Grammatical patterns in the corpus-driven “Lexical Database of Lithuanian”

2021 ◽  
Vol 12 ◽  
pp. 7-30
Author(s):  
Agnė Bielinskienė ◽  
◽  
Jolanta Kovalevskaitė ◽  
Erika Rimkutė
Keyword(s):  
Foreign Language ◽  
Pattern Analysis ◽  
Lexical Database ◽  
Parts Of Speech ◽  
Word Usage ◽  
Frequent Type ◽  
Inductive Procedure

This paper describes the grammatical patterning of two parts of speech – nouns and adjectives – included in the corpus-driven “Lexical Database of Lithuanian” as a foreign language. The lexical database is a lexicographic application of the Lithuanian Pedagogic Corpus (approx. 620.000 tokens) which was used to develop headword lists and to collect word usage information in the form of corpus patterns. In this project, we adopted a partially automated inductive procedure of Corpus Pattern Analysis for 207 verbs, 386 nouns, 87 adjectives, and 41 adverbs. The detected corpus patterns reflect different meanings of the headword. Each pattern presents information on grammatical, semantic, and lexical levels. Manually selected examples illustrate all pattern components. In this paper, 673 patterns with nouns and 99 patterns with adjectives will be analysed discussing their syntactic behaviour in detail and providing some comments on lexis-grammar interface. The majority of patterns with nouns and adjectives are minimal patterns which include only the closest syntactical partners. This result is influenced by different procedures used to describe patterns with nouns, adjectives, and adverbs and patterns with verbs. Due to rich grammatical information, there are several similar patterns with one main (usually the most frequent) type and its variants. Pattern variants show that the grammatical characteristics of a specific word usage are rather individual.

scholarly journals The First Corpus-Driven Lexical Database of Lithuanian as L2

2020 ◽  
Author(s):  
Jolanta Kovalevskaitė ◽  
Loïc Boizou ◽  
Agnė Bielinskienė ◽  
Laima Jancaitė ◽  
Erika Rimkutė
Keyword(s):  
Pattern Recognition ◽  
User Interface ◽  
Language Production ◽  
Pattern Analysis ◽  
Lexical Database ◽  
Word Usage ◽  
Inductive Procedure ◽  
Lexical Competence ◽  
Selection Of

The article presents a new resource for A2-B2 learners of Lithuanian as L2 to improve their lexical competence and language production skills. The lexical database is a lexicographic application of the Lithuanian Pedagogic Corpus which was used both to develop headword lists and to collect word usage information. For this study, we adopt the inductive procedure of Corpus Pattern Analysis which was partly automated using the Lithuanian Sketch Grammar in Sketch Engine. We explain the model for pattern recognition and description, sense division, the selection of examples and give some details concerning the user interface.

ABOUT THE PROBLEM OF CLASSIFICATION OF THE CONCEPTS OF INFORMATICS STUDIED AT SECONDARY SCHOOL

2018 ◽  
pp. 4-7
Author(s):  
S. I. Zenko
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Computer Science ◽  
Parts Of Speech ◽  
The Third ◽  
The Cross ◽  
Definition Of

The article raises the problem of classification of the concepts of computer science and informatics studied at secondary school. The efficiency of creation of techniques of training of pupils in these concepts depends on its solution. The author proposes to consider classifications of the concepts of school informatics from four positions: on the cross-subject basis, the content lines of the educational subject "Informatics", the logical and structural interrelations and interactions of the studied concepts, the etymology of foreign-language and translated words in the definition of the concepts of informatics. As a result of the first classification general and special concepts are allocated; the second classification — inter-content and intra-content concepts; the third classification — stable (steady), expanding, key and auxiliary concepts; the fourth classification — concepts-nouns, conceptsverbs, concepts-adjectives and concepts — combinations of parts of speech.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

scholarly journals The newspaper “Babochka” (1829–1832) as a linguistic source

2021 ◽  
Vol 8 (1) ◽  
pp. 133-143
Author(s):  
Irina B. Diaghileva ◽  
Keyword(s):  
Foreign Language ◽  
19Th Century ◽  
Rare Word ◽  
Early 19Th Century ◽  
Semantic System ◽  
Word Usage ◽  
Differential Approach ◽  
New Meanings ◽  
Media Space ◽  
The World

