scholarly journals Slovní druh jako základní jazykovědný a didaktický pojem

2017 ◽  
Vol 15 ◽  
pp. 41-53
Author(s):  
Květoslava Klímová
Keyword(s):  
Elementary Education ◽  
Primary School ◽  
Education Programme ◽  
Word Formation ◽  
Lower Grade ◽  
Word Class ◽  
Linguistic Term ◽  
Basic Functions ◽  
Word Classes ◽  
Definition Of

Word class as a basic linguistic and didactic termthe beginning of the article deals with a word class as a linguistic term. The emphasis is put on its application in both semantic and formal morphology, in lexicology, word formation and syntax. We pay attention to the fact that word classes are not disjunctive groups; it means that there are many words that convert from one word class to another one. In the second part of the contribution, we focus on the meaning of word classes for teaching at primary school, especially at the lower grade. The emphasis is put on three basic functions of words, the semantic, form and syntactic one, whose features are principal components for a definition of a word class. The attention is paid to the last curricular document, i.e. Framework Education Programme for Elementary Education, which was introduced into the education system in 2006/2007. We focus on the position of curriculum about word classes in this document. Finally, we offer possibilities of illustrative tasks that may be used when introducing Primary School Standards and that have been created on the basis of Bloom’s taxonomy minimal, optimal and excellent level. All of the exemplary tasks relate to the curriculum about word classes at lower primary school.

scholarly journals Morfem Derivasional dalam Bahasa Mandarin

2016 ◽  
Vol 3 (1) ◽  
pp. 78
Author(s):  
Yulie Neila Chandra
Keyword(s):  
Word Formation ◽  
Compound Word ◽  
Word Class ◽  
Formation Processes ◽  
Functional Categories ◽  
New Words ◽  
Word Classes ◽  
Inflectional Morphemes ◽  
Derivational Morphemes ◽  
Derivation Process

<p>Affixation is one of the process of morphological in Mandarin. Affixes are bound morphemes that are added to other morphemes to form larger units such as words, especially to form a compound word (成词 héchéng cí). Mandarin has two types of affixes: prefixes (precedes the morpheme) and suffixes (follows the morpheme). Prefixes are rare in Mandarin, such as {初chū-}, {第dì-}, {非fēi-}, {可kĕ-}, etc;while suffixes are more numerous, such as {儿-er}, {化 –huā}, {家 –jiā}, {们 –men}, {员 –yuán}, {者 –zhĕ}, {子-zi}, etc. In Mandarin, affix morphemes can also be divided into two functional categories, namely inflectional morphemes and derivational morphemes, both refers two principal word formation processes: inflection and derivation. Although, Mandarin is not the inflection language, only prefix {初chū-} and suffix {们–men} are inflectional morphemes. Therefore, the derivation process is more productive in Mandarin. Derivational morphemes form new words by changing the meaning of the base (root) and the word class. In consequence, derivation in Mandarin may cause a change of word classes; such as nouns, verbs, and adjective, but generally form nouns.</p>

scholarly journals PROSES MORFOLOGIS DALAM BAHASA DAYAK TUNJUNG DI KABUPATEN KUTAI BARAT, PROVINSI KALIMANTAN TIMUR

SUAR BETANG ◽  
2018 ◽  
Vol 12 (2) ◽  
pp. 183
Author(s):  
Halimi Hadibrata
Keyword(s):  
Qualitative Method ◽  
Word Formation ◽  
Word Class ◽  
Note Taking ◽  
Morphological Process ◽  
East Kalimantan ◽  
Word Classes ◽  
The Given

The aim of this research is to discover word class and describing the morphological process of word-formation in Dayak Tunjung. This language is spoken by citizen of West Kutai Region, East Kalimantan. This research applies the qualitative method. The data is collected through survey and note-taking technique. The data is analyzed by using the word-paradigm and valency approach. The word-formation paradigm by affixation, reduplication, and composition to discover word derivation as noun, verb, adjective, and adverb. The valency model of word in sentence is applied to discover preposition and conjunction word class. The result shows that the given language has several word classes, namely noun, verb, adjective, adverb, preposition and conjunction

