scholarly journals Examples of expressive prefixation - in the dialectal material of the Banjani, Grahovo and Oputne Rudine Speech

2016 ◽  
Vol 72 (1-2) ◽  
pp. 85-103
Author(s):  
Marta Bjeletic
Keyword(s):  
High Frequency ◽  
Word Formation ◽  
Word Families ◽  
Frequency Of Use

Expressive prefixes are a specific word-formation category, unknown in synchronic derivatology. It is about word-formation elements which are essentially prefixes, but which are not recognised as such in the structure of the word. They can be isolated only by word-formation and etymological analysis. In the present paper, this category is studied within the context of dialectal material provided by J. K. Koprivica?s Dictionary of the Banjani, Grahovo and Oputne Rudine Speech. It is concluded that the examined speech contains a considerable number of expressively prefixed forms. Many of them have developed word families (e.g. ceprljati ?to dig, scratch?, comrgiti se ?to frown?, kovrijeziti se ?to be angry?, kovrljati ?to roll?, koprciti se ?to show off, boast?, temezgati ?to be slow, sluggish?, totrciti se ?to swagger?), which testifies to their full integration into the lexical system of language and high frequency of use. The analysed material corroborates the statement that the expressive preverbs are a ?productive? word-formation category in the Serbian language.

ԲԱԼԹԻԱԿԱՆ ԼԵԶՈՒՆԵՐԻ ՀԱՅԵՐԵՆ ԱՆՈՒՆՆԵՐԻ ՏԱՐԲԵՐԱԿԱՅՆՈՒԹՅԱՆ ՄԱՍԻՆ

2021 ◽  
pp. 217-239
Author(s):  
Davit Gyurjinyan
Keyword(s):  
20Th Century ◽  
High Frequency ◽  
Scientific Literature ◽  
Word Formation ◽  
Russian Language ◽  
Frequency Of Use ◽  
Etymological Dictionary ◽  
Spelling Variant ◽  
The Baltic ◽  
The Russian Language

TOWARDS THE VARIANTS OF THE ARMENIAN NAMES OF THE BALTIC LANGUAGES The word լեթթերեն (German: Lettisch, French: letton) is found in the Armenian linguistic literature in the first half of the 20th century, in particular in the etymological dictionary and in other works of R. Acharyan. It is an archaism, recorded only in terminological dictionaries. The variant լատիշերեն "Latvian", the lexical base of which is directly related to the Latvian self-name latvieš, was formed in Soviet times under the influence of the Russian language. It is found in university and school textbooks, and is registered in explanatory dictionaries. It has a high frequency of use compared to other variants. The lexical basis of the լատվերեն "Latvian"is the name of the country - Լատվիա (Latvia), from which the particle -իա dropped out. It is used in scientific literature, the second variant most frequently used after լատիշերեն "Latvian". The word-formation base of the word լատվիերեն "Latvian" is the name of the Latvian people - լատվիացի, the suffix of which has dropped out. It is registered in academic dictionaries (explanatory and Armenian-Russian) and in various translation dictionaries of the Eastern Armenian and the Western Armenian languages. In this formation, the connection with the name of the country and the ethnonym is obvious. In the first half of the 20th century, R. Acharyan used the word լիթվաներեն (English: Lithuanian language), which is a spelling variant of the currently used լիտվաներեն "Lithuanian" (French: Lituanien), but the lexical base of լիտվան is already outdated, giving way to լիտվացի "Lithuanian person". Variant լիտվերեն was formed from the word լիտվացի "Lithuanian person". Since the second half of the 20th century, it is often used in linguistic literature, and in translation dictionaries it appears as the only name for the Lithuanian language. The variant լիտավերեն (German: Litauisch) is based on the toponym Litava. It is found only in the "Linguistic Dictionary", and լիտովցերեն (< լիտովցի "Lithuanian person") is not a recommended variant, although other variants refer to it in the academic explanatory dictionary. Variant լիտովերեն is formed on the lexical basis լիտով (cf. with the Russian литовский). These variants are not used currently. Taking into account the word-formation tradition, frequency of use in the present period, dictionary records and other factors, with the aim of maintaining consistency in the field of names of languages, it is proposed to adopt a single name for each Baltic language: լատվերեն "Latvian" and լիտվերեն "Lithuanian".

scholarly journals Abay and modern Kazakh art texts

2020 ◽  
Vol 101 (4) ◽  
pp. 6-12
Author(s):  
A Adilova ◽  
◽  
B.S. Kaukerbekova ◽  
Keyword(s):  
High Frequency ◽  
National Language ◽  
Literary Texts ◽  
Verbal Art ◽  
Cultural Community ◽  
Word Use ◽  
Frequency Of Use ◽  
Literary Process

