scholarly journals The Problem of Expanding Semantic Fields and Untranslatability at Word-Level

2007 ◽  
Vol 3 (2 (4)) ◽  
pp. 103-109
Author(s):  
Grigor Ghazaryan
Keyword(s):  
Second Language ◽  
Word Formation ◽  
Word Level ◽  
Semantic Fields ◽  
Full Expression ◽  
The Moment

The article discusses the issue of untranslatability at the lexical level considering the expansion of the meanings of root words and other elements of word formation as a result of the development of the language. Based on the borrowed words from Japan into English, as well as with the help of comparative examples of Armenian and Russian, it has been revealed that the solution to the problem of untranslatability is closely related to the existence of the linguistic mechanisms which make it possible to assimilate the foreign words using the original pattern that was selected the moment the notion was created for its full expression. The article also discusses the attempts of lexicalization of the notion in the second language.

scholarly journals L2 acquisition of high vowel deletion in Quebec French

2021 ◽  
Author(s):  
Guilherme Duarte Garcia ◽  
Heather Goad ◽  
Natália Brambatti Guzzo
Keyword(s):  
Second Language ◽  
Lexical Stress ◽  
L2 Acquisition ◽  
Phonological Word ◽  
Word Level ◽  
Quebec French ◽  
Vowel Deletion ◽  
The Right ◽  
Phonological Phrase

In languages with lexical stress, stress is computed in the phonological word (PWd) and realized in the foot. In some of these languages, feet are constructed iteratively, yielding multiple stressed syllables in a PWd. English has this profile. In French, by contrast, the only position of obligatory prominence is the right-edge of the phonological phrase (PPh), regardless of how many lexical words it contains (Dell 1984). This has led some to analyze French "stress" as intonational prominence and French, in contrast to most languages, as foot-less (Jun & Fougeron 2000). In earlier work, we argued that high vowel deletion (HVD) motivates iterative iambic footing in Quebec French (QF), although the typical signatures of word-level stress are absent. In this paper, we examine the L2 acquisition of HVD and the prosodic constraints that govern it. We show that L2ers can acquire subtle aspects of the phonology of a second language, even at intermediate levels of proficiency.

Processing of word-level stress by Mandarin-speaking second language learners of English

2016 ◽  
Vol 38 (3) ◽  
pp. 541-570 ◽  
Author(s):  
ZHEN QIN ◽  
YU-FU CHIEN ◽  
ANNIE TREMBLAY
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Fundamental Frequency ◽  
Second Language Learners ◽  
American English ◽  
Cue Weighting ◽  
Taiwan Mandarin ◽  
Word Level ◽  
Suprasegmental Cues ◽  
Stress Experiment

ABSTRACTThis study investigates whether second language learners’ processing of stress can be explained by the degree to which suprasegmental cues contribute to lexical identity in the native language. It focuses on Standard Mandarin, Taiwan Mandarin, and American English listeners’ processing of stress in English nonwords. In Mandarin, fundamental frequency contributes to lexical identity by signaling lexical tones, but only in Standard Mandarin does duration distinguish stressed–unstressed and stressed–stressed words. Participants completed sequence-recall tasks containing English disyllabic nonwords contrasting in stress. Experiment 1 used natural stimuli; Experiment 2 used resynthesized stimuli that isolated fundamental frequency and duration cues. Experiment 1 revealed no difference among the groups; in Experiment 2, Standard Mandarin listeners used duration more than Taiwan Mandarin listeners did. These results are interpreted within a cue-weighting theory of speech perception.

scholarly journals INTERFERENSI MORFOLOGI DAN SINTAKSIS BAHASA INDONESIA DALAM BERBICARA BAHASA ARAB KOMUNITAS AL-KINDY UIN MALANG

2021 ◽  
Vol 10 (2) ◽  
pp. 1-11
Author(s):  
Firsa Afra Yuslizar ◽  
Zakiyah Arifa
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
First Language ◽  
Arabic Language ◽  
Word Formation ◽  
Learning Interference ◽  
Language Quality ◽  
Barriers And Challenges ◽  
Interference Problems