Phonological properties of word classes and directionality in conversion

2017 ◽  
Vol 10 (2) ◽  
pp. 204-234 ◽  
Author(s):  
Arne Lohmann
Keyword(s):  
Random Forests ◽  
Large Scale ◽  
Word Formation ◽  
Conditional Inference ◽  
Limited Attention ◽  
Word Class ◽  
Conditional Inference Trees ◽  
Word Classes ◽  
Accurate Indicator ◽  
English Noun

In the study of the word-formation process of conversion, one particularly difficult task is to determine the directionality of the process, that is, to decide which word represents the base and which the derived word. One possibility to inform this decision that has received only limited attention is to capitalize on word-class-specific phonological properties. This paper empirically investigates this option for English noun-verb conversion by building on recent findings on phonological differences between these two word classes. A large-scale study of phonological properties is carried out on CELEX data, employing the quantitative techniques of conditional inference trees and random forests. An important result of this analysis is that the accuracy of phonological cues varies widely across different subsamples in the data. Essentially this means that phonological cues can be used as a criterion to determine the directionality of words that are at least two syllables in length. When restricted to this part of the lexicon, phonological properties represent a fairly accurate indicator of source word class and are therefore a useful addition to the linguist's toolkit for determining directionality in conversion. Based on this result, the paper also discusses the relations of phonological properties to other criteria commonly employed to determine directionality.

His Lordship's -ship and the King of Golfdom. Against a purely functional analysis of suffixhood

2010 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Heike Baeskow
Keyword(s):  
Functional Analysis ◽  
Conceptual Knowledge ◽  
Semantic Information ◽  
Word Formation ◽  
Distributed Morphology ◽  
Word Class ◽  
Formation Processes ◽  
Functional Elements ◽  
Grammatical Morphemes ◽  
Independent Model

For many decades there has been a consensus among linguists of various schools that derivational suffixes function not only to determine the word-class of the complex expressions they form, but also convey semantic information. The aspect of suffix-inherent meaning is ignored by representatives of a relatively new theoretical direction – Neo-Construction Grammar – who consider derivational suffixes to be either purely functional elements of the grammar or meaningless phonological realizations of abstract grammatical morphemes. The latter view is maintained by adherents of Distributed Morphology, who at the same time emphasize the importance of conceptual knowledge for derivational processes without attempting to define this aspect. The purpose of this study is first of all to provide support for the long-standing assumption that suffixes are inherently meaningful. The focus of interest is on the suffixes -ship, -dom and -hood. Data from Old English and Modern English (including neologisms) will show that these suffixes have developed rich arrays of meaning which cannot be structurally derived. Moreover, since conceptual knowledge is indeed an important factor for word-formation processes, a concrete, theory-independent model for the representation of the synchronically observable meaning components associated with -ship, -dom and -hood will be proposed.

The Word Class Adjective in English Business Magazines Online

2018 ◽  
Vol 6 (2) ◽  
pp. 99-115
Author(s):  
Borislav Marušić ◽  
Sanda Katavić-Čaušić
Keyword(s):  
Empirical Study ◽  
Empirical Analysis ◽  
Word Formation ◽  
Word Class ◽  
Business English ◽  
Starting Point ◽  
Comprehensive Picture ◽  
English Syntax ◽  
The Empirical Analysis ◽  
Insight Into

Abstract The aim of this paper is to research the word class adjective in one sequence of the ESP: Business English, more precisely English business magazines online. It is an empirical study on the corpus taken from a variety of business magazines online. The empirical analysis allows a comprehensive insight into the word class adjective in this variety of Business English and makes its contribution to English syntax, semantics and word formation. The syntactic part analyses the adjective position in the sentence. The semantic part of the study identifies the most common adjectives that appear in English business magazines online. Most of the analysis is devoted to the word formation of the adjectives found in the corpus. The corpus is analysed in such a way that it enables its division into compounds, derivatives and conversions. The results obtained in this way will give a comprehensive picture of the word class adjective in this type of Business English and can act as a starting point for further research of the word class adjective.

