International Trade English Phrases and Grammar Translation

With the frequent occurrence of international trade communication, in order to improve the quality of communication, this paper proposes a study on the translation of international trade English phrases and grammar. First, with the help of a rectangular window function, the composition principle of international trade English phrases is determined. Then, the horizontal feature aggregation point method is introduced to build a mathematical model of the characteristic identification of the English phrases. Finally, the sparse matrix representation of the source phrase is constructed to complete the extraction and preprocessing of the English phrase features. The input English sentence is converted into the output sentence, the form and POS factors of the English semantic translation are extracted, and a lemma is introduced to obtain the surface form of international trade English language factors. According to the international trade grammar analysis method, this paper decomposes the translation model, decomposes English sentences into small phrases for translation, and completes the research on international trade English phrase and grammar translation. The experimental results show that this method has high accuracy in the feature extraction of international trade English phrases, and the error rate is low, which is feasible.

Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

Achieving Semantic Consistency for Multilingual Sentence Representation Using an Explainable Machine Natural Language Parser (MParser)

In multilingual semantic representation, the interaction between humans and computers faces the challenge of understanding meaning or semantics, which causes ambiguity and inconsistency in heterogeneous information. This paper proposes a Machine Natural Language Parser (MParser) to address the semantic interoperability problem between users and computers. By leveraging a semantic input method for sharing common atomic concepts, MParser represents any simple English sentence as a bag of unique and universal concepts via case grammar of an explainable machine natural language. In addition, it provides a human and computer-readable and -understandable interaction concept to resolve the semantic shift problems and guarantees consistent information understanding among heterogeneous sentence-level contexts. To evaluate the annotator agreement of MParser outputs that generates a list of English sentences under a common multilingual word sense, three expert participants manually and semantically annotated 75 sentences (505 words in total) in English. In addition, 154 non-expert participants evaluated the sentences’ semantic expressiveness. The evaluation results demonstrate that the proposed MParser shows higher compatibility with human intuitions.

Sliding Window and Parallel LSTM with Attention and CNN for Sentence Alignment on Low-Resource Languages

A parallel text corpus is an important resource for building a machine translation (MT) system. Existing resources such as translated documents, bilingual dictionaries, and translated subtitles are excellent resources for constructing parallel text corpus. A sentence alignment algorithm automatically aligns source sentences and target sentences because manual sentence alignment is resource-intensive. Over the years, sentence alignment approaches have improved from sentence length heuristics to statistical lexical models to deep neural networks. Solving the alignment problem as a classification problem is interesting as classification is the core of machine learning. This paper proposes a parallel long-short-term memory with attention and convolutional neural network (parallel LSTM+Attention+CNN) for classifying two sentences as parallel or non-parallel sentences. A sliding window approach is also proposed with the classifier to align sentences in the source and target languages. The proposed approach was compared with three classifiers, namely the feedforward neural network, CNN, and bi-directional LSTM. It is also compared with the BleuAlign sentence alignment system. The classification accuracy of these models was evaluated using Malay-English parallel text corpus and UN French-English parallel text corpus. The Malay-English sentence alignment performance was then evaluated using research documents and the very challenging Classical Malay-English document. The proposed classifier obtained more than 80% accuracy in categorizing parallel/non-parallel sentences with a model built using only five thousand training parallel sentences. It has a higher sentence alignment accuracy than other baseline systems.

Towards the Question on the Zero Subject in English

Introduction. The article considers the case, when no subject is present in an impersonal English sentence. Many linguists believe that the subject in this case is implicit, because the sentence preserves its predicativity. In addition, the subject “it” is sometimes substituted in impersonal English sentences by the formal particle “there”. However, the question whether this particle performs the function of subject is still open. That is why it is rather pertinent to consider all cases of subject, both explicit and implicit one, including the cases, when the sentence contains the formal particle “there”. The objective of this work is to build a formal logical model of implicit subject in impersonal English sentence. Implicit subject is often named as zero subject.Methodology and sources. The research methodology is based on traditional approaches towards studying the phenomenon of zero subject, as well as on the binomiality idea, having been developed since 1993 at ETU. On the material of English the status of the issue, whether it is eligible to consider the implicit subject as the zero one, is investigated. The examples illustrating the functional features of the implicit subject in English sentence were selected by means of the method of continuous sampling from 7 corpora. To represent the structural features of the implicit subject the method of formal logical modelling is applied.Results and discussion. The article presents the diversity of subject structures in English sentence. There is dealt with the question on the functions of the formal particle “there” in hypothetical comparison with the formal particle “it”. In this regard, a formal logical modelling of English subject is undertaken, for declarative and interrogative sentences. Herewith both independent and dependent sentences are modelled. Questions to the subject are out of the present consideration. The implicit subject has been assumed to be a “trace” of the explicit subject and may not be recognized as the absolute zero subject.Conclusion. Linguistics has elaborated a variety of original views on the reasons, why “incomplete” subjects emerge. Our language models allow, however, to come to more original and, as we hope, objective conclusions. Dependent on its environment the subject in English can be implicit fully or partly. If the subject is fully implicit, it is a strong or weak implicit semifinitive, fixed in the weak specifier. If the subject is partly implicit, it is a weak implicit semifinitive, fixed in the strong specifier. The English subject appears to be fully implicit much less frequent, than partly implicit. Making the subject fully implicit is possible by means of additional elements. Making the subject partly implicit is possible by means of the strong specifier “there”; no additional elements are then needed.

