scholarly journals THE ACQUISITION OF RUSSIAN GRAMMAR CASES BY BRAZILIAN STUDENTS

2021 ◽  
Vol 5 ◽  
pp. 573-581
Author(s):  
Joao Paulo Sabadin Santos T. Medina ◽  
Ekaterina Budnik
Keyword(s):  
Object Relations ◽  
Native Language ◽  
Object Relation ◽  
Empirical Approach ◽  
Structural Comparison ◽  
Proficiency Levels ◽  
Structural Divergence ◽  
Brazilian Students

The analysis of Russian discourse in the proficiency levels B1 and B2 points out to Brazilian students' assimilation problems regarding the grammar cases. Such problems are interpreted based on the structural comparison between the verb-object relations in Portuguese and Russian: - the verb and object may be connected directly or through a preposition; - the meaning is also intermediated by the grammar cases. To establish interlinguistic equivalents, they are compared structures with similar meaning in the native language compared to the learnt one. The research aims to understand through an empirical approach to Brazilian students' difficulties when learning grammar cases regarding their native language interference. The authors recorded interviews with Brazilian students in the referred proficiency levels, which were considered under the typological comparison; a questionary answered by the same students was then implemented to confirm such difficulties. The results indicate the structural divergence and consequent difficulty of Brazilian students to acquire the Dative and the Instrumental cases when a preposition does not intermediate the verb-object relation.

Native language identification and writing proficiency

2015 ◽  
Vol 1 (2) ◽  
pp. 187-209 ◽  
Author(s):  
Kristopher Kyle ◽  
Scott A. Crossley ◽  
YouJin Kim
Keyword(s):  
Group Membership ◽  
Native Language ◽  
Multinomial Logistic Regression ◽  
First Language ◽  
Language Identification ◽  
Writing Proficiency ◽  
Proficiency Levels ◽  
Close Analysis ◽  
The Impact ◽  
The Relationship

This study evaluates the impact of writing proficiency on native language identification (NLI), a topic that has important implications for the generalizability of NLI models and detection-based arguments for cross-linguistic influence (Jarvis 2010, 2012; CLI). The study uses multinomial logistic regression to classify the first language (L1) group membership of essays at two proficiency levels based on systematic lexical and phrasal choices made by members of five L1 groups. The results indicate that lower proficiency essays are significantly easier to classify than higher proficiency essays, suggesting that lower proficiency writers make lexical and phrasal choices that are more similar to other lower proficiency writers that share an L1 than higher proficiency writers that share an L1. A close analysis of the findings also indicates that the relationship between NLI accuracy and proficiency differed across L1 groups.

scholarly journals Psycho-semiotic model of thinking. Combining Klein and Peirce theory of symbol for more comprehensive model of mind

2019 ◽  
Vol 10 (1) ◽  
pp. 51-67
Author(s):  
Marta Iwaszuk
Keyword(s):  
Object Relations ◽  
Object Representation ◽  
Object Relation ◽  
Melanie Klein ◽  
Sign Theory ◽  
Semiotic Model ◽  
Proposed Model ◽  
Individual Potential ◽  
Semiotic Perspective ◽  
Definition Of

