scholarly journals Semantic and Linguo-Cultural Analysis of Synonymic Set for Caress

2021 ◽  
Author(s):  
Shorena Tsignadze
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Cultural Analysis ◽  
Cultural Characteristics ◽  
Semantic System ◽  
Lexical Semantic ◽  
The Difference ◽  
Domestic Hen

The semantic and Lingo-cultural analysis of the synonymic et for cares is discussed in the article. Georgian and English synonymic dictionaries are used as an analytic source. Studying synonyms has quite a long history. Linguistic observation of such items in different systematic languages is very interesting. We consider the difference which exists in the Georgian and English languages as structural-semantic, as well as lingu-cultural point of views. Synonyms are the part of lexical-semantic system of a language and the main point is shown in their absolute or partial coincidence. Their study allows us to have the access to a huge reserve depictive means of a language and gives us the opportunity to show them in a methodological way, which is “very crucial for learning our mother tongue as well as a foreign language”(Jorjaneli. K. 2006:6).While making a linguo-cultural analysis, the focus is mainly point on the question of what this notion means in different languages, what does it imply to, how is it expressed by; how does one language differ from another based on their linguistic portraits.As the observation on synonyms has revealed, the usage of substantial adjectives and zoonyms in the caress-endearment speech is universal for these two languages. Of course, individual words aso participate, which is the result of the linguo-cultural characteristics of each language. For example, addressing words like the following ones are very specific in English : Sweetie-pie( a sweet patty), bantam( bantam is associated with the breed of a little domestic hen), minuscule ( this is one of script varieties. It is used while showing an affection as a sign of something very little, insignificant), and in Georgian we can find - შენი ჭკუისა! ( Sheni chkuisa) მიტირე (mitire) / მტლად დაგედე (mtlad gadagede) / ჭირი მოგჭამე(chiri mogchame) / ჭირი მოგპარე (chiri mogpare) and so on.

scholarly journals Spelling Mistakes Made by Korean Students on the Elementary Level of Learning Ukrainian as a Foreign Language

2017 ◽  
Vol 6 (4) ◽  
pp. 89
Author(s):  
Iryna Zbyr
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Literacy Skill ◽  
Elementary Level ◽  
Korean Students ◽  
First Year Students ◽  
First Semester ◽  
Written Text ◽  
The Difference ◽  
The Republic

<p>Spelling is a basic literacy skill in any language as it is in communication. This research attempted to investigate the academic performance and spelling mistakes of the first-year students at the Department of Ukrainian Studies at Hankuk University of Foreign Studies in the Republic of Korea. The study included 20 students in the first semester and 18 – in the second. The finding of the study indicated that the students committed a number of spelling mistakes that affect the coherence of their academic written text. Also, the finding showed that these spelling errors may be attributed to mother tongue interferences in which they relate to the difference between the systems of both native language and foreign language. Data were collected through a battery of test on Beginning Ukrainian Grammar and Composition, which is taken by the students after their first and second semester. This study is aimed at singling out types of spelling mistakes and determining their reasons. Furthermore, this data allowed the author to come up with possible ways of avoiding or reducing the number of such errors. This research recommends that future investigations be conducted in the area to confirm the results of the current research in order to examine from other perspectives such as ages and grade. Due attention is paid to defining the term “spelling mistakes” in the process of learning Ukrainian as a foreign language on the elementary level. In addition, the effect of such mistakes on acquiring written communicative competence by the Korean students is examined. Types of mistakes that are referred to as “spelling mistakes” are defined in the article as well.</p>

scholarly journals LEXICAL AND SEMANTIC SYSTEM OF THE UKRAINIAN LANGUAGE IN CURRENT DYNAMIC USAGE

2021 ◽  
pp. 117-131
Author(s):  
Mykola Stepanenko
Keyword(s):  
Dominant Position ◽  
Semantic System ◽  
Lexical Unit ◽  
Lexical Semantic ◽  
Political Forces ◽  
Functional Equivalent ◽  
The Subject ◽  
The Difference ◽  
Lexical Phrases

The article analyses the latest changes in the lexical-semantic system of the Ukrainian language within clearly defined period – the year of 2020. It has been proved that the appearance of a new lexeme is associated with some intra- and extra-lingual factors. These lexical units are the carriers of information about what is happening in the society, and how the representatives of various social strata are involved in a particular event. It has been established that the most used words in the defined are connected with medicine; the dominant position occupies such nouns as covid, coronavirus. The article underlines that the spread of the COVID-19 in Ukraine influenced the formation of the phraseological system, e.g. folk poetic rhymes, which are usually variants of widely used paremic constructions. The motivational basis of lexical coinages has been analysed. This refers to the lexical units based on the surname of the current president; the dynamics of this process has been traced for the period 2004–2020. The author determined the mechanism of coining new lexemes based on the surnames of the prominent Ukrainian politicians close to President. The article clarifies the onomasiological basis of new lexical units of proprietary and non-proprietary origins of previously coined and newly coined or renamed political forces. An important way to expand the lexicon is to change the meaning of words. This is due to the fact that the lexical unit enters the innovative linguistic sphere determined by extra-lingual factors, when it acquires a new meaning or becomes a creative resource for other lexemes. The nouns vodomor (water starving) and Velur (the name of the restaurant notorious for breaking quarantine restrictions) have been carefully analysed, the constitutive possibilities of the latter, which relate to its lexical-semantic, syntagmatic nature, have been clarified. Exceptional attention is paid to the precedent expression “what is the difference” in the focus of its semantization (acquisition of ambiguity), grammaticalization (existence in the role of noun-adjective phrase or its functional equivalent – a complex occasional word), phraseological, semantic, syntax, axiology (attributive, object, subjective functions), word-forming possibilities (becoming on its basis a way of composing and suffixing nouns “kakaiaraznik” (What-is-the-differenter), “kakayaraznitstvo” (What-is-the-differentment)). The subject of the study was also the innovative structures that were formed on the model of lexical phrases with social meaning which are on the stage of forming.