The article considers the place of Abay's poems in modern Kazakh artistic texts. Each author conveys his worldview and worldview in different situations through an artistic text. His lexicon includes, along with various means of the national language, fragments of various texts known to varying degrees in a certain linguistic and cultural community, as well as the word use of poets and writers who lived and worked before him. Such fragments may be used without change or А.С. Əділова, Б.С. Каукербекова 12 Вестник Карагандинского университета with a transformation. In the Kazakh linguistic and cultural community, Abay's poems can be called strong literary texts with a high frequency of use. Quotation at the level of structure, word, phrase, sentence, whole text can be seen in poetic and prose texts of the last 60–70 years in the Kazakh literary process. In this regard, the texts of such writers as M. Makataev, M. Magauin, J. Abdrashev, G. Zhailybai, G. Sаlykbai, M. Raiymbek, J. Sarsek are immediately recalled. Pointing out that this trend continues by young poets engaged in creativity in the last decades of this, XXI century, the authors concludes that the legacy of Abay is a standard of verbal art for more generations of poets and writers.

scholarly journals English Learning Strategies of Economics-majored Students at Banking University of Ho Chi Minh City

2022 ◽  
Author(s):  
Luu Hon Vu ◽  
Le Quoc Tuan ◽  
Tran Thi Ngoc Anh ◽  
Nguyen Thi Phuong Truc
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
High Frequency ◽  
Grade Level ◽  
Female Students ◽  
Ho Chi Minh City ◽  
English Learning ◽  
Key Factors ◽  
Language Learning Strategies ◽  
Frequency Of Use

The purpose of this research paper is to look into the current situation of using learning strategies and the key factors that influence English learning strategies of tertiary students who major in economics at Banking University of Ho Chi Minh City. On the basis of Oxford’s (1990) theory on language learning strategies, the study conducted a questionnaire survey with the participation of 300 students. The results show that economics-majored students use English learning strategies at a relatively high frequency, with the metacognitive strategies group having the highest frequency; the groups of affective strategies and compensation strategies have the lowest frequency of use. It also draws a conlusion that individual factors such as gender, grade level, and major do not appear to have a significant impact on students' use of English learning strategies. There are no significant differences between male and female students, between students of all grades, and between students of different majors in the frequency of using English learning strategies.

scholarly journals Language-Related Skills in Bilingual Children With Specific Learning Disorders

2021 ◽  
Vol 11 ◽  
Author(s):  
Anna Riva ◽  
Alessandro Musetti ◽  
Monica Bomba ◽  
Lorenzo Milani ◽  
Valentina Montrasi ◽  
...  
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Learning Disorders ◽  
Bilingual Children ◽  
Lexical Knowledge ◽  
Neuropsychological Profile ◽  
Frequency Of Use ◽  
Grammatical Skills ◽  
Semantic Errors ◽  
Specific Learning

Purpose: The purpose of this study is to better understand the characteristics of the language-related skills of bilingual children with specific learning disorders (SLD). The aim is achieved by analyzing language-related skills in a sample of bilingual (Italian plus another language) and Italian monolingual children, with and without SLD.Patients and methods: A total of 72 minors aged between 9 and 11 were recruited and divided into four groups: 18 Italian monolingual children with SLD, 18 bilingual children with SLD, 18 Italian monolingual children without SLD, and 18 bilingual children without SLD. Each child underwent tests to evaluate different aspects of language skills: lexical and grammar, metalanguage and executive functions.Results: With regard to lexical and grammatical skills, the conditions of SLD and bilingualism both impact naming in terms of total number of errors for words with low frequency of use, while the condition of SLD has an effect on semantic errors for words with low frequency of use. The condition of bilingualism impacts on the total errors for words with high frequency of use and on circumlocution-type errors for words with low frequency of use. There were significant effects of bilingualism and SLD on the metalinguistic test for understanding implicit meaning, and an impact of SLD on phonological awareness was also found.Conclusion: The results suggest that both SLD and bilingualism have an effect on some lexical skills, in particular for words with low frequency of use. Both conditions, bilingualism and SLD, seem to impact on metalinguistic abilities that depend on lexical knowledge. These findings reinforce the importance of improving understanding of the neuropsychological profile of bilingual children with SLD.

scholarly journals “Politicized” Syntagms in Action

2007 ◽  
Vol 3 (1 (3)) ◽  
pp. 61-67
Author(s):  
Mara Baghdasaryan
Keyword(s):  
High Frequency ◽  
Political Discourse ◽  
Political Reality ◽  
Frequency Of Use