Thesis: Aim of the paper is to present Melanie Klein and Charles S. Peirce concept of symbol in order to combine them into scheme that presents conscious and unconscious aspect of thinking through symbolic signs (signs based on convention). Presented concepts: Paper presents concept of symbol in psychoanalytical and semiotic perspective. Psychoanalytical view is based on interpretation of symbol according to object relation paradigm proposed by Klein. There are two reasons for selecting her theory for the model: it is most closely bound with interdependency between communication and thinking plus her concept of proper symbol fulfills definition of symbolic sign in Peirce theory, due to deployment of matter of absence in substitution process. Peirce theory however is selected to present semiotic perspective not only for its good linkage to Klein’s “proper symbol” but also for its accurate understating of object representation in quasi- mind through Representamen and as a result recognition of symbol embedment in code through unlimited semiosis. Chosen concepts are consolidated into psycho-semiotic model of thinking which recognizes symbol to be co-created by unique internal world of unconscious phantasy with simultaneous employment of semiotic devices oriented to external, group order perspective. Results and conclusions: Proposed psycho-semiotic model of thinking enhances psychoanalytic view, based on drive for object, by recognizing communication means required for meaningful relation and with that for thinking itself. As a result conceptualizing thinking processes is enriched with semiotic discoveries such as mechanics and structure of Representamen and Interpretant, along with indispensable code rules, with unlimited semiosis at its core. In turn psychoanalytical view adds to semiotic perspective sensitivity to individual potential and constrains when code is in use and with that raises precision of exploration in the field. Contribution to the field: Proposed model enriches theory of thinking based on object relations with semiotic sign theory, which being focused on communication serves as a frame for establishing object relations and their conceptualization. In turn employing psychoanalytic perspective into semiotic field brings back code theory to actual code usage, and by that expands it to various unconscious forces, which ultimately determine Interpretant

What Teachers Need to Know About English Language Learners' Translanguaging in the Classroom

2019 ◽  
pp. 109-126
Author(s):  
Laila Aghai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Native Language ◽  
Esl Students ◽  
Negotiation Of Meaning ◽  
Qualitative Research Study ◽  
Proficiency Levels ◽  
L1 And L2 ◽  
The U.S

This qualitative research study focuses on English language learners who are continuing their education in the U.S. high schools and examines their translanguaging in the classroom. When students are learning a second language, they use their linguistic repertoire and their knowledge in English and their native language for negotiation of meaning. In order to gain a better understanding of the students' translanguaging, one ESL teacher and 10 ESL students were interviewed and observed in a classroom. The ESL students spoke Arabic as their native language and had beginning to intermediate proficiency levels. The findings of the study showed that English language learners use various strategies to make the content comprehensible by making connections between their knowledge in their L1 and L2.

scholarly journals An Inquiry into the Role of L3 Proficiency on Crosslinguistic influence in Third Language Acquisition.

2017 ◽  
Author(s):  
Laura Sánchez
Keyword(s):  
Language Acquisition ◽  
Native Language ◽  
Statistical Tests ◽  
Specific Interaction ◽  
Third Language ◽  
Third Language Acquisition ◽  
Proficiency Levels ◽  
Crosslinguistic Influence ◽  
Cloze Test

Abstract: With the rise of multilingualism, studies have proliferated that investigate the interaction of the different languages. The study presented here sets out to examine the role that proficiency plays on the occurrence of a specific interaction, namely interlanguage transfer from a prior non–native language (L2 German) upon another non–native language (L3 English) at the level of syntax in Spanish/ Catalan bilinguals. Data were collected from 80 learners of L3 English who were at different proficiency levels (as indicated by a 30-item cloze test), while data for the analysis of transfer was elicited using a story telling task. Statistical tests revealed significant differences across proficiency levels, i.e. low and pre–intermediate (p= .032), low and intermediate levels (p= .000), and pre–intermediate and intermediate levels (p= .018). Título en español: “Una indagación sobre el papel de la proficiencia en L3 sobre la influencia transversal en la adquisición de terceras lenguas”Resumen: Con el crecimiento del multilingüismo, han proliferado los estudios que investigan la interacción entre diferentes lenguas. El presente estudio se plantea examinar el rol que desempeña la proficiencia en la ocurrencia de un tipo específico de interacción, a saber, transferencia entre interlenguas de una lengua no nativa (L2 Alemán) a otra lengua no nativa (L3 Inglés) a nivel sintáctico en bilingües Castellano/ Catalán. Se recogieron datos de 80 aprendices de L3 Inglés que estaban en diferentes niveles de proficiencia (como indicó un cloze test de 30 ítems), mientras que los datos para el análisis de la transferencia se elicitaron empleando una tarea narrativa. Los tests estadísticos realizados revelaron diferencias significativas entre niveles bajo y pre–intermedio (p= .032), bajo e intermedio (p= .000) y pre–intermedio e intermedio (p= .018).

scholarly journals How to combine text-mining methods to validate induced Verb-Object relations?