Historical change of word classes

Diachronica ◽  
2012 ◽  
Vol 29 (2) ◽  
pp. 162-200 ◽  
Author(s):  
Matthias Gerner
Keyword(s):  
Target Word ◽  
Case Studies ◽  
East Asian ◽  
Historical Change ◽  
Temporal Parameter ◽  
Word Class ◽  
Process Of Change ◽  
Word Classes ◽  
Asian Languages ◽  
Typical Process

This paper isolates four parameters that guide the historical change of word classes: the quantificational parameter, the directional parameter, the preservative parameter and the temporal parameter. These parameters are involved in the organization of seven case studies in East Asian languages. Based on these case studies I define four diachronic tendencies that apply to East Asian languages and perhaps beyond: (1) the greater the size of the target word class, the lower the number of new acquired meanings; (2) if a word class engages on a path of change, then the greater its size, the more likely it is that the process of change in which it engages will be lexicalization; (3) in a typical process of grammaticalization relatively more meanings are generated than in a typical process of lexicalization; (4) processes of grammaticalization represent temporally short processes more often than processes of lexicalization.

scholarly journals What is history? Views from a primary school teacher education programme

2016 ◽  
Vol 6 (1) ◽  
pp. 10 ◽  
Author(s):  
Sarah Godsell
Keyword(s):  
Primary School ◽  
School Teacher ◽  
Education Programme ◽  
The United States ◽  
Primary School Teacher ◽  
First Year ◽  
School Students ◽  
Moral Value ◽  
Learning History ◽  
Primary School Teacher Education

This article focuses on how history as a concept is understood by first-year BA Education students. Students were asked to respond to the following questions: ‘what is history?’, ‘what is history to you?’ and ‘who writes history?’ Verbal and written consent was obtained from the students to participate in the study. Their answers demonstrated a concept of history that is imbued with a spatial and temporal as well as ideological and moral position. This article argues that, through the data, it seems that for these students the concept of history emerges as an object that is given a moral value, rather than history being seen as having value as a knowledge or skill set. I draw parallels between my findings and Donovan and Bransford’s work on how history is learnt by primary school students in the United States. There are clear similarities between the primary school understandings recorded in Donovan and Bransford, and first-year university understandings that emerged in the data of this study. This article argues that if history is understood as moral, as ‘good’ or ‘bad’, critical thinking and analytic skills which learning history can imbue are vastly diminished. Furthermore, this article uses Lauren Berlant’s concept of ‘cruel optimism’ to consider the implications of how the participating students understand what history is.

scholarly journals Achievements of the academic grammar school

2021 ◽  
pp. 3-29
Author(s):  
Kateryna Horodensʹka ◽  
Keyword(s):  
Word Formation ◽  
Functional Grammar ◽  
Parts Of Speech ◽  
Syntactic Theory ◽  
Word Classes ◽  
Functional Syntax ◽  
Theoretical Issues ◽  
Ukrainian Society ◽  
Formation System

This study aims at investigating the development of grammatical theory at the Institute of the Ukrainian Language for the last 30 years. The paper summarizes achievements in grammar theory from applying the functional, i.e., semantic and grammatical, approach developed by I.R. Vykhovanetsʹ to differentiating units into word and nonword classes and distinguishing morphological categories of major word classes. This facilitated the establishment of the theoretical basis of functional and categorical morphology. The author analyses studies in formal grammatical, semantic, functional, categorical, deri vational, and anthropocentric syntax that attest to the multidimensional growth of a syntactic theory and main aspects of the Ukrainian word formation on the basis of semantic and categorical syntax and a formant- and stem-based derivatology. Some of the latest multi-pronged processes in word formation reflect dynamics of word formation rules, the replenishment of word formation resources, and the development of the word-formation system of Standard Ukrainian. The solving of a complex set of theoretical issues in the modern Ukrainian word-formation introduced the methodological foundations for the recent normative description of the word formation system of Standard Ukrainian. The article addresses issues in studies on applied grammar determined by the process of glo balization and democratization of the Ukrainian society and the needs of Modern Ukrainian language practice to be met. Particular importance is attached to the grammatical prescriptive norms in the professional use, the actualization of case forms appearing in the passive vocabulary, and the dynamics of morphological and syntactic norms in various functional and stylistic dimensions of Standard Ukrainian. Keywords: functional grammar, functional morphology, functional syntax, categorical grammar, categorical syntax, categorical word formation, classification of parts of speech, morphological categories.

