scholarly journals The Addition of Indonesian Prefixes meN- and di- to English Bases: A Corpus-based Study

2021 ◽  
Vol 21 (2) ◽  
pp. 403-417
Author(s):  
Alifa Camilia Fadillah ◽  
Ika Nurhayani ◽  
Sri Endah Tabiati
Keyword(s):  
Word Frequency ◽  
Native Speakers ◽  
Low Frequency ◽  
Target Language ◽  
Word Class ◽  
Computational Domain ◽  
Very Low Frequency ◽  
Source Language ◽  
Initial Identification ◽  
Linguistic Innovation

This paper serves as an initial identification of the addition of Indonesian inflectional prefixes meN- and di- to English bases of any word class through a corpus-based study. With the prevalence of English influence in Indonesian native speakers’ linguistic repertoire, particularly within the scientific and computational domain, there emerges a tendency to resort to the original terms in English than those of the Indonesian equivalences. This phenomenon, addressed as leksikalisasi timpang or unequal lexicalization, refers to the use of words in source language  to make up for the lack of corresponding lexicalization in target language.  This leads to a linguistic innovation to ‘localize’ English words by adding Indonesian inflectional prefixes such as meN- and di-. Out of 1 million sentence size Web corpus obtained from The Leipzig Corpora Collection, this paper is able to yield approximately 489 (0,21%) combinations of meN- + English bases with 2,813 (0,018%) word tokens and 475 (0,20%) combinations of di- + English bases with 2,377 (0,015%) word tokens. Six allomorphs of meN- are also attested, namely meng-, men-, mem-, me-, menge-, and meny-, with meng-, men-, and mem- as the most used allomorphs by word  frequency and type. This investigation backs up the hypothesis that the process of word assimilation leads to nasal sound changes. This paper also observes that there are 13 most used typographic forms shared between the combinations of meN- and di- + English bases, and 7 other forms on a very low frequency. The words observed in this paper’s database are then grouped into three semantic clusters based on their use in context: computer-related (CR), non-computer-related (NCR), and both (NCR/CR), where computer-related words are observed to dominate the database. The findings indicate that this linguistic creativity is the outcome of how familiar Indonesians are with English terms than the official equivalences, especially towards technology and computational vocabulary. 

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

scholarly journals Investigation of Native Speaker and Second Language Learner Intuition of Collocation Frequency

2021 ◽  
Author(s):  
Anna Siyanova ◽  
S Spina
Keyword(s):  
Language Learning ◽  
High Frequency ◽  
Native Speakers ◽  
Native Speaker ◽  
Low Frequency ◽  
Language Learner ◽  
Very Low Frequency ◽  
Second Language Learner ◽  
L2 Learners ◽  
L1 And L2

© 2015 Language Learning Research Club, University of Michigan. Research into frequency intuition has focused primarily on native (L1) and, to a lesser degree, nonnative (L2) speaker intuitions about single word frequency. What remains a largely unexplored area is L1 and L2 intuitions about collocation (i.e., phrasal) frequency. To bridge this gap, the present study aimed to answer the following question: How do L2 learners and native speakers compare against each other and corpora in their subjective judgments of collocation frequency? Native speakers and learners of Italian were asked to judge 80 noun-adjective pairings as one of the following: high frequency, medium frequency, low frequency, very low frequency. Both L1 and L2 intuitions of high frequency collocations correlated strongly with corpus frequency. Neither of the two groups of participants exhibited accurate intuitions of medium and low frequency collocations. With regard to very low frequency pairings, L1 but not L2 intuitions were found to correlate with corpora for the majority of the items. Further, mixed-effects modeling revealed that L2 learners were comparable to native speakers in their judgments of the four frequency bands, although some differences did emerge. Taken together, the study provides new insights into the nature of L1 and L2 intuitions about phrasal frequency.

Initial processing of morphological marking in nonnative language acquisition

2013 ◽  
Vol 13 ◽  
pp. 139-175 ◽  
Author(s):  
Johanna Hinz ◽  
Carina Krause ◽  
Rebekah Rast ◽  
Ellenor M. Shoemaker ◽  
Marzena Watorek
Keyword(s):  
Language Acquisition ◽  
Native Speakers ◽  
Judgment Task ◽  
Target Language ◽  
Source Language ◽  
Grammaticality Judgment ◽  
Novel Target ◽  
Initial Processing ◽  
Nominal Morphology ◽  
New System

This paper addresses the question of how learners break into a novel morpho-syntactic system, extract elements of this new system from the input they receive, process them, and begin to acquire the new system. The data for this project were collected as part of a large European project (VILLA – Varieties of Initial Learners in Language Acquisition) comparing the processes of perception, comprehension, and production during the acquisition of a novel target language (Polish) in adults of different source languages within the first hours of instruction under controlled input conditions. Two experiments, a grammaticality judgment task and an oral question-answer task, were conducted longitudinally to investigate learners’ perception and use of Polish nominal morphology in two groups of adults (French and German native speakers) after 4.5 hours and after 10.5 hours of instruction. In addition to contributing new insights into the role of the source language in the initial stages of acquisition, results speak to the influence of overall exposure to the input, and reveal interesting interactions between factors such as the frequency of a lexical item in the input and its transparency relative to the learner’s source language.

scholarly journals An Analysis of Interference from Javanese in the Pronunciation of ,  and  in English by the Students of Faculty of Letters in Gajayana University.