This research is based on the problem of morphological and syntactical first language interference which is often overlooked in second language learning. Interference problems result in misunderstanding the meaning of words or sentences spoken by students towards the second language used. This study attempts to analyze the Indonesian morphological and syntactical interference in speaking Arabic of Al-Kindy community UIN Malang, explaining the factors and implications of interference in learning speaking Arabic. This research method uses a descriptive qualitative approach, and the data are collected through observation by analyzing subject audio documentation data (listening technique- note-taking technique) and interviews. The results showed that members of the al-Kindy community experienced Indonesian morphological interference in word formation, merging/compounding, repetition/reduplication. Meanwhile, Indonesian syntactical interference occurs in: adding sentence elements, errors (sentence elements, sentence location, phrase formation), and missing sentence elements. The factors of the interference are bilingualism, vocabulary mastery, motivation, and psychology of speakers towards the Arabic used. Interference has implications for barriers and challenges in Arabic language learning. The barriers are in the intensity of language interference phenomena, so the language quality is stagnant, and the challenges are to make interference phenomena as motivation for learners to evaluate the language learning process better

scholarly journals Writing skills and strategies of bilingual immigrant students learning Greek as a second language and English as a foreign language

2013 ◽  
Vol 4 (1) ◽  
Author(s):  
Eleni Griva ◽  
Dora Chostelidou
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Immigrant Students ◽  
Bilingual Students ◽  
Metacognitive Skills ◽  
Writing Test ◽  
Word Level ◽  
Writing Problems ◽  
Data Collection And Analysis ◽  
Cognitive And Metacognitive Strategies

The present study was concerned with eliciting information about the problems that bilingual or immigrant students’ encounter and the strategies that they employ whilst writing in Greek as a second language (GL2) and in English as a foreign language (EFL). The sample consisted of a total of 32 bilingual students, aged between 10 and 12 from Albanian, Russian and Georgian families. The study followed a qualitative and quantitative method of data collection and analysis: (1) a screening writing test was used for student selection and their categorisation into skilled and less skilled writers; (2) student think-aloud reports and retrospective interviews were used to collect data whilst students were writing in GL2 and EFL. The findings indicated that the skilled bilingual writers held a much broader and complex view of their own writing process and showed more strategic knowledge compared to less-skilled writers. In particular, they were more flexible in using both cognitive and metacognitive strategies and employed a wider range of more ‘elaborated’ strategies. In contrast, the less-skilled writers had a more limited knowledge of the writing task, and they adopted lower-level processes and strategies. However, they had adequate awareness of their own writing problems related to word level, and they employed certain compensation strategies to overcome writing weaknesses. Some suggestions are made about the creation of educational and teaching conditions for developing bilingual students’ linguistic cognitive and metacognitive skills and expanding opportunities for them to become autonomous writers.

scholarly journals You Saydientito, I Saydentito: Navigating Complex Word Formation in Second Language Spanish

2017 ◽  
Vol 67 (3) ◽  
pp. 599-630 ◽  
Author(s):  
Matthew T. Carlson ◽  
Chip Gerfen
Keyword(s):  
Second Language ◽  
Word Formation ◽  
Complex Word

scholarly journals Artist’s Psychophysiology in Disposition to Style (Case Study of Lesia Ukrainka’s Biography Materials)

2021 ◽  
pp. 16-27
Author(s):  
H. I Yastrubetska ◽  
T. P Levchuk
Keyword(s):  
Creative Process ◽  
Word Formation ◽  
Quantitative Aspect ◽  
Individual Organism ◽  
Conceptual Role ◽  
Research Findings ◽  
The Moment ◽  
The Individual

Purpose of the study is to shed light on the role of psychophysiology in the creative process, namely, the style corrections connected with pathological changes in the artist’s organism, deviating from empirical-descriptive methods. Theoretical basis of the study implies the interpretation of the notions style and disease not in their narrow professional limitation but from the standpoint of expanding the parameters of these concepts to philosophical dimensions. Based on the principle of analogy, the research findings prove that non-mimetic creative process ("pure" action) manifests itself exclusively in connection with a human from a bodily viewpoint through anthropological mimesis, which can program the propensity to certain capabilities of the individual organism (both psycho-physiological and in its creative and stylistic manifestations). C. G. Jung was the first who pointed to the productivity of this method in his work "Theoretical Reflections on the Nature of the Psyche". The creativity phenomenon (and its most specific feature – style) reflects not only "pure" psychology and the intellectual and spiritual component but also its relation to the artist as a physical being. It, outside its belonging to and being conditioned by transcendent factors, includes a quantitative aspect related to the moment of intensity. The disease (quantitative-intensive indicator) acts to some extent as a stimulator of the production/change of aesthetic enzyme ("The Obsessed" by Lesia Ukrainka). In this context, the dialectic method is also effective because the subject of study cannot be comprehensively argued using naturalistic approaches only and requires (according to A. Losev) a semantic explanation too. The essence of it is the logic of contradictions. In this case, the antinomy of matter-spirit plays a conceptual role in the projection on the plane of word-formation. Originality of the research findings is in the expansion of the causal relationship range of the creative process, namely the inclusion of the factor of psycho-physiological pathology into the system artist-work. This factor performs important stylistic functions. Conclusions. In contrast to scientific studies, where 1) style is analyzed separately (mostly in terms of text landscape description) and 2) the figure of the artist (mainly – in the parameters of empiricism, rarely – in psychoanalytic perspective), this study argues the need to correlate these issues, taking them beyond descriptiveness to avoid schematics and one-dimensionality.