scholarly journals Analisis Kontrastif Proses Morfofonologi Bahasa Jawa dan Bahasa Arab

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Muhammad Afif Amrulloh
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Mother Tongue ◽  
Arabic Language ◽  
Language System ◽  
Foreign Language Learners ◽  
Java Language ◽  
Library Research ◽  
The Difference ◽  
Communication Needs

Mastery of a foreign language is very important. The increasingly close relations between nations requires the availability of foreign language skills to meet communication needs. Moreover, there are often difficulties or difficulties experienced by foreign language learners with a mother tongue background who have a language system that is not the same as a foreign language system. The purpose of knowing the process morfofonemik in the Java Language and the Arabic language. Types of library research or library research, which takes a data source in the literature. This study includes the type of qualitative research. The research explained the data and then analyzed systematically. The results and findings of the study that the process of morphophonology in the Java language occur because of the appearance of phonemes, pelesapan phonemes, leaching phonemes and shifting phonemes. Whereas in Arabic occurs phonemeal dissolution, phoneme changes, the addition of phonemes and shifting phonemes. The equation of the process morfofonemik between the two languages, namely the same-the same happened phoneme dissolution, while the difference is in the Arabic language does not occur appearance and leaching phonemes as in the language of Java. Implications this study has contributed to the ease of learning in the mastery of foreign languages by learners of a foreign language, namely Arabic.

scholarly journals FORENSIC SPEAKER PROFILING FROM THE SAMPLE IN ЕNGLISH AS A FOREIGN LANGUAGE – VOWEL DURATION ANALYSIS

2021 ◽  
Vol 18 (49) ◽  
pp. 29-46
Author(s):  
Kristina Tomić ◽  
Katarina Milenković
Keyword(s):  
Foreign Language ◽  
Acoustic Analysis ◽  
Mother Tongue ◽  
Economic Status ◽  
Vowel Duration ◽  
Criminal Cases ◽  
English Vowels ◽  
The Difference ◽  
Novi Sad ◽  
The Voice

Forensic speaker profiling is a procedure employed in criminal cases where there is a voice recording of the criminal, but there is no suspect. It encompasses determining the age, gender, origin or socio- economic status of the recorded speaker (Rose 2002; Kašić, Đorđević 2009a; Jessen 2010). One of the challenges of modern forensic phonetic science is speaker profiling from the voice sample in a foreign language. In the current research, we analyzed the vowel duration of five speakers from Novi Sad and five speakers from Niš, when they were speaking spontaneously in their mother tongue, Serbian, and in a foreign lan- guage, English. We compared the quantity of vowels of each group of speakers within-language and across languages. The acoustic analysis of vowels was performed manually in Praat (Boersma, Weenink 2018), by looking at the spectrogram and waveform of the recordings. To test the difference in means of two groups of data, we used the Welch t-test (Welch 1947). Our results show that urban speakers from Niš and Novi Sad do not exhibit statistically significant differences in the duration of their English vowels. However, certain duration relations that exist between vowels may be indicative of one’s native dialect.

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

FIRST AND SECOND LANGUAGE LEARNING THROUGH TEXTBOOKS IN ALBANIAN SCHOOLS (COMPARATIVE OVERVIEW OF ALBANIAN AND ENGLISH LANGUAGE TEXTBOOKS)

2018 ◽  
Vol 28 (7) ◽  
pp. 2319-2324
Author(s):  
Rina Muka ◽  
Irida Hoti
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Language ◽  
Mother Tongue ◽  
First Language ◽  
Grammatical Knowledge ◽  
Level Of Education ◽  
The Third