2014 ◽  
Vol 11 (1) ◽  
pp. 133-155 ◽  
Author(s):  
Nicolas Béchet ◽  
Jacques Chauché ◽  
Violaine Prince ◽  
Mathieu Roche
Keyword(s):  
Object Relations ◽  
Language Processing ◽  
Roc Curves ◽  
Object Relation ◽  
Experimental Protocol ◽  
Syntactic Relation ◽  
Set Up ◽  
Syntactic Relations ◽  
French Corpus ◽  
Vector Approach

This paper describes methods using Natural Language Processing approaches to extract and validate induced syntactic relations (here restricted to the Verb-Object relation). These methods use a syntactic parser and a semantic closeness measure to extract such relations. Then, their validation is based on two different techniques: A Web Validation system on one part, then a Semantic-Vectorbased approach, and finally different combinations of both techniques in order to rank induced Verb-Object relations. The Semantic Vector approach is a Roget-based method which computes a syntactic relation as a vector. Web Validation uses a search engine to determine the relevance of a syntactic relation according to its popularity. An experimental protocol is set up to judge automatically the relevance of the sorted induced relations. We finally apply our approach on a French corpus of news by using ROC Curves to evaluate the results.

scholarly journals Error Tagging in the Lithuanian Learner Corpus

2020 ◽  
Author(s):  
Jūratė Ruzaitė ◽  
Sigita Dereškevičiūtė ◽  
Viktorija Kavaliauskaitė-Vilkinienė ◽  
Eglė Krivickaitė-Leišienė
Keyword(s):  
Native Language ◽  
Progress Report ◽  
Proficiency Levels ◽  
Work In Progress ◽  
Learner Corpus ◽  
Current State ◽  
Error Annotation

This paper is a work-in-progress report on error annotation in the Lithuanian Learner Corpus (LLC), which has been developed using the TEITOK environment. The LLC is the first electronic corpus of learner Lithuanian that represents learners of very diverse native language backgrounds and different proficiency levels. In this paper, we have a double aim: firstly, we present the structure of the corpus in its current state; and secondly, we describe the main principles, procedures, and challenges of error annotation in the LLC. The main types of errors that are tagged in this corpus and analysed in this paper are orthographic, lexical, and syntactic.

Are jokes funnier in one’s native language?

2018 ◽  
Vol 31 (1) ◽  
pp. 5-37 ◽  
Author(s):  
Ayşe Ayçiçeği-Dinn ◽  
Simge Şişman-Bal ◽  
Catherine L Caldwell-Harris
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
English Teacher ◽  
Language Play ◽  
Proficiency Levels ◽  
Investment Theory ◽  
Humor Appreciation ◽  
Turkish University Students ◽  
The Individual ◽  
High Level

Abstract Appreciating the humor in jokes involves incongruity-detection and resolution, which requires good language skills. Foreign language comprehension is challenging, including interpreting words within their sentence context. An implication is that jokes in a foreign language will be more difficult to understand and therefore probably less humorous, compared to native language jokes. To study this question while preserving humor across translations, jokes were selected from Turkish and English websites to minimize language play and cultural references. Turkish university students rated both Turkish and English jokes for humor. Humor for foreign language jokes was positively correlated with ease-of-understanding of specific jokes and also by the individual-differences characteristics of English proficiency and likely career investment (e.g., preparing for a future career as English teacher or translator). We propose the proficiency X investment theory: Foreign language jokes will be experienced as funnier than native language jokes when proficiency levels are high (ranging from good to excellent) and bilinguals have a high level of L2 investment. When proficiency levels are only adequate, and without special investment in L2, native language jokes will be evaluated as funnier than foreign language jokes. With intermediate proficiency and investment, jokes can be experienced as similarly humorous in the two language. Important in this pattern is the proposal that weaker L2-proficiency can trade-off with language investment to bolster L2 humor appreciation.

