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 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.

scholarly journals Comparing the Lexical Features of EAP Students’ Essays by Prompt and Rating

2015 ◽  
Vol 32 (2) ◽  
pp. 30
Author(s):  
Maxime Lavallée ◽  
Kim McDonough
Keyword(s):  
High Frequency ◽  
Content Word ◽  
Lower Percentage ◽  
Lexical Diversity ◽  
Word Use ◽  
Proficiency Levels ◽  
Writing Class ◽  
Word Familiarity ◽  
Novice Writers ◽  
Holistic Rubric

Previous research has shown that high frequency lexical items, such as AWL words and formulaic expressions, may differentiate between texts written by ex- pert and novice writers (Chen & Baker, 2010; Hancioğlu, 2009), and that lexical features related to breadth, depth, and accessibility differentiate among texts from L2 writers of different proficiency levels (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). The current study compared the essays written by EAP students in response to either a cause or an effect writing prompt. As part of their EAP writing class, the students (N = 94) had two weeks to read six source texts and take notes to prepare for an integrative-writing exam. Students’ essays were assessed by three raters using a holistic rubric, and five lexical features of their essays were analyzed: percentage of AWL word use, content word frequency, word familiarity, imagability, and lexical diversity. The results indicated that responses to the effect prompt were rated sig- nificantly lower than cause essays, contained more frequent and familiar words, and had a lower percentage of AWL words. However, there was no significant correlation between essay ratings and lexical features. Potential explanations for the findings and pedagogical implications are discussed. Des recherches antérieures ont révélé que les items lexicaux à haute fréquence, tels la liste des mots académiques et les formules rigides, peuvent varier selon que le texte soit écrit par un expert ou un débutant (Chen & Baker, 2010; Hancioğlu, 2009), et que les éléments lexicaux liés à l’envergure, la profondeur et l’accessi- bilité varient dans les textes écrits par des auteurs L2 de compétences différentes (Crossley & McNamara, 2009, 2012; Crossley, Weston, McLain Sullivan, & McNamara, 2011). La présente étude a comparé des rédactions écrites par des élèves d’anglais académique où la tâche d’écriture évoquait des causes ou des effets. Le cours d’anglais académique exigeait que les élèves (N=94) lisent, en deux semaines, six textes originaux et qu’ils prennent des notes pour se préparer à un examen écrit intégratif. Trois évaluateurs se sont appuyés sur une rubrique globale pour analyser cinq éléments lexicaux : pourcentage de l’utilisation des mots de la liste des mots académiques, fréquence des mots lexicaux, capacité à évoquer des images mentales et diversité lexicale. Les résultats démontrent que les évaluations des rédactions basées sur la tâche d’écriture évoquant des effets étaient nettement inférieures aux évaluations des rédactions basées sur la tâche d’écriture évoquant des causes. Ces premières comptaient également plus de mots familiers et répandus, et moins de mots figurant dans la liste des mots académiques. Les auteurs présentent des hypothèses pour expliquer ces résultats, ainsi que les impli- cations pédagogiques de leur recherche. 

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.

Some Tamil folklore texts: Muttuppaṭṭaṉ Katai, Kāttavarāyaṉ Kataippaṭal, Paḻaiyaṉur Nīli

1989 ◽  
Vol 121 (2) ◽  
pp. 290-303
Author(s):  
Kamil V. Zvelebil
Keyword(s):  
Oral Traditions ◽  
National Literature ◽  
Literary Texts ◽  
Verbal Art ◽  
Continuous Stream

The following contribution is based on several assumptions: First, it is assumed that the oral traditions of verbal art, whether “fixed” in writing/print or not, belong legitimately to the bulk of a national literature; second, it is assumed that such oral traditions have been grossly neglected, misunderstood and/or misinterpreted; third, when speaking of a “tradition”, what I have in mind is not an authoritative dogmatism based on set doctrines, but a fountain-source from which stems a continuous stream of thought and culture, irrespective of whether it is orally transmitted, or fixed in literary texts.

