori dari Trudgill dan Holmes. Disamping itu, teori SPEAKING yang dikemukakan oleh Dell Hathaway Hymes juga akan digunakan untuk mengetahui faktor yang mempengaruhi penggunaan bahasa Inggris non-standard tersebut. Dari hasil analisis, peneliti menemukan lima fitur bahasa Inggris non-standard yang digunakan oleh karakter wanita; fitur tersebut yaitu missing auxiliary verb, construction words, grammatical mistakes, wrong pronoun, dan double negative. Faktor yang mempengaruhi penggunaan bahasa non-standard ialah Setting and Scene, Participants, Ends, dan Genre. Participants adalah faktor yang paling banyak mempengaruhi penggunaan bahasa Inggris nonstandard oleh karakter wanita dalam film The Help. How to Cite: Inderajati, A. Ubaidillah. (2016). The Non Standard English Used by Women in the Help Movie. IJEE (Indonesian Journal of English Education), 3(2), 106-122 doi:10.15408/ijee.v3i2.5509. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509   

scholarly journals Students' Grammatical Errors in Composing English Passive Sentences

2020 ◽  
Vol 8 (2) ◽  
pp. 588-601
Author(s):  
Siska Bochari ◽  
, Afrillia Anggreni ◽  
Maf’ulah Maf’ulah
Keyword(s):  
English Education ◽  
First Language ◽  
Study Program ◽  
Passive Voice ◽  
Auxiliary Verbs ◽  
English Grammar ◽  
Grammatical Errors ◽  
Sentence Patterns ◽  
Auxiliary Verb ◽  
Constituent Elements

Students in learning English grammar often experience difficulties, and are influenced by the first language, namely Indonesian. Students are influenced by the first language, Indonesian, in composing passive sentences and changing active sentences into passive sentences without first identifying the tense used. The students' difficulties in composing passive sentences resulted in difficulties in writing text properly. This is because most students do not understand how to change the active voice to the passive voice, use auxiliary verbs, and identify the tense. The study uses descriptive qualitative method that aims to analyze errors in the preparation of English passive sentences made by the 4th semester students of the English Education Study Program, Tadulako University. In arranging the passive form and which passive form is the most difficult for students to understand and after analyzing the students' mistakes in composing passive sentences, the researchers concluded that of the 50 students who became respondents, the problems that students make in composing passive sentences are 1) changing word order caused by not being able to distinguish between subject and object, 2) not understanding the tense used in active sentences resulting in a change in the auxiliary verb form, 3) reducing or eliminating one of the constituent elements passive, such as the BY preposition, auxiliary verb be, or the suffix –ED to the regular verb. 4) generalizing all passive sentence patterns. Type of error becoming the most dominant thing that students do in making noun clauses is misordering, which is changing the position of the subject and the object without considering the passive patterns and verbs that the sentence has. Next, the passive voice which is the most difficult for students to make is that they had difficulty in constructing passive sentences using the main sentence HAVE or GET followed by a non-finite verb (past participle).

scholarly journals The Meanings of Modal Auxiliary Verbs in the Movie "The Perks of being a Wallflower"

Lexicon ◽  
2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Herlina Endah Atmaja
Keyword(s):  
Data Analysis ◽  
Auxiliary Verbs ◽  
Auxiliary Verb

This research attempts to investigate the meanings of modal auxiliary verbs in the movie The Perks of being a Wallflower. In particular, it aims to identify and classify the modal auxiliary verbs according to their meanings. The data used in this research were dialogues containing modal auxiliary verbs. The modal auxiliary verbs are analyzed semantically and pragmatically. Based on the data analysis, 171 modal auxiliary verbs were found in the movie. The most commonly used modal auxiliary verb in the movie is the modal auxiliary will (28.7%), followed by can (24.0%), would (21.6%), could (14.0%), should (7.0%), might (2.9%), and must (1.8%). From the 171 modal auxiliary verbs, 43 (25.1%) are used to express epistemic meanings, 23 (13.4%) are used to express deontic meanings, and 105 (61.3%) are used to express dynamic meanings. It was found in this research that the modal auxiliary verbs are most frequently used to express dynamic meanings.

Lemmatization of compound tenses in English

1999 ◽  
Vol 22 (1-2) ◽  
pp. 71-122
Author(s):  
Maurice Gross
Keyword(s):  
Modal Verbs ◽  
Auxiliary Verbs ◽  
Finite State ◽  
Compound Verbs ◽  
Auxiliary Verb

We generalize the process of lemmatization of verbs to their compound tenses. Usually, lemmatization is limited on verbs conjugated by means of suffixes; tense auxiliaries and modal verbs (e.g. I have left, I am leaving, I could leave) are ignored. We have constructed a set of 83 finite-state grammars which parse auxiliary verbs and thus recognizes the ‘head verb’, that is, the lemma. We generalize the notion of auxiliary verb to verbs with sentential complements which have transformed constructions (e.g. I want to go) that can be parsed in exactly the same way as tense auxiliaries or modal verbs. Ambiguities arise, in particular because adverbial inserts occur inside the compound verbs,. We show how local grammars describing nominal contexts can be used to reduce the degree of ambiguity.