The language acquired from the childhood is the language spoken in the family and in the place of living. This language is different from one pupil to another, because of their social, economical conditions. By starting the school the pupil faces first the ABC book and then in the second grade Albanian language learning through the Albanian language textbook. By learning Albanian language step by step focused on Reading, Writing, Speaking and Grammar the pupil is able to start learning the second language on the next years of schooling. So, the second language learning in Albanian schools is related to the first language learning (mother tongue), since the early years in primary school. In our schools, the second language (English, Italian) starts in the third grade of the elementary class. On the third grade isn’t taught grammar but the pupil is directed toward the correct usage of the language. The textbooks are structured in developing the pupil’s critical thinking. The textbooks are fully illustrated and with attractive and educative lessons adequate to the age of the pupils. This comparative study will reflect some important aspects of language learning in Albanian schools (focused on Albanian language - first language and English language - second language), grade 3-6. Our point of view in this paper will show not only the diversity of the themes, the lines and the sub-lines but also the level of language knowledge acquired at each level of education. First, the study will focus on some important issues in comparing Albanian and English language texts as well as those which make them different: chronology and topics retaken from one level of education to another, so by conception of linear and chronological order will be shown comparatively two learned languages (mother tongue and second language). By knowing and learning well mother tongue will be easier for the pupil the foreign language learning. The foreign language (as a learning curriculum) aims to provide students with the skills of using foreign language written and spoken to enable the literature to recognize the achievements of advanced world science and technology that are in the interest of developing our technique. Secondly, the study will be based on the extent of grammatical knowledge, their integration with 'Listening, Reading, Speaking and Writing' as well as the inclusion of language games and their role in language learning. The first and second language learning in Albanian schools (grade III-VI) is based on similar principles for the linearity and chronology of grammatical knowledge integrated with listening, reading, writing and speaking. The different structure of both books help the pupils integrate and use correctly both languages. In the end of the sixth grade, the pupils have good knowledge of mother tongue and the second language and are able to write and speak well both languages.

Translating ambiguous and nonambiguous Words in a foreign Language

2003 ◽  
Vol 139-140 ◽  
pp. 129-152
Author(s):  
Paul Bogaards ◽  
Elisabeth Van Der Linden ◽  
Lydius Nienhuis
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learners ◽  
Mother Tongue ◽  
Empirical Support ◽  
Lexical Ambiguity ◽  
Target Language ◽  
Bilingual Lexicon ◽  
The Individual

The research to be reported on in this paper was originally motivated by the finding that about 70% of the mistakes made by university students when translating from their mother tongue (Dutch) into their foreign language (French) were lexical in nature (NIENHUIS et al. 1989). This was partially confinned in the investigation described in NIENHUIS et al. (1993). A closer look at the individual errors suggested that many problems were caused by words with more than one meaning which each require different translations in the target language. In the research reported on in this paper, we checked our fmdings in the light of what is known about the structure of the bilingual lexicon and about the ways bilinguals have access to the elements of their two languages. On the basis of the model of the bilingual lexicon presented by KROLL & Sholl (1992) an adapted model is proposed for the processing of lexical ambiguity. This leads to a tentative schema of the mental activities that language learners have to perfonn when they are translating from their mother tongue into a foreign language, The second part of the paper describes two experiments we have carried out in order to find empirical support for such a schema. The last section of the paper contains a discussion of the results obtained as well as the conclusions that can be drawn.

scholarly journals Analysis of University STEM Students’ Mathematical, Linguistic, Rhetorical–Organizational Assignment Errors

2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
María-José Arévalo ◽  
María Asun Cantera ◽  
Vanessa García-Marina ◽  
Marian Alves-Castro
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Writing Skills ◽  
Mathematics Students ◽  
Educational Design ◽  
Science Technology ◽  
Communicative Strategies ◽  
Precise Diagnosis ◽  
Stem Students ◽  
And Mathematics

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students’ strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical–organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical–organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.

scholarly journals The French-Farsi Simultaneous Early Bilingualism in an Iranian Child—Study on the Regularity of the Presence of the Minority Language in the First Lexical Productions of a Bilingual Child

2017 ◽  
Vol 10 (2) ◽  
pp. 156
Author(s):  
Sahar Jalilian ◽  
Rouhollah Rahmatian ◽  
Parivash Safa ◽  
Roya Letafati
Keyword(s):  
Foreign Language ◽  
Bilingual Education ◽  
Mother Tongue ◽  
Parental Attitudes ◽  
Environmental Issues ◽  
Minority Language ◽  
Child Study ◽  
Iranian Child ◽  
Audio Files ◽  
A Minor

In a simultaneous bilingual education, there are many factors that can affect its success, primarily the age of the child and socio-cognitive elements. This phenomenon can be initially studied in the first lexical productions of either language in a child. The present study focuses on the early lexical developments of a child, who lives in the monolingual society of Iran, where there is no linguistic milieu for French, and has been exposed to a bilingual education since birth. Applying Ronjat’s principle of “one parent-one language” (1913), the parents have formed the child’s basic linguistic interactions; the father employs Farsi in his interactions with the child as his mother tongue while the mother uses French as her foreign language. The data is collected from audio files recorded in the period between 18 and 36 months old of the child, containing her everyday interactions with her parents. Through the analysis of the data with the purpose of studying the changes of the presence of the minority language words, i.e. French, in the child’s sentences at different ages, questions are raised regarding the conditions of a persistent presence of both languages and the reason due to which one language positions as a minor means of communication, observing parental attitudes and environmental issues that can influence the language acquisition procedure.

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