Psychodynamic Aspects of Demonic Possession and Satanic Worship

1993 ◽  
Vol 23 (4) ◽  
pp. 186-194 ◽  
Author(s):  
Gavin Ivey
Keyword(s):  
Object Relations ◽  
Object Relation ◽  
Melanie Klein ◽  
Demonic Possession ◽  
Power And Control ◽  
Narcissistic Injury ◽  
Psychological Sense ◽  
The Individual ◽  
And Control

The phenomena of demonic possession and Satanic ritual involvement are understandable within a demonological discourse as the psychic infiltration of malevolent supernatural entities. However, those rejecting the demonological model, but who wish to make psychological sense out of these phenomena, are frustrated by the lack of academically sound psychological material on the subject. In this article I address this lacuna by developing an object relations psychoanalytic model of both involuntary demonic possession, and voluntary Satanic ritual participation. I begin by examining the Freudian understanding of demonic possession, using the classical psychoanalytic paradigm. The Freudian model is criticized as being too limited, and an alternative object relations model, based on the theories of Melanie Klein and Ronald Fairbairn, is proposed. A case study is used to advance the idea that the internalization of a bad paternal object constitutes the developmental nucleus of demonic possession. The intrusive return of the projected bad object relation gives rise to the experience of possession. In voluntary Satanic worship, however, a different dynamic involving the individual's identification with the bad object suggests itself. The unconscious motivation for this identification arises from the child's experience of vulnerability and powerlessness at the hands of the persecutory parent. Identification with this bad object, symbolized by Satan, gives the individual a sense of personal power and control over his/her life. Satanic involvement thus compensates for the original childhood narcissistic injury.

scholarly journals Abject Object Relations and Epistemic Engagement in Clinical Practice

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Helene Scott-Fordsmand
Keyword(s):  
Clinical Practice ◽  
Object Relations ◽  
Medical Practice ◽  
Object Relation ◽  
Type Object ◽  
Epistemic Object ◽  
Point Of Departure

The article engages with medical practice to develop a philosophically informed understanding of epistemic engagement in medicine, and epistemic object relations more broadly. I take point of departure in the clinal encounter and draw on French psychoanalytical theory to develop and expand a taxonomy already proposed by Karin Knorr-Cetina. Doing so, I argue for the addition of an abject type object relation, that is, the encounter with objects that transgress frameworks and disrupt further investigation, hence preventing dynamic engagement and negatively shaping our epistemic pathways. The article is primarily theoretical although partly grounded in qualitative fieldwork.

How native language and L2 proficiency affect EFL learners’ capitalisation abilities: a large-scale corpus study

Corpora ◽  
2019 ◽  
Vol 14 (2) ◽  
pp. 173-202 ◽  
Author(s):  
Itamar Shatz
Keyword(s):  
Large Scale ◽  
Native Language ◽  
Error Rates ◽  
L2 Proficiency ◽  
Efl Learners ◽  
Proficiency Levels ◽  
Error Proportion ◽  
Wide Range ◽  
L1 Influence ◽  
Latin Script

Capitalisation is a salient orthographic feature, which plays an important role in linguistic processing during reading, and in writing assessment. Learners’ second language (L2) capitalisation skills are influenced by their native language (L1), but earlier studies of L1 influence did not focus on learners’ capitalisation, and examined primarily ‘narrow’ samples. This study examines capitalisation error patterns in a large-scale corpus of over 133,000 texts, composed by nearly 38,000 EFL learners, who represent seven different L1s and a wide range of English proficiency levels. The findings show that speakers of all L1s made a large number of capitalisation errors, in terms of errors per word and error proportion (out of all errors), especially at lower L2 proficiency levels. Under-capitalisation was more common than over-capitalisation, though this gap narrowed over time. Interestingly, L1s which share English's Latin script had higher error rates, suggesting that (assumed) perceived similarity between the L1 and the L2 increases interference, though this interference could not be explained only through direct negative transfer. There was also an interaction between L1 influence and L2 proficiency, so that differences between speakers of different L1s became smaller as their L2 proficiency improved.

Sign in / Sign up

Export Citation Format

Share Document