scholarly journals The Post-Modification of Noun Phrase: Types and Distributions on Abstracts of Local and International Journals

2020 ◽  
Vol 20 (1) ◽  
pp. 100
Author(s):  
Shanty A.Y.P.S Duwila
Keyword(s):  
Noun Phrase ◽  
Academic Writing ◽  
Noun Phrases ◽  
Prepositional Phrase ◽  
Efl Teachers ◽  
Post Modification

Focusing on single and multiple post-modification of noun phrase complexity in academic writing, this study adopted Berlage’s (2014) types of single and multiple post-modification of noun phrase to investigate the types and distributionof noun phrase on 15 abstracts of accredited local journal and 15 international journal indexed by Scopus. Subjects, objects, and complements are coded manually and then extracted for noun phrases. The findings revealed that both groups of writers heavily relied on noun phrase involving prepositional phrase in single-post modification and noun phrase involving prepositional phrase(s) and coordination(s) in multiple-post modification. This finding may give contribution to EFL teachers and material developers in order to provide information and materials about NP post modifiers that can be used in academic writing.  

scholarly journals Complexity in the Noun Phrase Structure of the Nigerian EFCC Act

2020 ◽  
Vol 1 (1) ◽  
pp. 54-63
Author(s):  
Usman Muhammed Bello ◽  
Rachel Afegbua Zainab
Keyword(s):  
Content Analysis ◽  
Noun Phrase ◽  
Qualitative Content Analysis ◽  
Phrase Structure ◽  
Noun Phrases ◽  
Prepositional Phrases ◽  
The Times ◽  
Post Modification

This research examines the noun phrase structure in the EFCC Act. Other English phrases (verb, adjectival, adverbial, and prepositional phrases) are unimportant to this study except, of course, when they relate to noun phrase. The design for the research is qualitative/content analysis. The EFCC Act provides the data for the study. Noun phrases of different realisations are randomly selected from the text in order to establish the extent of their complexity or otherwise by categorizing the kinds of structure that pre-modify or post-modify the head word. These are further examined in order to establish the extent of their complexity or otherwise by categorizing the kinds of structure that pre-modify or post-modify the head word. The analysis is based on the MHQ models. Findings show that the Act is populated with complex noun phrases, and this complexity, most of the times, lies in post-modification and, at other times, in pre-modification. Sometimes, both pre-modification and post-modification are responsible for this complexity. However, complexity is more realized through post-modification than pre-modification. This complexity is a result of an attempt to restrict or limit the sense of the headword or an attempt to reduce meaning to possible exactitude or clarity.

Discontinuous noun phrases in existential sentences in English and German

1977 ◽  
Vol 13 (1) ◽  
pp. 53-66 ◽  
Author(s):  
H. W. Kirkwood
Keyword(s):  
Surface Structure ◽  
Noun Phrase ◽  
Noun Phrases ◽  
Prepositional Phrase ◽  
Existential Sentences ◽  
Recent Developments ◽  
Subject Noun ◽  
The Subject

In Kirkwood (1970) I noted that in the passivization of a sentence such as: (i) They issued a report on recent developments. i.e. (2) A report was issued on recent developments. a prepositional phrase on recent developments, which appears in some way to be attached to the subject noun phrase a report, may be detached from it in surface structure and placed after the verb. A similar phenomenon was observed in equivalent German sentences. Compare:

scholarly journals The Translation Text of Drama “Macbeth”: Grammatical Transformation of Adjunct in Noun Phrase

2021 ◽  
Vol 12 (2) ◽  
pp. 196
Author(s):  
Firda Zuldi Imamah ◽  
Agus Subiyanto
Keyword(s):  
Qualitative Study ◽  
Noun Phrase ◽  
Noun Phrases ◽  
Prepositional Phrase ◽  
Note Taking ◽  
Descriptive Qualitative

Macbeth is one of Shakespeare’s play that used unique and dramatic choice of words in its adjective and noun. Grammatical transformation of adjectival adjunct in noun phrase in the translation text of drama Macbeth has caused the shift of phrase’s meaning. This study aims to identify the grammatical shift by using X-Bar theory. This study is a descriptive qualitative study. The data are collected by using documentation and note taking technique. There are 35 noun phrases collected. The results show that there are 3 types of shift of adjectival adjunct. First, the adjunct is omitted. Second, the adjunct shifts into complementizer phrase. Third, the adjunct shifts into prepositional phrase.

scholarly journals “My Excellent College Entrance Examination Achievement” — Noun Phrase Use of Chinese EFL Students’ Writing

2017 ◽  
Vol 8 (2) ◽  
pp. 271 ◽  
Author(s):  
Sue Wang ◽  
Gulbahar H. Beckett
Keyword(s):  
Writing Instruction ◽  
Noun Phrase ◽  
Academic Writing ◽  
Noun Phrases ◽  
Entrance Examination ◽  
Manual Annotation ◽  
College Entrance Examination ◽  
Esl Writing ◽  
College Entrance ◽  
Efl Students

Previous studies have shown that phrasal structure, particularly complex noun phrases with phrasal modifiers, is a feature of advanced academic writing. Therefore, it would be important for those who plan to pursue further studies to learn to write in the way that is appropriate for academic writing. Using the manual annotation function of UAM corpus tool, this study compared the noun phrase use of Chinese EFL students’ writing with that of proficient language users. This study also discussed the significant differences found between these two groups in terms of noun phrase use and their implications for EFL/ ESL writing instruction.