scholarly journals A needs analysis of curriculum design of the human rights, citizenship, democracy and child rights course for teacher candidates

2019 ◽  
Vol 9 (1) ◽  
pp. 105-144
Author(s):  
Hatice Leblebici ◽  
Banu Yücel Toy
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Teacher Candidates ◽  
Quantitative Data ◽  
Education Programme ◽  
Needs Analysis ◽  
Classroom Teaching ◽  
Child Rights

The overall aims of this study are to conduct a needs analysis of curriculum design of the “Human Rights, Citizenship and Democracy” course for the teacher candidates at the Department of Classroom Teaching and to propose a curriculum design. In this study, convergent parallel mixed methods design comprising both qualitative and quantitative data collection is used. In the qualitative aspect of the needs analysis, in-depth interviews with eight primary school teachers who taught or have been teaching the “Human Rights, Citizenship and Democracy” course in the fourth year of the primary school, three instructors from Department of Classroom Teaching at the Faculty of Education who are teaching a course with similar content and six teacher candidates registered at the 4th grade of the same department were counducted. Based on the interview results, a “Needs Analysis Questionnaire” was developed by the researchers and used for the quantitative dimension. The questionnaire is applied to 80 teacher candidates who are 3rd and 4th grade classroom teacher candidates in a a state university in Istanbul. Qualitative data were analyzed through the content analysis carried out by using NVivo11 analysis software. In the analysis of the quantitative data, a descriptive analysis was made by using SPSS.20 software package. According to results, It is seen that the teacher candidates are barely knowledgeable about the child rights; and that the teacher candidates appreciate the learning outcomes of the course design, and yet they consider themselves quite incompetent for these learning outcomes. Additionaly, the results demonstrated that an education programme on human rights, citizenship and democracy should be offered to the teacher candidates as a must course. In line with the results of the needs analysis, an education programme design model on human rights, citizenship, democracy and child rights is proposed.

scholarly journals HISTORYOGRAPHY OF THE OF DEVELOPMENT THE CONTINUOUS PRIMARY SCHOOL TEACHER TRAINING TO WORK IN THE INCLUSIVE EDUCATION CONDITIONS IN THE UKRAINE (END OF THE XX – START OF THE XXI CENT.)

2021 ◽  
pp. 86-91
Author(s):  
T. DZHAMAN
Keyword(s):  
Teacher Preparation ◽  
Teacher Training ◽  
Primary School ◽  
Inclusive Education ◽  
School Teacher ◽  
Primary School Teacher ◽  
Scientific Analysis ◽  
History Of ◽  
Chronological Sequence ◽  
Definition Of

The article analyzes the views of scientists on the specified problem of study. It is specified that the problem of continuous primary school teacher training to work in the conditions of inclusive education that we studied is a certain chronological sequence of transformations of different visions and it is relevant to the sphere of scientific and pedagogical search. We made a scientific analysis of the studies and clarified the definition of some concepts. It is specified, that we understand the historiography of development the continuous primary school teacher training to work in a conditions of inclusive education as a totality of research scientific and pedagogical works directed on the study of the specified problem from the time of its actualization due to today and the main its task we see in the objective coverage of the history of the issue of continuous primary school teacher preparation to work in conditions of inclusive education with taking into account the transformation of the ideas and views on the problem, studied by us. We generalized the sources processed by us on the basis of the analysis in the historiographical dimension into the two groups: continuous primary school teacher training from the end of XX cent. due to today; The history of inclusive education in the Ukraine from the end of XX cent. due to today.

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