The Correlation between Definite Noun Phrases and Verb Forms in Qur'anic Narrative Texts*

2004 ◽  
Vol 6 (2) ◽  
pp. 56-68
Author(s):  
Haruko Sakaedani
2004 ◽  
Vol 6 (2) ◽  
pp. 56-68
Author(s):  
Haruko Sakaedani

In a previous article I have examined shifts of noun phrase forms in Qur'anic narrative texts and found that this kind of shift is strictly associated with the construction of texts and development of stories. It was also found that other categories such as voice, aspect and tense are connected with the shifts of these noun phrase forms. In the present paper I first confirm the argument made in my previous paper: that forms of noun phrases are markers of point of view in narratives. Next, the correlations between these noun phrase forms and various verb forms are inquired into, and the effect of using different noun phrase forms and verb forms in the texts is discussed. The argument is restricted to narratives because these realise textual coherence more than the early fragmentary revelations, and because the points of view in these narratives can be examined through the various persons coming into the stories. In addition, this study focuses on definite noun phrases rather than indefinite ones as, other than when they are first introduced into the texts, the referents in these stories are referred to with definite noun phrases, or more strictly speaking, a number of prophets and other famous persons are frequently introduced with definite noun phrases.


Author(s):  
Pedro Antonio Férez Mora ◽  
◽  
Yvette Coyle ◽  
Juan Antonio Solís Becerra

This study examines the correct and incorrect use of local cohesive ties and local cohesion errors in the written narratives of eleven- to twelve-year-old Spanish learners of English as a Foreign Language (EFL) at different proficiency levels. The study was carried out with pairs who collaboratively wrote a narrative text in response to a picture prompt. The young learners’ written texts were examined to identify their correct and incorrect use of four categories: lexical, referential, conjunctive and temporal cohesion. The results show that higher and lower proficiency learners are significantly different in their use of the causal conjunction because, personal pronouns and noun phrases containing possessive, definite, indefinite and zero determiners. The two groups also differ in their incorrect use of pronouns, simple verb forms and noun phrases containing definite, indefinite and zero determiners. Attention is drawn to the need to explore the diversity in young learners’ use of cohesion and some pedagogical implications are drawn.


2021 ◽  
pp. 246-304
Author(s):  
Susan R. Easterbrooks

This chapter describes the structures of English and of American Sign Language in proximity to one another so the reader may see similarities and differences when attempting to prepare an instructional sequence. Whereas the previous sections described how to teach language, this section addresses what to teach. Therefore it is a resource chapter the teacher will return to often in designing objectives and instruction. Nouns, noun phrases and advanced nominals, verbs, verb phrases and advanced verb forms, adjectives, adjectival phrases and advanced adjectival forms, adverbs, adverbial phrases and advanced adverbial forms, and negation are examined in depth. The individualized education plan for every deaf and hard-of-hearing learner should list prominently those specific instructional objectives identified as missing through assessment.


2020 ◽  
Vol 2 (1) ◽  
pp. 24-43
Author(s):  
Xiangyu Jiang ◽  
Liang Chen ◽  
Qin Zhou

This study evaluated the narrative and expository English writing corpus from 20 Chinese English learners at three linguistic levels: the use of literate words (elaborated noun phrases, conjunctions, adverbs, and mental state verbs), the degree of sentence complexity, and the use of subordinate clauses (nominal, adverbial and relative clauses). Results first showed a genre effect on literate word use but not on utterance length and clausal density. Specifically, there were more elaborated noun phrases and conjunctions in expository texts, but more adverbs in narrative texts. Results also revealed a genre effect on the use of relative clauses but not on other clauses. Finally, a strong correlation between literate word use and the production of complex syntax was found after controlling for the effects of genre. These results highlight the need for genre-dependent writing instruction to make students aware of the different language resources expected across genres as specific contexts of communication.