PREDICATES OF COERCION AS A MEANS OF CATEGORICAL EXPRESSION OF WILL IN THE SEMANTIC-SYNTACTIC STRUCTURE OF THE ENGLISH SENTENCE

The article highlights the semantics of coercion predicates as one of the main means of expressing debitive modality (along with the modality of expediency, obligation, necessity, compulsion and inevitability). Predicates of coercion, in our opinion, contain in their structure the modal component of ‘will’, as one of the main modal meanings. Coercion is analyzed as a predetermined need to act contrary to smb’s own will or desire. The main means of expressing coercion semantics is the predicate to force. All coercion predicates denote the forced action of different intensity, that is, there is a semantic differentiation of coercion predicates. They are characterized by a negative connotation, since the action is undesirable, forced for the subject, contrary to their interests, will. The negative component is a constituent part of the semantics of coercion predicates. The predicates of coercion are closely related to predicates of compulsion. Thus, the predicates of coercion to constrain, to compel and to oblige can denote both the situations of coercion and compulsion. In addition, in sentences with causative verbs of coercion like to force, the positional structure differs from the one where the predicate is the modal verbs to have to, to be to. This is due to the fact that in constructions with the objective infinitive, more than one situation is explicated.

Research on Intelligent Calibration of English Long Sentence Translation Based on Corpus

With the continuous promotion and development of the new curriculum reform, English teaching is becoming more practical and comprehensive. As an indispensable part of daily English topics, the use rate and scope of English attributive clauses are extensive. Moreover, due to English attributive provisions, the length of the whole English sentence will inevitably increase; therefore, we can accurately understand and translate sentences by mastering the translation and understanding details of attributive clauses. In addition, there are noticeable differences between English and Chinese in attributive clauses. Chinese will not add a variety of modifiers like English but will directly put them in front of them as attributives, so we should pay attention to this in translation. This process increases the difficulty of the English translation. Therefore, this paper proposes a Corpus-based intelligent calibration of English long sentence translation. Based on the construction of the English long sentence Corpus, an intelligent calibration algorithm for English long sentence translation is designed, and experiments verify the effectiveness of this method.

PENGEMBANGAN MEDIA PEMBELAJARAN 16 TENSES BAHASA INGGRIS BERBASIS ANDROID

Indonesia is ranked 74 out of 100 countries and is in the low category in the EF EPI 2020 (Education First English Proficiency Index). Grammar and tenses are the basic components in English. This study aims to design, create, and implement learning 16 English tenses for college students. The learning media will provide tables and explanations of 16 tenses in English, sentence examples and exercises in the form of quizzes equipped with pronunciation sentences to practice listening skills. The data collection methods used were interviews, questionnaires, documentation and literature. The application is made based on Android that can be downloaded on Google Play. Based on the results of 50 college students’ evaluation, it stated that in terms of material, 91,9% was easy to understand, while in terms of UI, 97.6% was interesting to use, and in terms of UX, 90,8% was easy to use. Based on the interview results of 3 English lecturers in this study, it can be concluded that 83,7% of the material is suitable for the college student level, while in terms of UI, 86.7% is Demandia, Vol. 06 No. 02 (September 2021) 278 interesting to use, and in terms of UX. 91.7% is easy and recommended to be used as a supporting media for learning English at STMIK STIKOM Indonesia. Keywords: Learning media, English Tenses, Android application

THE INTRODUCTION OF GRAMMIME: A NOVEL APPROACH IN TEACHING THE ENGLISH SENTENCE PATTERNS

The awareness of communicative way of teaching English comes in different forms. This paper discusses the grammime, a new form of TPR which is mainly designed for eight parts of speech. It is used in some English training schools in China and is seen effective because it helps young learners to be acquainted with grammatical structure of sentences thus helping them to construct well-structured sentences with the help of different hand gestures which represent a structural rule. Incorporating oral drill with hand movements can augment the opportunity of memorizing the words, their meanings, and structural rule which makes learning much easier, interactive, and fun. The results which were obtained through experimental approach and self-made assessment instrument for pretest and posttest were used to assess grammime’s influence and impact on young learner’s learning process and outcomes. It is explored that the intervention using grammime really has an impact on young learners’ learning outcomes. Most specifically, the results suggest that when young learners are exposed to grammime and they practice it, the acquisition of knowledge and the learning process and outcomes increase. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0745/a.php" alt="Hit counter" /></p>

Error Analysis of English Sentence Structure in Students’ Written Paragraphs

This research aimed to find out the types of sentence structure errors in English paragraphs written by tertiary English students and the factors causing the errors. This research employed an explanatory mixed-method design. Fourth-semester students from the English department of IAIN Curup were engaged as the subjects of this research. Positivism-governed document analyses and constructivism-based interviews were conducted to solicit the data as desired. The quantitative findings garnered from document analyses endorsing a ready-to-use construct proposed by Dulay, Burt, and Krashen (1982), revealed that there were four types of sentence structure errors students made, namely omission, addition, misformation, and misordering. Those types of errors were exhibited in a proximate composition which meant that the students had compatible difficulties in terms of the four types of errors. As uncovered from students' writing works, the four types of errors were found in the domains of words, phrases, and clauses. Subsequently, the qualitative findings, elicited from interviews, demonstrated that the factors of sentence structure errors extended to students' mother tongue interference, overgeneralization in the use of English rules and norms, and the lecturer's teaching material delivery and method. Anchored in the data gained, this research discussed the data from the perspective of interlanguage theory, wherein some reviews of SLA and EFL pedagogy-related theories were offered to help lower the factors causing English sentence structure errors in writing skills. Keywords: Errors, Sentence Structure, English writing skill