scholarly journals Fast and efficient: Statistical learning predicts online reading times in a second language

2020 ◽  
Author(s):  
Luca Onnis ◽  
Hongoak Yun
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Statistical Learning ◽  
Language Processing ◽  
Common Mechanism ◽  
Online Reading ◽  
Learning Skills ◽  
Sequential Structure ◽  
Word Level ◽  
Statistical Regularities

Two long-standing and interrelated questions have been central to language and cognition. The first question is whether shared or separate mechanisms subserve language learning versus language processing. The second question is whether shared or separate mechanisms underlie processing in a first versus second language. Using an individual differences paradigm, we sought evidence for common mechanisms by probing implicit statistical learning (SL) skills and online reading in a second language. We found that individuals with better statistical learning skills more efficiently incorporate word-level statistical regularities while reading in their second language, making them more efficient L2 readers. In addition, sensitivity to forward and backward lexical predictability reduced reading times. Thus, sensitivity to statistical sequential structure may be a common mechanism of implicit learning as well as processing of language.

scholarly journals مناهج مقترحة لتعليم التعبيرات الاصطلاحية للناطقين بغير العربية (Proposed Curriculum to Teach Idioms for non-native Arabic Speakers)

1970 ◽  
Vol 2 (2LING) ◽  
Author(s):  
محمد عبد الرحمن (Mohamed Abdul Rahman Ibrahim)
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Problem Statement ◽  
Main Hypothesis ◽  
Arabic Speakers ◽  
Semantic Fields ◽  
Native Arabic Speakers

 ملخص البحث:يتناول هذا البحث ثلاث رؤى لما يمكن أن تكون عليه مناهج تعليم التعبيرات الاصطلاحية (Idioms) للطلاب الناطقين بغير العربية. وتتجلَّى إشكالية البحث في تعرف الإطار التربوي واللغوي المناسب لتعليم هذه الظاهرة اللغوية الجديرة بالدرس. وقد انطلق الباحث من فرضية رئيسة مؤداها أن صعوبة التعبيرات الاصطلاحية لا يجب أن تجعل مصممي المناهج بمنأى عن تقديمها للناطقين بغير العربية. وللتأكد من مدى صحة هذه الفرضية استعان الباحث بالمنهج الاستقرائي الاستنتاجي. وتوصّل الباحث إلى عدة نتائج من أبرزها: ضرورة تقديم التعبيرات الاصطلاحية عبر ثلاثة مناهج متراتبة تُسْتَهل بالجمل المبنية على الاختيار من متعدد، ومرورًا بالحقول الدلالية وانتهاءً بالمنهج المتكامل. الكلمات المفتاحية: مناهج- تعبيرات اصطلاحية- الحقول الدلالية- المنهج المتكامل- التطبيق.Abstract:The paper discusses about three perceptions on the teaching methods of idioms to the non-native Arabic speakers. The problem statement is to recognize the suitable educational and linguistic frameworks to teach this particular topic. The main hypothesis is that teaching idioms cannot be neglected by the syllabus designers for teaching Arabic as a second language. To investigate this, the researcher had utilized the deductive and conclusive methods. Among the most important conclusions of the investigation are: there is a need to approach the teaching of idioms through three eventual levels which begins with the expressions from multiple choices, to be followed by the semantic fields and finally the comprehensive method.Key words: Idioms– Framework– Perceptions– Model– Implementation.Abstrak:Kajian ini meliputi tiga pandangan yang mungkin boleh dijadikan asas bagi cara pengajaran kiasan kepada pelajar bukan penutur berbahasa Arab. Permasalahan kajian timbul dalam mengenalpasti rangka pendidikan dan bahasa yang bersesuaian bagi tujuan pengajaran fenomena bahasa yang tidak kurang pentingnya ini. Bertitik tolakdaripada hipotesis utama kajian iaitu kerumitan idiom tidak harus membuatkannya terasing daripada metod pengajaran kepada bukan penutur berbahasa Arab. Untuk membuktikan kesahihan hipotesis ini, pengkaji menggunakan induktif untuk menghasilkan dapatan kajian yang menunjukkan kepentinga pengajaran idiom melalui tiga peringkat secara berturutan yang bermula daripada pemilihan ayat secara objektif, kemudian diikuti dengan semantik seterusnya integrasi antara keduanya.Kata kunci: Idiom– Rangka– Gambaran– Contoh- Aplikasi.

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