Language Policy in South Asia

1981 ◽  
Vol 2 ◽  
pp. 60-85 ◽  
Author(s):  
Braj B. Kachru
Keyword(s):  
Language Policy ◽  
South Asia ◽  
Liberal Arts ◽  
National Language ◽  
Basic Knowledge ◽  
Literary Texts ◽  
The Political ◽  
Language Policies ◽  
The Status ◽  
Regional Languages

In the political divisions within South Asia there has traditionally been no organized effort for language policies.1 Language was essentially related to one's caste, village, district, and state. Beyond this, one identified with languages associated with religion (Sanskrit or Arabic), or learned and literary texts (mainly Sanskrit and Persian). At the time of Indian independence (1947), one task of the new government was to unravel the status and position of almost 560 sovereign states which were ruled by an array of mahārājās, nawābs, and lesser luminaries, depending on the size and the revenue of each state and subdivision. Each state state was a kindgom unto itself, and such political divisions did not foster a national language policy. In India, the largest country in South Asia, four languages were used for wider communication as bazār languages or languages of literature and intranational communication: Hindi (and its varieties, Hindustani and Urdu), Sanskrit, Persian, and later, English (cf., for Sanskrit, Kachru and Sridhar 1978; Sharma 1976; for English, Kachru 1969; 1982a). The Hindus tended to send their children to a pāṭhśālā (traditional Hindu school mainly for scriptural education) for the study of the scriptures and some basic knowledge of the śāastras (Sanskrit instructional texts, treatise), and the Muslims tended to send their children to a maktab (traditional school for Koranic instruction). The denominational schools (vidyāZaya) provided liberal arts instruction in Sanskrit, Persian, Hindi, Arabic, or in the regional languages.

scholarly journals ANALISIS PENGGUNAAN ADJEKTIVA NOMINATIF DALAM BAHASA JEPANG (Berdasarkan Data Sintaksis Corpus)

2019 ◽  
Vol 7 (1) ◽  
pp. 101-105
Author(s):  
Dwi Puspitosari
Keyword(s):  
High Frequency ◽  
Native Speaker ◽  
Secondary Level ◽  
The Other ◽  
Challenging Issue ◽  
Frequency Of Use ◽  
Word Classes ◽  
Corpus Data ◽  
Japanese Learners

This study aims to identify nominative adjectives in Japanese that are difficult to categorize based on the occurred changes when these words are produced along with the other words. For non-native Japanese learners, this has become a challenging issue. The main reason is the adjective that was classified into two categories in accordance with their changes, i.e., i-adjectives and na-adjectives. These adjectives presented different forms of change that had a tendency of transforming into nouns when collaborating with other nouns. Not only did learners in elementary and secondary level face the difficulties, but also those in upper levels did. The data in this study focused on adjectives with a high frequency of use that were collected from "Gendai Nihongo Kakikotoba Kinko Koopasu". The data was analyzed based on the use of adjectives in sentences taken from the corpus data, which underwent different forms of changes. The results of this study indicated that there were many adjectives that underwent different forms of changes and could be classified into multiple word classes.   Penelitian ini bertujuan untuk mngidentifikasi kata sifat-kata sifat yang bersifat nominatif dalam bahasa Jepang yang sulit dikategorikan berdasarkan perubahan saat berhadapan dengan kata lain. Bagi pembelajar bahasa Jepang non-native speaker, hal seperti ini merupakan permasalahan yang dirasa sulit. Alasannya adalah karena kata sifat yang menurut perubahannya diklasifikasikan menjadi dua yakni kata sifat -i dan kata sifat -na, mengalami perubahan yang tidak seragam dan cenderung menjadi nomina saat dihadapkan dengan nomina. Tidak hanya pada pembelajar tingkat dasar dan menengah, pembelajar tingkat atas pun mengalami kesulitan. Pada penelitian ini, data akan difokuskan pada kata sifat dengan frekuensi pemakaian yang tinggi dan dikumpukan dari “Gendai Nihongo Kakikotoba Kinko Koopasu”. Proses analisis data dilihat dari penggunaan kata sifat dalam kalimat diambil dari data corpus, yang mengalami perubahan tidak seragam. Hasil dari penelitian ini menunjukkan banyak kata sifat yang mengalami perubahan tidak seeragam dan dapat diklasifikasikan ke dalam kelas kata ganda.    

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