The article attempts to examine the inter-penetration of certain lexical syntagms and their role in political discourse, i.e. to observe how they are applied to demonstrate political reality. The detailed investigation reveals that the lexical syntagms under observation have acquired the value of political terms due to a high frequency of use. Otherwise stated, they have become politicized and in combination with other lexical units, they tend to create reproducible or patterned political expressions.

scholarly journals Word Roots in English: Learning English Words through Form and Meaning Similarity

2021 ◽  
Author(s):  
◽  
Zheng Wei
Keyword(s):  
High Frequency ◽  
English Language ◽  
Vocabulary Learning ◽  
Data Gathering ◽  
Low Frequency ◽  
Word List ◽  
Word Families ◽  
Frequency Criterion ◽  
Etymological Dictionary ◽  
Two Stages

<p>The research first proposes a vocabulary learning technique: the word part technique, and then tests its effectiveness in aiding vocabulary learning and retention. The first part of the thesis centers around the idea that the knowledge of the first 2000 words language learners already possess may give them easier access to words of other frequency levels because the root parts of the low frequency new words share form and meaning similarities with the high frequency known words. The research addresses the issue at two stages: to quantify the information concerning the number of words able to be accessed through the analysis of the word roots, and to analyze the pedagogical usefulness of the accessible words. A Comprehensive Etymological Dictionary of the English Language (Klein, 1966) was used as the source to show the possible formal and meaning connections among words. All the words in the first 2000 word list were first looked up individually and all the cognates provided under each of these words were collected and placed under each of the high frequency words if they meet the requirement that their roots share more than one letter and/or more than one phoneme with the roots of the first 2000 known words. After the data was roughly gathered, three criteria were applied to filter the data, namely, the frequency criterion, the meaning criterion and form criterion. In applying the frequency criterion, words with frequency levels lower than the tenth thousand were removed from the data. In applying the meaning criterion, hints were given to show the semantic relations between the higher frequency words and the first 2000 thousand words. The hints were then rated on the scale for measuring meaning transparency. Words that were rated at level 5 on the scale were considered inaccessible; words that were rated at levels 1, 2a, 2b, 2c, and 3a were considered easy to access. In applying the form criterion, calculations were done for each semantically accessible word to show their phonological similarity and orthographic similarity in relation to the known word. The words whose phonological or orthographical similarity scores were larger than 0.5 were considered to be phonologically or orthographically easy to access. Finally the "find" function of Microsoft Word was used to check the data by picking up any words that might have been missed in the first round of data gathering. The above procedures resulted in 2156 word families that are able to be accessed through the meaning and form relations with the first 2000 words in their root parts. Among the 2156 word families, 739 can be accessed easily and are therefore more pedagogically useful and 259 can be accessed, but with difficulty. 21 pedagogically useful form constants were selected because they can give access to more unknown lower frequency words than other form constants. In the second part of the thesis, an experiment was conducted to test the effectiveness of the word part technique in comparison with the keyword technique and self-strategy learning. The results show that with the experienced Chinese EFL learners, the keyword technique is slightly inferior to the word part technique and the self-strategy learning.</p>

Latviešu valodas apguvēju korpusa (LaVA) izmantošana pētniecībā un mācību uzdevumu izstrādē

2021 ◽  
pp. 142-161
Author(s):  
Ilze Auziņa ◽  
◽  
Kristīne Levāne-Petrova ◽  
Roberts Darģis ◽  
Kristīne Pokratniece ◽  
...  
Keyword(s):  
Qualitative Analysis ◽  
Language Learners ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Word Formation ◽  
Parts Of Speech ◽  
Frequency Of Use ◽  
Word Forms ◽  
Repeated Analysis ◽  
Reflexive Verbs

