scholarly journals The Attributives Comparison between Chinese and Indonesian

2019 ◽  
Vol 2 (2) ◽  
pp. 216-224
Author(s):  
Arini Junaeny
Keyword(s):  
Second Language ◽  
Comparative Analysis ◽  
Language Learners ◽  
Noun Phrase ◽  
Learning Process ◽  
Word Order ◽  
Second Language Learners ◽  
Chinese Language ◽  
Important Research ◽  
Similarities And Differences

The word order comparative analysis is important research in linguistics studies. It is assisting the second language learners or teachers in learning process. The research mainly shows the word order in noun phrase. Noun phrase consists of head and attributives, the head is noun and the attributives consist of any type of the word or group of words. The attributives order and the head as a core in noun phrase, it can show similarities and differences structures between Chinese Language and Indonesian Language. This article shows relation between head and attributives order in noun phrase. The order of Chinese Language attributives is placed before the head. The order of Indonesian language attributives (except: number-classifier, negation, restriction word) is placed after the head.

scholarly journals Honorifics: A sociocultural verb agreement cue in Japanese sentence processing

2010 ◽  
Vol 31 (3) ◽  
pp. 551-569 ◽  
Author(s):  
YUKI YOSHIMURA ◽  
BRIAN MACWHINNEY
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Sentence Processing ◽  
Word Order ◽  
Second Language Learners ◽  
Native Speakers ◽  
Role Assignment ◽  
Verb Agreement ◽  
Case Marking ◽  
New Type

ABSTRACTCase marking is the major cue to sentence interpretation in Japanese, whereas animacy and word order are much weaker. However, when subjects and their cases markers are omitted, Japanese honorific and humble verbs can provide information that compensates for the missing case role markers. This study examined the usage of honorific and humble verbs as cues to case role assignment by Japanese native speakers and second-language learners of Japanese. The results for native speakers replicated earlier findings regarding the predominant strength of case marking. However, when case marking was missing, native speakers relied more on honorific marking than word order. In these sentences, the processing that relied on the honorific cue was delayed by about 100 ms in comparison to processing that relied on the case-marking cue. Learners made extensive use of the honorific agreement cue, but their use of the cue was much less accurate than that of native speakers. In particular, they failed to systematically invoke the agreement cue when case marking was missing. Overall, the findings support the predictions of the model and extend its coverage to a new type of culturally determined cue.

scholarly journals Errors in Making Indirect Questions in the Interlanguage of Students at the Faculty of Food Technology

2022 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Antonija Šarić
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
English Language ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Food Technology ◽  
Subordinate Clauses ◽  
Last Stage

In this paper, the author attempts to identify the most common errors that occur in the interlanguage of students at the Faculty of Food Technology when formulating indirect questions in English language. According to Processability theory (PT), language is acquired in a predictable way, in six stages, the last stage being acquiring word order in subordinate clauses, i.e. cancelling inversion. Since interlanguage presents a dynamic language system that retains some features of the first language or generalizes the second language rules in speech or writing, the origin of errors can be found in mother tongue or in the misapplication of the rules when adopting a second language. Although PT is not concerned with the errors made by the second language learners, this paper will try to identify the origin of errors that appear in the students' interlanguage and the acquisition of the last stage, i.e. the word order in subordinate clauses. In that way, it will be determined whether the errors (inter- or intralingual) made by the students prevent them from acquiring the last stage of PT.

Selective vulnerability and dominant language transfer in the acquisition of the Chinese cleft construction by heritage speakers

2017 ◽  
Vol 9 (2) ◽  
pp. 202-227
Author(s):  
Ziyin Mai ◽  
Xiangjun Deng
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
Second Language Learners ◽  
Native Speakers ◽  
Selective Vulnerability ◽  
Language Transfer ◽  
Heritage Speakers ◽  
Dominant Language ◽  
Different Types

Abstract This study investigates effects of selective vulnerability and dominant language transfer in heritage grammar. Mandarin Chinese has a shì…de cleft construction, which, despite its superficial similarities with the it-cleft in English, is subject to additional conditions. Four experimental tasks elicited eighteen adult heritage speakers’ implicit knowledge of the word order and the temporal, telicity and discourse conditions associated with the Chinese cleft. The heritage speakers demonstrated target-like representation of the conditions. Meanwhile, their sensitivity to the telicity and discourse conditions is weaker than that of native speakers in Beijing, suggesting selective vulnerability in the heritage grammar. By comparing the heritage speakers with adult second language learners of Chinese, we concluded that the vulnerability of the heritage grammar in the discourse domain did not result from cross-linguistic influence from English. In different types of Chinese-English bilinguals, the dominant language affects the weaker language in different ways.

