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.

The Discourse of Brand Slogans of the Best 100 Universities in Asia 2019: ASystemic Functional Grammar Analysis

Brand slogan as a part of branding plays a defining role for universities to win fierce competition. It creates emotional bonding and memorability in the mind of potential students and stake-holders. This study investigates words choice and word arrangement used in brand slogans of 100 best universities in Asia 2019 by making use of the Systemic Functional Grammar’s Experiential Metafunction. Results indicate that words most preferred for their brand slogans are patterned and are circled around: “Truth” (4/11%), “Integrity, “sincerity” (each 3/8%), and “Act”, “creating”, “creative”, “diligence”, “excellence”, “global”, and “justice” (each 2/6%); Verb (12/48%), Noun (11/44%), Adjective (1/4%), Prepositional phrase (1/4%). They are structured in Structures of Modification (10/40%), Structures of Complementation (9/36%), word (5/20%), and Structures of Predication (1/4%).

Revealing the Meanings of Prince Harry’s First Speech after Royal Split: Systemic Functional Grammar Analysis

The speech is delivered by Prince Harry. Three areas of SFG are applied to analyze the speech. The result shows that in terms of ideational metafunction, material, and mental processes are 2 highest occurrences in the speech. It happens since the speaker displays all his concrete actions including doing charity and meeting many people of his country. Through mental process, it shows that he involves his senses to communicate the language in his mind. Three types of mental process, namely cognition, affection, and perception are found in the speech indicating his empathy to the people towards the news of the royal split. The interpersonal metafunction shows that he does take sides on the wife and family. Using modality, he employs that the media power force creates huge speculations among the citizens. They accuse his wife for bringing bad impacts for him. By applying high commitment of modality, he reassures people that his wife is not the cause of the split. He also requests the people to love her as much as they love him. The modality shows that the split will not change the commitment he has for serving the country. The polarity displays a clarification that the decision of splitting is taken after long consideration. The personal pronoun ‘I’ shows that the speaker is the subject matter of the speech. The textual metafunction in the speech shows that unmarked theme deploys the idea that it is a declarative speech which functions to give information or clarification. The additional conjunction is used to explore detailed information people must know.

Bracketing paradoxes: A dependency grammar analysis in terms of morph catenae

This manuscript examines various types of bracketing paradoxes: classical “personal noun” constructions, parasynthetic compounds, agentive deverbal nouns, compound denominal adjectives, plural nouns with lexicalized modifiers, multiple auxiliary constructions, and German particle verb constructions. We argue that given a dependency-based view of both sentence and word structure, these bracketing puzzles become non-paradoxical. The morph catena is taken to be the fundamental unit of morphosyntax. A morph catena is A MORPH OR A COMBINATION OF MORPHS THAT ARE CONTINUOUS WITH RESPECT TO DOMINANCE. This notion is derived from its syntactic equivalent, the catena, which is defined as a word or a combination of words that are continuous with respect to dominance. Given an understanding of morphosyntax that acknowledges morph catenae, bracketing paradoxes are resolved by the ability of morph catenae to reach across words to include parts of words.

Investigating language aptitude in the success of adult second language acquisition

The present study was conducted by using mixed methods design to investigate the role of language aptitude in second language acquisition (SLA). The quantitative method involved Hungarian adults (N = 27) of two kinds of schools: a technical school and three different universities. These adults participated in completing the aptitude test called Hungarian Language Aptitude Test (HUNLAT). The qualitative part included an in-depth interview, which was conducted with six participants mainly focussing on their learning habits in order to examine if there is any correspondence between aptitude and language learning habits in this sample. Within this sample, males achieved significantly higher scores on the Grammar analysis task and older students scored significantly higher on three tasks; additionally, they scored significantly higher on the total score of the HUNLAT. Furthermore, those students who scored high on the aptitude test regard themselves to be successful and those who scored low regard themselves less successful language learners. The major pedagogical implication that can be drawn from this particular research is that there are many constructs that may influence language aptitude including language learning habits, motivation, and language learning strategies; thus, EFL teachers may reconsider the role of this construct in SLA.