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Pradnya Pramita Dewi
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
First Language ◽  
The State ◽  
Target Language ◽  
Vocal Cords ◽  
English As Foreign Language ◽  
Source Language ◽  
Place Of Articulation ◽  
The Way

English as one of the international languages has been learned by the students of Faculty of Letters in Gajayana University. In learning English as foreign language, most learners have problem in pronunciation, especially in the way they pronounce the sound of the target language. Mispronunciations which are produce by the learners is caused by the interference of the source language or first language. The object of this research is the students of Faculty of Letters in Gajayana University 2005/2006 intake who are native speakers of Javanese and have been done phonology class. Some specific sounds are discussed in these research namely English sounds of inter-dental fricative,  and alveolar approximant. The finding of the research are some interferences occur in pronouncing those sounds, they are 1) voiceless inter-dental fricative  is pronounced using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 2).Voiced inter-dental fricative is pronounce using voiceless dental stop , aspirated voiceless dental stop , voiced dental stop , and voiceless palato-alveolar affricate . 3).Voiced alveolar approximant  is pronounced using voiced alveolar trill. 4). the possible reasons for the interferences made are based on the similarity of characteristics in the state of vocal cords, place of articulation, and manner of articulations.

scholarly journals Statistics and semantics in the acquisition of Spanish word order: Testing two accounts of the retreat from locative overgeneralization errors

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Javier Aguado-Orea ◽  
Nuria Otero ◽  
Ben Ambridge
Keyword(s):  
Word Order ◽  
High Frequency ◽  
Native Speakers ◽  
Low Frequency ◽  
Target Language ◽  
Point Scale ◽  
Learning Mechanisms ◽  
Spanish Word ◽  
Syntactic Differences

AbstractNative speakers of Spanish (children aged 6–7, 10–11 and adults) rated grammatical and ungrammatical ground- and figure-locative sentences with high frequency, low frequency and novel verbs (e. g., Lisallenó/forró/nupóla caja con papel; *Lisallenó/forró/nupópapel en la caja, ‘Lisa filled/lined/nupped the box with paper’; ‘Lisa filled/lined/nupped paper into the box’) using a 5-point scale. Echoing the findings of a previous English study (a language with some important syntactic differences relevant to the locative), participants rated errors as least acceptable with high frequency verbs, more acceptable with low frequency verbs, and most acceptable with novel verbs, suggesting that learners retreat from error using statistically-based learning mechanisms regardless of the target language. In support of the semantic verb class hypothesis, adults showed evidence of using the meanings assigned to novel verbs to determine the locative constructions in which they can and cannot appear. However, unlike in the previous English study, the child groups did not. We conclude that the more flexible word order exhibited by Spanish, as compared to English, may make these types of regularities more difficult to discern.

scholarly journals Jolly and Less Jolly Challenges in Working on the Norwegian-Lithuanian Dictionary

2014 ◽  
pp. 27-40
Author(s):  
Aurelija Griškevičienė
Keyword(s):  
Native Speakers ◽  
Electronic Version ◽  
Target Language ◽  
Joint Project ◽  
Source Language ◽  
Second Stage ◽  
Types Of Information ◽  
First Time ◽  
Bilingual Lexicography ◽  
Russian Dictionary

The Norwegian-Lithuanian Dictionary is a joint project of lexicographers from the universities of Vilnius and Oslo. The dictionary consists of approximately 48,000 entries. It is initially intended as a paper dictionary, but as it is compiled in XML, an electronic version is also planned for the future. The dictionary is bidirectional: that is, it is intended for native speakers of both Norwegian and Lithuanian, and it provides information on both the source language (Norwegian) and the target language (Lithuanian).The aim of the article is to give a presentation of the project, point out innovative aspects of the project, and analyse the jolly (expected) and less jolly (unexpected) challenges we faced in the two main stages of compiling the dictionary. In the first stage we adapted a base from another bilingual dictionary (the Large Norwegian-Russian Dictionary), reusing its lemma list and information on the source language, Norwegian. In the second stage we created a conception and a system for information on the target language, Lithuanian, and (perhaps for the first time in Lithuanian bilingual lexicography) included several types of information for non-native users of Lithuanian.