The article deals with the newspaper “Babochka” as an important source for philological research, which objectively reflects the linguistic processes of its time. Translated articles selected from leading periodicals in Europe and America, creatively revised by the authors, included the Russian reader in the world media space. A differential approach is used in the article that focuses primarily on the dynamic elements of the lexical and semantic system. The newspaper presents the innovations of the early 19th century, including borrowings, foreign language inclusions, complex adjectives formed in Russian, and dialect words. As a result of the analysis of the source, the emergence of new meanings for words already in use was noted, the dating of a number of new lexemes was clarified, and contexts for their semantization were identified. The work concludes that the rare words and rare word usage recorded in the texts of the newspaper “Babochka” can be considered as valuable materials for historical lexicology.

scholarly journals An Arabic text as content in an Indonesian EFL setting: Trans-language

2020 ◽  
Vol 2 (2) ◽  
pp. 128-142
Author(s):  
Safi Aini
Keyword(s):  
Foreign Language ◽  
Teaching Material ◽  
English Learning ◽  
Arabic Text ◽  
Teaching Materials ◽  
Passive Voice ◽  
Islamic School ◽  
Parts Of Speech ◽  
English Grammar ◽  
Learning English

Maynard and Furlong (1995) state that teaching materials should be something that students can relate to, and that occupy students’ interests. They assert that teachers must recognise what students already know about material to be learnt, and introduce teaching material which students are somewhat familiar with. This study was conducted at an Islamic school where the English teachers fostered a culture of English learning using content embedded in Islamic theme. This was manifested in Arabic textbooks, which were used as a resource for learning English, and as a basis for translation and communicative language activities. The purpose of this study is to examine learners’ perceptions about the use of Arabic texts as a resource for learning English as a foreign language (EFL). The results show that through a trans-language approach, learners can improve their English vocabulary, understand parts of speech of translated English words, improve their use of English grammar, especially regarding tenses, learn how to translate, and speak English more fluently, since they understand the content of the textbooks. However, they also have difficulty in making English sentences in the passive voice, and in pronouncing English words.

scholarly journals Lexical Skills and Their Place in the Process of Teaching a Foreign Language

2019 ◽  
Vol 8 (4) ◽  
pp. 7685-7687
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Correct Word ◽  
Lexical Unit ◽  
Word Usage ◽  
Sound Image ◽  
Teacher Needs ◽  
Lexical Skills ◽  
Main Components ◽  
Written Speech

the article analyses notion of lexical skills and process related to their effective usage. The lexical skill is an automated action for the choice of a lexical unit adequate to the plan and its correct combination with other units in productive speech and automated perception and association with meaning in receptive speech Lexical skills are divided into receptive (in listening and reading) and productive (in speaking and writing). Productive lexical skills are understood as the skills of intuitively correct word usage and word formation in oral and written speech in accordance with situations and goals of communication. By receptive lexical skills are meant the skills of recognition and understanding when perceived by ear or when reading lexical phenomena. Thus, the lexical speech skill includes two main components: word usage and word formation (to correlate the visual / sound image of a word with semantics, to differentiate words that are similar in sound and spelling, to reveal the meaning of words using context, to recognize and understand the learned words and phrases in speech/ graphic text. In order to form lexical skills, the teacher needs to clearly understand the stages of work on lexical material. The process of introducing vocabulary begins with the presentation of the lexical unit and its explanation.

scholarly journals Zur Klassifikation der Wortarten im Koreanischen

1989 ◽  
Vol 42 (6) ◽  
Author(s):  
Wilfried Herrmann
Keyword(s):  
Foreign Language ◽  
Foreign Language Teaching ◽  
Morphological Features ◽  
Second Step ◽  
Korean Language ◽  
Parts Of Speech ◽  
Syntactic Features ◽  
Word Forms ◽  
Word Classes