Author(s):  
Diana Forker

This chapter provides a grammatical sketch of Avar, the largest indigenous language of Dagestan. Avar has five vowels and more than 40 consonants, among which there are a number of voiced, voiceless, ejective (glottalized), and tense (strong) obstruents. The language is agglutinative with some elements of fusion and strongly suffixing. Nouns are divided into three genders, and three inflectional classes, which largely correlate with the gender divisions. The core cases are absolutive, ergative, dative and genitive; furthermore, there are twenty spatial cases. Avar has gender and number agreement expressed by prefixes, suffixes, and occasionally infixes. Agreement targets are mainly verbs, adjectives, and certain pronouns. While agreement and case marking follow ergative alignment, no ergative patterns are found outside the realm of morphology. The rich inventory of verb forms consists of four synthetic and six analytic core tenses used in finite clauses. The non-finite verb forms include infinitive, masdar, and a wide range of participles and converbs. Noun phrases and subordinate clauses are head-final. In main clauses there is a clear tendency for A-P-V order, but other orders are also attested.


2021 ◽  
Vol 68 (PR) ◽  
pp. 50-72
Author(s):  
KRASIMIRA ALEKSOVA ALEKSOVA

The article looks into some specific features of the syntagmatic and paradigmatic parameters of grammaticalization as proposed by Lehman (2002) and their application to two innovations observed in the Bulgarian standard language that are not found in Old Bulgarian. Firstly, my research outlines Lehman’s model of grammaticalization by focusing on its syntagmatic and paradigmatic parameters. Then, I highlight the latter’s peculiarities by examining noun phrases with edin, edna, edno, edni and go on to suggest that the process of their grammaticalization has not come to an end. I also pay attention to the specific features of several syntagmatic parameters of the process of grammaticalization that can be found in verb forms in the indicative, the conclusive, the renarrative, and the dubitative. In conclusion, I propose the addition of a new syntagmatic parameter to Lehman's theory – the parameter of formal alternative. Keywords: innovation, grammaticalization, syntagmatic parameters, paradigmatic parameters, indefinite article, indicative, conclusive, renarrative, dubitative, Bulgarian language


2020 ◽  
Vol 8 (3) ◽  
pp. 65-80
Author(s):  
Helen Eaton

This paper presents data from Vwanji, an under-documented Bantu language spoken by approximately 28,000 people in southwestern Tanzania. Bantu languages are well known for having multiple degrees of past time reference grammaticalized in their TAM systems, and Vwanji is a good example of such a language, but one with some interesting typological differences from certain general TAM trends in Bantu languages noted in Nurse (2008). Three past TAM forms, in particular, are the focus of the research: P1 /Anterior SM-VB-ile, P2 SM-a-VB-a, and the Near Past Habitual SM-a-VB-aɣa. The analysis of data from a corpus of narrative and non-narrative texts (both written and oral) reveals that these three TAM forms have multiple discourse functions which do not necessarily follow in expected ways from their places in the TAM system as a whole. Comparing the Vwanji findings with those of neighbouring languages suggests some possible directions in which the verb forms in Vwanji may be changing functionally or being lost. The goal of this investigation is to increase understanding of a typologically interesting language which has not been well described and for which there is very little published data. The paper also shows the importance of taking natural discourse data into account when considering TAM functions in a language. Relying on elicited data alone may hide interesting complexities and variation.


2015 ◽  
Vol 22 (3) ◽  
pp. 93-102 ◽  
Author(s):  
Allison Breit-Smith ◽  
Jamie Busch ◽  
Ying Guo

Although a general limited availability of expository texts currently exists in preschool special education classrooms, expository texts offer speech-language pathologists (SLPs) a rich context for addressing the language goals of preschool children with language impairment on their caseloads. Thus, this article highlights the differences between expository and narrative texts and describes how SLPs might use expository texts for targeting preschool children's goals related to listening comprehension, vocabulary, and syntactic relationships.


Author(s):  
Ronald T. Kellogg ◽  
Merilee Krueger ◽  
Rose Blair

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