scholarly journals THE UNTRANSLATABILITY IN ALFATIHAH OF THE ENGLISH TRANSLATION OF THE QUR’AN

2019 ◽  
Vol 7 (3) ◽  
pp. 293-297
Author(s):  
Hendra Darmawan
Keyword(s):  
English Translation ◽  
Native Speakers ◽  
Cultural Background ◽  
Target Language ◽  
Source Language ◽  
Muslim Countries ◽  
Muslim Communities

Purpose: The purpose of this article is to show that the Cultural background of the translator influences very much the result of the translation. It also takes place in the English translation of the Quran. The tasks of the translator one of them were nearing the source language to the target language. Methodology: The writer found notes in order to study the distance between the source and the target language. The untranslatability can be viewed as linguistically and culturally. Results: The result of this article is that the notion of the sentence in the Alfatihah which sometimes is only translated into phrase interchangeable. It can be a convention of the practice of translation. Implications: Through the article, the writer wants to bridge a better understanding of native speakers learning Arabic and it’s vice versa, minimize inaccuracies and uncouthness. This study helps minority Muslim countries that are emerging Muslim communities in Europe, Australia, and many others to learn the Quran.  

Discourse cohesion and Topic discontinuity in native and learner production

2010 ◽  
Vol 10 ◽  
pp. 92-118 ◽  
Author(s):  
Sandra Benazzo ◽  
Cecilia Andorno
Keyword(s):  
Perspective Taking ◽  
Native Speakers ◽  
Target Language ◽  
Specific Information ◽  
Advanced Learners ◽  
Source Language ◽  
L1 Influence ◽  
Text Cohesion ◽  
Discourse Organization ◽  
L1 And L2

In order to realize text cohesion, speakers have to select specific information units and mark their informational status within the discourse; this results in specific, language-particular perspective-taking, linked to typological differences (Slobin 1996). A previous study on native speakers’ production in French, Italian, German and Dutch (Dimroth et al., in press) has highlighted a “Romance way” and a “Germanic way” of marking text cohesion in narrative segments involving topic discontinuity. In this paper we analyze how text cohesion is realized in the same contexts by advanced learners of L2 French (Italian and German L1) and L2 Italian (French and German L1). Our aim is to verify the hypothesis of an L2 advanced stage where learners manage the target language utterance grammar whereas their discourse organization still reflects L1 preferences. The results confirm the persistent presence of L1 influence, but they also show learner-specific tendencies (favouring lexical means over morphosyntactic ones), which are independent of their source language.

The Attenuation of Very Low Frequency Brain Oscillations in Transitions from a Rest State to Active Attention

2009 ◽  
Vol 23 (4) ◽  
pp. 191-198 ◽  
Author(s):  
Suzannah K. Helps ◽  
Samantha J. Broyd ◽  
Christopher J. James ◽  
Anke Karl ◽  
Edmund J. S. Sonuga-Barke
Keyword(s):  
Brain Activity ◽  
Sampling Rate ◽  
Low Frequency ◽  
Future Research ◽  
Adhd Symptoms ◽  
Default Mode ◽  
Very Low Frequency ◽  
Wide Range ◽  
Interference Hypothesis ◽  
Mode Interference

Background: The default mode interference hypothesis ( Sonuga-Barke & Castellanos, 2007 ) predicts (1) the attenuation of very low frequency oscillations (VLFO; e.g., .05 Hz) in brain activity within the default mode network during the transition from rest to task, and (2) that failures to attenuate in this way will lead to an increased likelihood of periodic attention lapses that are synchronized to the VLFO pattern. Here, we tested these predictions using DC-EEG recordings within and outside of a previously identified network of electrode locations hypothesized to reflect DMN activity (i.e., S3 network; Helps et al., 2008 ). Method: 24 young adults (mean age 22.3 years; 8 male), sampled to include a wide range of ADHD symptoms, took part in a study of rest to task transitions. Two conditions were compared: 5 min of rest (eyes open) and a 10-min simple 2-choice RT task with a relatively high sampling rate (ISI 1 s). DC-EEG was recorded during both conditions, and the low-frequency spectrum was decomposed and measures of the power within specific bands extracted. Results: Shift from rest to task led to an attenuation of VLFO activity within the S3 network which was inversely associated with ADHD symptoms. RT during task also showed a VLFO signature. During task there was a small but significant degree of synchronization between EEG and RT in the VLFO band. Attenuators showed a lower degree of synchrony than nonattenuators. Discussion: The results provide some initial EEG-based support for the default mode interference hypothesis and suggest that failure to attenuate VLFO in the S3 network is associated with higher synchrony between low-frequency brain activity and RT fluctuations during a simple RT task. Although significant, the effects were small and future research should employ tasks with a higher sampling rate to increase the possibility of extracting robust and stable signals.

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