THE IMPORTANCE OF PRIME REPETITION AMONG INTERMEDIATE-LEVEL SECOND LANGUAGE LEARNERS

2017 ◽  
Vol 40 (3) ◽  
pp. 677-692 ◽  
Author(s):  
Carrie N. Jackson ◽  
Helena T. Ruf
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
Second Language Learners ◽  
Intermediate Level ◽  
Short Term ◽  
Priming Phase ◽  
L2 Learners ◽  
L1 English

AbstractThis study investigates whether repeating a prime sentence aloud strengthens short-term and longer-term priming of adverb-first word order among adult intermediate L1 English-German L2 learners (N = 30). Compared to an earlier study (Jackson & Ruf, 2017), in which similarly proficient L1 English-German L2 learners heard, but did not repeat, prime sentences, participants in the present study exhibited greater short-term priming for adverb-first word order during the priming phase and significant longer-term priming in a posttest phase immediately following the priming phase. However, additional analyses revealed that only those participants who exhibited stronger short-term priming without lexical overlap during the priming phase continued to produce adverb-first sentences in the posttest phase, highlighting that even prime repetition may not support longer-term priming among intermediate L2 learners more generally.

scholarly journals Why does the English language fail in Indian classrooms?

2019 ◽  
Vol 7 (3) ◽  
pp. 26-27
Author(s):  
B VasanthaKumar
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
English Language ◽  
Second Language Learners ◽  
Natural Order ◽  
Early Language

This paper intends to mitigate the struggles of language learners through the natural learning process. The first part explains language as a system and how it eases the learning for the early language learners; it also presents the different study of what happens when the natural order is reversed. Further, it elaborates how the shorts comings of the academic pattern and classroom setup add to the miseries of the learners. Finally, it suggests specific strategies to impart useful language to second language learners.

scholarly journals Acquisition of Zero Relative Clauses in English by Adult Turkish Learners of English

2017 ◽  
Vol 5 (1) ◽  
pp. 190 ◽  
Author(s):  
Eser Ordem
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
Relative Clause ◽  
Relative Clauses ◽  
Second Language Learners ◽  
Mother Tongue ◽  
First Language ◽  
Turkish Language

Studies on acquisition of relative clauses by first and second language learners have evoked considerable interest in recent decades. In line with such studies, in this present study we aim to show the possible effect of first language (Turkish) on second language (English) in zero relative clause constructions. English uses certain stranded prepositions in zero relative clauses, whereas Turkish uses the same suffix in non-subject relative clause constructions. This observation in two typologically different languages led the study to claim that Turkish word order in non-subject relative clauses affects the acquisition of zero relative clauses in English. Fifty sentences in Turkish were prepared and composed of five categories. Each category consisted of ten sentences. Each category referred to one of the five cases in Turkish. These cases were accusative, locative, ablative, dative and instrumental. The participants (N=91) were asked to translate these Turkish sentences into English. The results showed that the participants tended to omit prepositions in English zero relative clauses except the construction that did not entail any preposition. Therefore, the study implies that Turkish language learners may be under the effect of their mother tongue while producing zero relative clauses in English.

English possessive gender agreement in production and comprehension: Similarities and differences between young monolingual English learners and adult Mandarin–English second language learners

2017 ◽  
Vol 38 (4) ◽  
pp. 985-1017 ◽  
Author(s):  
LUCIA POZZAN ◽  
INÉS ANTÓN-MÉNDEZ
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Noun Phrase ◽  
English Learners ◽  
Second Language Learners ◽  
First Language ◽  
Gender Agreement ◽  
English Second Language ◽  
Study Support ◽  
English Speaking

ABSTRACTSecond language learners of English occasionally establish gender agreement between a possessive determiner and the local noun that follows it, rather than with its target antecedent (*“Maryi loves hisi brother”). The production and comprehension profiles of adult Mandarin second language learners of English and monolingual English-speaking children were examined to establish (a) if such errors result from an inherent tendency to establish agreement locally within the noun phrase or rather from transfer of first language agreement procedures, and (b) if these errors are production specific or rather reflect nontarget grammatical representations, thus also affecting comprehension. The results of the elicited production portion of the study support the hypothesis that gender agreement errors in learners’ production of possessives result from a generalized tendency to establish local agreement. The results of the comprehension portion of the study suggest that the observed tendency for local agreement within the noun phrase is production specific and does not characterize learners’ grammatical representations as a whole.