The Latvian Language Learners Corpus (LaVA) developed at the Institute of Mathematics and Computer Science, University of Latvia, includes more than 1000 texts created by foreign Latvian language learners studying at Latvian higher education institutions for the first or second semester reaching A1 (possibly A2) Latvian language proficiency level. The size of the corpus is more than 180 000 words. The morphologically annotated texts have been checked manually; the language learners' errors have been manually annotated. In addition, each text is accompanied by information about the author of the text (metadata): gender, age, native language, knowledge of other languages. When analysing the data, this information can be used to determine how the learner's mother tongue and language skills, in general, affect the acquisition of the Latvian language. Users of the corpus can analyse the data both on the LaVA website (see http://lava.korpuss.lv/search) and in the SketchEngine tool, where the quantitative and qualitative analysis of the data can be performed. The quantitative approach makes it possible to find out the tendencies of the use of a word, word form, or construction and allows to determine the frequency of mistakes made by language learners. In addition, the objectivity of the research is ensured by looking at the data of language learners from different aspects and performing repeated analysis. For example, by statistically analysing the nouns used in learners' texts, it can be concluded that declension 4 nouns are most often used. The next in terms of frequency of use are declension 1, 5 and 2 nouns, while declension 3 and 6 nouns and indeclinable nouns are used very rarely. Qualitative analysis reveals certain features of morphology and word formation, including aspects of syntax, based on empirical data. It is possible to qualitatively analyse the erroneous use of nouns, verbs, or other parts of speech, trying to understand what rules determine this. For example, consider using non-reflexive verbs instead of reflexive verbs, using infinitives instead of finite forms (person forms), using a suffix that does not fit the noun paradigm, etc. According to LaVA data analysis, including learners error analysis, exercises and tests are generated. The exercises are intended to help the language learner to strengthen the linguistic competence of the Latvian language, for example, the use of verb forms in the indicative mood, both in indefinite and perfect tense forms. Exercise creation consists of three stages: (1) analysis of LaVA errors and identification of typical errors, (2) Collecting of sample sentences from various corpora of the Latvian language, for example, LVK2018, Saeima, with word forms and constructions in which language learners most often make mistakes in LaVA texts, (3) generation of different exercises using the selected sample sentences.

Neuroleptic Prescription for Chinese Schizophrenics in Hong Kong

1992 ◽  
Vol 26 (2) ◽  
pp. 262-264 ◽  
Author(s):  
Helen Chiu ◽  
Sing Lee ◽  
C.M. Leung ◽  
Y.K. Wing
Keyword(s):  
Hong Kong ◽  
Side Effects ◽  
High Frequency ◽  
Anticholinergic Drugs ◽  
Extrapyramidal Side Effects ◽  
High Potency ◽  
Frequency Of Use ◽  
Daily Dose ◽  
Schizophrenic Patients ◽  
The Mean

There are very few studies on the pattern of neuroleptic prescription for schizophrenics in Asia. 106 schizophrenic patients in a psychiatric unit of a general teaching hospital in Hong Kong were surveyed. The mean daily dose (in chlorpromazine equivalent) was low (568.5mg). The mean daily dose of high potency agents was four times that of low potency agents. A high frequency of use of anticholinergic drugs may indicate that Chinese are more susceptible to acute extrapyramidal side-effects.

scholarly journals A reassessment of frequency and vocabulary size in L2 vocabulary teaching

2012 ◽  
Vol 47 (4) ◽  
pp. 484-503 ◽  
Author(s):  
Norbert Schmitt ◽  
Diane Schmitt
Keyword(s):  
High Frequency ◽  
Low Frequency ◽  
Lexical Resources ◽  
Vocabulary Size ◽  
Authentic Texts ◽  
Word Families ◽  
Wide Range ◽  
English Usage ◽  
Graded Readers ◽  
L2 Vocabulary

The high-frequency vocabulary of English has traditionally been thought to consist of the 2,000 most frequent word families, and low-frequency vocabulary as that beyond the 10,000 frequency level. This paper argues that these boundaries should be reassessed on pedagogic grounds. Based on a number of perspectives (including frequency and acquisition studies, the amount of vocabulary necessary for English usage, the range of graded readers, and dictionary defining vocabulary), we argue that high-frequency English vocabulary should include the most frequent 3,000 word families. We also propose that the low-frequency vocabulary boundary should be lowered to the 9,000 level, on the basis that 8–9,000 word families are sufficient to provide the lexical resources necessary to be able to read a wide range of authentic texts (Nation 2006). We label the vocabulary between high-frequency (3,000) and low-frequency (9,000+) as mid-frequency vocabulary. We illustrate the necessity of mid-frequency vocabulary for proficient language use, and make some initial suggestions for research addressing the pedagogical challenge raised by mid-frequency vocabulary.

scholarly journals Udviklingstendenser i orddannelsen i teknisk fransk i informatikterminologisk belysning

2015 ◽  
Vol 2 (3) ◽  
pp. 51
Author(s):  
Bernt Møller
Keyword(s):  
Information Technology ◽  
High Frequency ◽  
Word Formation ◽  
Current Trends ◽  
Increasing Trend ◽  
General Technical

<p>This article outlines current trends in the word formation of French technical LSP. First, a brief review of a fairly traditional, exemplified word formation taxonomy is given also showing the multiplicity of <em>informatique</em> word formation models. The article goes on to survey recent studies in the terminology of information technology. Observations in these studies and in studies in general technical terminologies suggest an increasing trend in the word formation of technical LSP towards a large variety of (combinations of) traditional models, often coupled with brachygraphical techniques; the LSP of <em>informatique</em> further contains a high frequency of semantic neologisms. Finally, perspectivating questions are raised.</p>

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