SummaryThe present paper deals with a classification of the parts of speech of the Korean language giving priority to syntactico-functional and distributional criteria, which is considered as useful for the purpose of foreign language teaching. Primary syntactic functions of the different word classes have been determined and the question of conversion (change of parts of speech) as well as entering of equivocal (homonymous) words or word forms, both of the same origin, into different word classes according to their different syntactic features has been discussed. Furthermore, correlations between syntactically defined word classes and their morphological features have been specified.As first step, lexical items have been divided into word classes having sentence value and not having sentence value, respectively.As second step, word classes lacking sentence value have been divided into those capable of functioning as an independent member of sentence and those functioning mainly adjunctionally as constituent of a member of sentence, the former as to their primary or prevailing syntactic functions (i.o. predicates, „actants“, „circonstants“) being subdivided into verbs, nouns and adverbs, respectively, and the latter consisting in adjectives (modifiers).Word classes endowed with sentence value consist of interjections and modal words.

scholarly journals CONTRASTIVE ANALYSIS OF ENGLISH AND ALBANIAN ADJECTIVES

2019 ◽  
Vol 2 (1) ◽  
pp. 17-22
Author(s):  
Isa Spahiu ◽  
Edita Kamberi Spahiu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Target Language ◽  
Contrastive Analysis ◽  
World Language ◽  
Parts Of Speech ◽  
Semantic Classification ◽  
Knowing That ◽  
Formation Function ◽  
Similarities And Differences

Language is a systematic means of communicating by the use of sounds or conventional symbols. Learning a foreign language is never easy especially when we try to express our thought, opinions, feelings and ideas from mother language to target language. Because English is so widely spoken, it has often been referred to as a “world language” or “lingua franca’. While it is not an official language in most countries, it is currently the language most often taught as a foreign language. Since English language is taught as foreign language in our country learning its grammar is still challenging. Proper grammar is essential for learning and comprehending the second language knowing that grammar is a guide how language should be written and spoken. As basic Grammar deals with parts of speech this paper will concentrate on adjective both in English and Albanian their formation, function, degree, order and semantic classification. This seminar paper deals with contrastive analyses of English and Albanian adjectives and aims at describing and analyzing similarities and differences that exist between them. The methodology of the study is descriptive and contrastive. Even though the English and Albanian languages belong to the Indo-European family they do share similarities and differences both in morphological and syntactical terms.  

scholarly journals Question Formation Problems Encountered by Students of English as a Foreign Language: A Case Study

2021 ◽  
Vol 3 (3) ◽  
pp. 12-16
Author(s):  
Fatima Elnaeem Mohammed
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Significant Influence ◽  
Word Order ◽  
English Language ◽  
First Language ◽  
Past Tense ◽  
Parts Of Speech ◽  
Question Formation

This study aims at identifying the problems that face Sudanese university students in forming questions for communicative purposes in the English language; It is an investigation of the difficulties the students find in constructing questions correctly and accurately. Types of errors were analyzed on different linguistic levels. The results have shown that the area of confusion includes the use of the verb ‘be’, present and past tense, parts of speech and word order. The methodology used in this study was based on the students' feedback; linguistic analysis of the questions they formed. The main findings proved that the students face difficulties in forming questions resulting from the fact that their first language has a significant influence on learning English as a foreign language in general and forming questions in particular.   

scholarly journals AN ANALYSIS OF CODE SWITCHING IN STUDENTS’ SPEAKING TEST AS ENGLISH FOREIGN LANGUAGE LEARNERS

2021 ◽  
Vol 14 (2) ◽  
pp. 195-209
Author(s):  
Khairun Nisa ◽  
Habi Septiawan ◽  
Rafista Deviyanti
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learners ◽  
Main Type ◽  
Code Switching ◽  
Speaking Test ◽  
Frequent Type ◽  
Foreign Language Learners ◽  
Descriptive Qualitative

This research aims at finding out types of code switching occurred in students’speaking test of EFL learner, the percentage of each type, and finding out the students’reasons in switching their language.Threetypes of code switching proposed by Poplack (1980); intra-sentential switching, inter-sentential switching, and tag switching were analyzed in this descriptive qualitative study. There was one class as the sample of this research. After gaining the data, the researcher categorized the data based on three types of code switching mentioned above. The result revealed that all three types of code switching appears in the students’ speaking. The first type, intra - sentential switching, it tends to be the main type of switching (69.49%), followed by intra-sentential switching (27.12%). Different from those two types, tag switching seems to occur the least frequent type of switching that appeared in the comments (3.39%). Then, the researcher also classified the data into seven reasons in doing code switching according to Hoffman (1991). There are still some other reasons found by the researcher in conducting the research.

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