Investigating the degree of humorous enjoyment in reading Chinese language errors

2017 ◽  
Vol 6 (2) ◽  
pp. 203-223
Author(s):  
Guangyan Chen
Keyword(s):  
Second Language ◽  
Gender Difference ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speakers ◽  
Chinese Language ◽  
Target Language ◽  
Chinese Teachers ◽  
Reading Chinese ◽  
People’S Perceptions

AbstractSecond language learners often make errors when they use their target language for communication. People perceive some of these errors as humorous. Many factors influence these perceptions. The purpose of this study is to investigate how these factors affect people’s perceptions when they read CSL (Chinese as a second language) learners’ humorous errors. The factors mainly refer to error stimuli and readers’ backgrounds. The researcher collected 25 error stimuli from two popular and often-cited online articles. 57 participants responded to these errors and rated them in the following three categories: Very Funny, Somewhat Funny, and Not Funny. These participants included 51 Native Speakers (NSs) of Chinese and six Non-Native Speakers (NNSs). The NSs consisted of 28 females and 23 males. Out of the participants, 17 were Chinese teachers and 40 were non-teachers. The results indicate that teachers perceived these texts as less funny than non-teachers; No significant gender difference was found; NNSs seemed to perceive these error stimuli as less funny than NSs, however, readers should be cautious in interpreting this result because of the limited number of NNSs. In addition, this study compared the humorous texts that were perceived as the funniest and the ones perceived as the least funny. The results demonstrate that an error-evoked “Very Funny” joke text had two overlapping and opposing scripts. The more overlapping and opposing the two scripts within a joke text were, the more humorous enjoyment a reader experienced. These findings improve our understanding of the interrelationship of language and humor that has been neglected in CSL, Chinese linguistics, and humor literature.

The priming of word order in second language German

2016 ◽  
Vol 38 (2) ◽  
pp. 315-345 ◽  
Author(s):  
CARRIE N. JACKSON ◽  
HELENA T. RUF
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Word Order ◽  
Second Language Learners ◽  
Short Term ◽  
Baseline Phase ◽  
Word Order Variation ◽  
Order Variation ◽  
The Stability

ABSTRACTThe present study investigates the priming and subsequent production of word order variation (adverb–verb–subject vs. subject–verb–adverb order) with temporal phrases (Experiment 1) and locative phrases (Experiment 2) among intermediate English–German second language learners. Participants exhibited comparable short-term priming for adverb-first word order in both experiments. In the initial baseline phase, participants produced adverb-first sentences with temporal phrases but not locative phrases, and only temporal phrases led to significant long-term priming, as measured in a postpriming phase. This suggests that at lower proficiency levels, long-term, but not short-term, priming may depend on the stability of specific semantically constrained constructions rather than more generalized syntactic representations and that such cumulative effects may be shaped by preferences for a particular construction in the native language.

scholarly journals THE EFFECTIVENESS OF HUMOUR USED BY TEACHERS IN TEACHING ENGLISH TOWARDS SECOND LANGUAGE LEARNERS (SLL)

2019 ◽  
Vol 2 (8) ◽  
pp. 116-127
Author(s):  
Farah Shalin Amanah
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Teaching English

This paper discusses the effectiveness of humour used by teachers in teaching English towards second language learners (SLL). In addition, it also explores the use of definitions and classifications of humour generally and in-depth which is suggested to be implemented by teachers towards second language learners in implementing the teaching and learning process. The purpose of the study is to review the previous researchers regarding humour used in many factors. Data was gathered based on past studies. The review found that humour is one of the strategies needed to be used by teachers in learning, and the methodologies are adopted vary across studies. The implication of the study is for future researchers to examine more in-depth the humour should be used in teaching especially in the Malaysian context.

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