scholarly journals Pronouns

Linguistics ◽  
2016 ◽  
Author(s):  
Elly van Gelderen
Keyword(s):  
Noun Phrase ◽  
Noun Phrases ◽  
Prepositional Phrase ◽  
Syntactic Category ◽  
Grammatical Function ◽  
Form Part ◽  
The Status ◽  
Third Person ◽  
Subject Agreement ◽  
And Gender

The word “pronoun” can refer to many things; its name suggests that it stands for or refers to another noun. Personal, reflexive, reciprocal, relative, and indefinite pronouns indeed replace nouns, or more accurately noun phrases (NPs) or determiner phrases (DPs). Possessive, demonstrative, and interrogative pronouns can either refer to an NP or DP on their own or modify a noun to form part of a DP, and are then referred to as determiners. There are also “preforms” that stand for a prepositional phrase, adjective phrase, and verb phrase; the proforms will not be discussed here. From a diachronic perspective, there are many generalities in how pronouns arise. Thus, third-person personal pronouns often develop from demonstratives, and reflexives develop from nouns related to “person” or “self.” Since a pronoun is not stable diachronically, languages vary between whether pronouns are arguments, topics, or agreement and whether they are pronouns, clitics, or affixes. Cross-linguistic studies show that (subject) agreement is more frequent than pronouns and it is therefore important to consider the status of this (pronominal) agreement as opposed to full pronouns. If a pronoun stands for a noun phrase, the question arises as to what its syntactic category is, i.e., is it a D with an empty noun or a DP/NP? The answer is that it varies cross-linguistically. Pronouns can be specialized for the person, number, and gender of the referent and are, in many languages, marked by case for its grammatical function and for level of formality. Looking from a typological perspective, it is obvious that these marking are not arbitrary; for instance, third person pronouns are more likely to indicate gender. Pronouns can mark politeness and inclusiveness and exclusiveness of the addressee. The syntax and morphology of pronouns centers around the question if they are a D or a DP or somewhere in between. This question is obviously related to their status as full argument or as agreement marker. Languages also differ as to what features are encoded and how. The pragmatics and semantics of pronouns are also complex. In many languages, the topicality of the noun phrase is marked by the use of a full nominal, a pronoun, or a zero form. For instance, a pronoun may be left out (pro-drop in Romance) when the noun phrase referred to is highly topical and an emphatic pronoun is used when the topic is switched. Finally, references on acquisition and retention have been provided.

scholarly journals A Machine Learning Approach to Coreference Resolution of Noun Phrases

2001 ◽  
Vol 27 (4) ◽  
pp. 521-544 ◽  
Author(s):  
Wee Meng Soon ◽  
Hwee Tou Ng ◽  
Daniel Chung Yong Lim
Keyword(s):  
Machine Learning ◽  
Noun Phrase ◽  
State Of The Art ◽  
Noun Phrases ◽  
Learning Approach ◽  
Data Sets ◽  
Coreference Resolution ◽  
Machine Learning Approach

In this paper, we present a learning approach to coreference resolution of noun phrases in unrestricted text. The approach learns from a small, annotated corpus and the task includes resolving not just a certain type of noun phrase (e.g., pronouns) but rather general noun phrases. It also does not restrict the entity types of the noun phrases; that is, coreference is assigned whether they are of “organization,” “person,” or other types. We evaluate our approach on common data sets (namely, the MUC-6 and MUC-7 coreference corpora) and obtain encouraging results, indicating that on the general noun phrase coreference task, the learning approach holds promise and achieves accuracy comparable to that of nonlearning approaches. Our system is the first learning-based system that offers performance comparable to that of state-of-the-art nonlearning systems on these data sets.

Abstractions and exemplars: The measure noun phrase alternation in German

2018 ◽  
Vol 29 (4) ◽  
pp. 729-771
Author(s):  
Roland Schäfer
Keyword(s):  
Noun Phrase ◽  
Cognitive Linguistics ◽  
Experimental Validation ◽  
Native Speakers ◽  
Noun Phrases ◽  
Prototype Model ◽  
Weak Effect ◽  
Specific Measure ◽  
Corpus Study ◽  
Large Corpus

AbstractIn this paper, an alternation in German measure noun phrases is examined under a varying-abstraction perspective. In a specific measure NP construction, the embedded kind-denoting noun either agrees in case with the measure noun (eine Tasse guter Kaffee‘a cup of good coffee’) or it stands in the genitive (eine Tasse guten Kaffees). Each of the two alternants is syntactically similar to a non-alternating construction. I propose a prototype model which assigns a common prototypical meaning to each of the alternants and its corresponding non-alternating construction. Based on this, I argue that lexical, morphosyntactic, and stylistic features help to predict the choice of the alternant. A large corpus study is presented which supports this analysis. However, in addition to the prototype effects, an exemplar effect is also shown to influence the choice, namely the relative frequencies with which lemmas occur in the non-alternating constructions. I argue that allowing both prototype and exemplar effects is more adequate than following radical prototype or exemplar approaches. It is also verified in two experiments that the corpus-derived model corresponds to the behaviour of native speakers. The weak effect size of the experimental validation is discussed in the context of corpus-based cognitive linguistics and the validation of corpus-derived models.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

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