Language shift and apparent standardisation in Early Modern English

2015 ◽  
Vol 1 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Remco Knooihuizen
Keyword(s):  
Early Modern ◽  
Language Contact ◽  
English Education ◽  
Language Shift ◽  
Early Modern Period ◽  
Standard English ◽  
Dialect Contact ◽  
Isle Of Man ◽  
Modern Period

AbstractIt has been observed that language-shift varieties of English tend to be relatively close to Standard English (Trudgill and Chambers 1991: 2–3). An often-used explanation for this is that Standard English was acquired in schools by the shifting population (Filppula 2006: 516). In this paper, I discuss three cases of language shift in the Early Modern period: in Cornwall, the Isle of Man, and Shetland. I offer evidence that the role of Standard English education was, in fact, fairly limited, and suggest that the standard-likeness of Cornish English, Manx English and Shetland Scots is most likely due to the particular sociolinguistic circumstances of language shift, where not only language contact, but also dialect contact contributed to a loss of non-standard-like features and the acquisition of a standard-like target variety. This atelic and non-hierarchical process is termed apparent standardisation.

scholarly journals SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

2021 ◽  
Vol 1 (2) ◽  
pp. 36-48
Author(s):  
Annafi’in Nur Rixha ◽  
Idrus Alhamid ◽  
Siti Rokhmah ◽  
Syamsir Bin Ukka
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Education Students ◽  
Study Program ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Present Tense ◽  
The Difference ◽  
Auxiliary Verb ◽  
Errors Analysis

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.

scholarly journals A semantic analysis of modal DE 得 in pre-modern Chinese

Lingua Sinica ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 1-29
Author(s):  
Barbara Meisterernst
Keyword(s):  
Argument Structure ◽  
Semantic Analysis ◽  
The Other ◽  
Late Archaic ◽  
Semantic Constraints ◽  
Auxiliary Verbs ◽  
Modal Verb ◽  
Archaic Chinese ◽  
Auxiliary Verb ◽  
Sinitic Languages

Abstract In this paper, the lexical semantics of the pre-modal verb 得 dé and its development into a modal auxiliary will be discussed. Two different positions are available for the modal dé, the default preverbal position of modal auxiliary verbs and a post-verbal position. The analysis of the event and the argument structure of the lexical verb dé reveals that the different modal uses of dé originate from its functions as an achievement verb. In this regard, dé clearly differs from the other verbs of possibility in Late Archaic Chinese. The particular syntacto-semantic constraints of dé can account for its development into both a modal auxiliary verb, and for the particular functions it develops in the Modern Sinitic languages as a postverbal modal marker.

scholarly journals Teaching Simple Present in Writing Through Short Story on Youtube To Accounting Students at University of Bina Sarana Informatika

2021 ◽  
Vol 5 (2) ◽  
pp. 100
Author(s):  
Paramita Kusumawardhani
Keyword(s):  
Short Story ◽  
Qualitative Method ◽  
Teaching Writing ◽  
Accounting Students ◽  
Auxiliary Verbs ◽  
The Media ◽  
Present Tense ◽  
Teaching Learning ◽  
Auxiliary Verb ◽  
Writing Technology

<p><span lang="EN-US">This research discusses the use of short story on YouTube in teaching simple present tense to Accounting students. The development of technology has influenced in English teaching learning ways. There are some skills that should be mastered by the learners in learning English, they are listening, speaking, reading and writing. Technology can be used in all English skills, such as the use of YouTube in teaching writing. There are many short stories on YouTube that can be used as one of the media in teaching writing. Simple present is used to show the activity which is done repeatedly. It is also used to show about general truth or fact. It is chosen as the students, especially Accounting students, still have difficulties in implementing simple present in the sentence. The method used in this research was descriptive qualitative method and the participants of this research were the students from Accounting Department, 1st semester of University Bina Sarana Informatika. The results of the research are: (1) most students have understood about the pattern of the verb used in simple present tense; (2) most of them have known about using verbs or auxiliary verbs; and (3) some of them made mistakes of the writing of the verb and auxiliary verb.</span></p>

scholarly journals UNDERSTANDING OF UZBEK AND KOREAN AUXILIARY VERBS

2021 ◽  
Author(s):  
Yeon SANGHEUM ◽  
Keyword(s):  
Comparative Studies ◽  
The Other ◽  
Contrast Study ◽  
Auxiliary Verbs ◽  
Corpus Construction ◽  
Other Hand ◽  
Sentence Construction ◽  
Auxiliary Verb ◽  
Structural Aspects

Uzbek and Korean are characterized by agglutination. When comparing and contrasting the two languages, we can find quite a few similarities in the conjugation of verbs, especially auxiliary verbs, where the characteristics of the agglutinating language are most prominent. In the use of auxiliary verbs, the two languages ​​are similar in semantically as well as in simple structural aspects, and there are many cases where the same meaning is expressed using the auxiliary verb. On the other hand, there are differences as well, but there is still a lack of comparative studies between the two languages ​​on the corresponding grammar item. In addition, errors in the most common and widely used Google translator can also be found. Although there were no major problems in conveying simple meanings, sentence construction using auxiliary verbs was not performed properly. By briefly introducing these problems, it was found that the necessity for contrast study and corpus construction between the two languages was required.

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