Englishes Today I February 2016 I Volume II, Issue I ISSN :
|
|
- Maximilian O’Brien’
- 5 years ago
- Views:
Transcription
1
2 ENGLISHES TODAY I February 2016 I Vol. II, Issue I I ISSN : Identification of Verb Patterns in L2 Learners of English Studying in Telugu Medium Schools Arpita Panda Research Scholar The English and Foreign Languages University Hyderabad, INDIA. Abstract This paper deals with the study of interlanguage of L2 learners of English studying in Telugu medium schools. The main purpose of the study is to identify Verb Phrase Structures (VP) structures in ESL learners. The study also attempts to examine the acquisition of finiteness in these learners. It also attempts to look at production of verb varieties in terms of transitive and intransitive verbs. Answer scripts of ten class IX students study in Telugu medium schools were chosen for the study. The data was analysed quantitatively using tools like mean and percentage followed by interpretation done with reference to theoretical support given by various studies done by Klein and Perdue in their Basic Variety (BV) study. The findings indicate that learners are at the Basic variety stage of language acquisition and the interlanguage has not attained the FUO (Finite Utterance Organisation). It is still in the interlanguage stage and has attained the IUO (Infinite Utterance Organisation) stage after crossing the NUO stage. Finally the study discusses the pedagogical implication by discussing the pattern in which learners acquire language in various stages and thus benefitting teachers by making them aware of their learners development in acquiring language(s). Keywords : Verb Phrase Structures, Transitive, Intransitive verbs, Basic variety, Finite Utterance Organisation (FUO), Infinite Utterance Organisation (IUO), NUO (Nominal Utterence Stage)
3 Second language learning is an immensely complex phenomenon. People cannot reliably describe the language rules that they have somehow internalized, or the inner mechanisms which process, store and retrieve many aspects of that new language (Mitchell & Myles, 2004). Whatever may be the theory that supports the language learning process, as researchers in second language learning, it is important to understand the phenomena in describing language learning and explain why they are so. Armed with sophisticated tools of modern linguistic theory, research in L2 has gleaned a wealth of information in language studies. One such central tenet amongst various language learning theories is Universal Grammar (UG). UG studies the syntactic knowledge that a learner acquires and hence it is one of the leading research areas in second language research learning context. Particularly, non- target like morphosyntactic structures are frequently observed in the speech of beginning L2 learners (Klein & Perdue, 1997). Researchers have proposed that the underlying syntactic knowledge of learners is fundamentally or partially different from native like syntax (Beck, 1998; Eubank,1993/1994, 1996; Meisel, 1997) or that it only reaches a native like state after a gradual structure-building process (Dimroth, Gretsch, Jordens, Perdue, & Starren, 2003; Vainikka & Young-Scholten, 1994, 1996a, 1996b). Various studies in recent times have studied the relationship between finiteness and negation in learners spontaneous data (Meisel, 1997; Parodi, 2000; Prevost & White, 2000). These studies have drawn varying conclusions including the fact that in the early stages of development of finite forms are infrequent in elicited production. The present study aims at complementing existing studies on finiteness, but limits the scope by looking only at the elicited production of finite and non- finite forms of verbs and hence predicts the tentative proficiency level of learners. A comparison between the percentages of production of finite and non- finite verb also determines learners stage of attainment of IUO and FUO. The study also aims at looking at the pattern of verb phrase structure and kind of verbs produced by learners. When child language development is studied, it is important to notice that there is a lack in functional words and overt morphological markers of case, tense, number, etc. (Mitchell & Myles, 2004). Therefore, mature adult language system may not be useful in order to study the developmental stages. The aim of studies in second language learning theories and acquisition is based on the assumption that the course of acquisition is to attempt to produce successful or near to successful reproduction of the target language. Deviations in target language may be at all levels of linguistic competencepronunciation, morphology, syntax, choice of lexical items, all aspects of communicative behaviour. This study specifically pins down to looking at the syntactic structure of a sentences produced by Telugu speakers of English. The course and acquisition processes are described in terms of differences in reproduction of various types of verb phrase structures; finite and infinite use of verb forms; and production of variety of verbs in terms of transitive and intransitive verbs. Statement of Problem For the purpose of this research, the researcher identified a group of learners who study in Telugu regional medium schools and found certain consistent pattern in their language production in written data. Hence it was decided by the researcher to pick any written sample from them so that it
4 can be analysed for research purpose. The researcher also pinned down to observe patterns in verb production. Thus the statement of problem for this study was- Identification of verb phrase structures and verb patterns in L2 learners of English studying in Telugu medium schools Assumptions of the study The study tries to look from the bottom layers of the hierarchical order of linguistic competence, i.e. from the syntactic Verb Phrase (VP) structures and various kinds of VP structures like making Verb Noun Phrase (VNP), Verb Adjective Phrase (VAdj.P), Verb Adverb Phrase (VAdv.P), and VPP (Verb Prepositional Phrase). It also assumes that subjects (Ss) are at IUO stage. During the acquisition process, learners pass through various stages- internal organisation of each variety and transformation from one variety to another. Therefore, while looking at finiteness and infiniteness in learners data it can be observed and commented that learners are at which variety stage- BV or Beyond Basic Variety (BBV) (Klein & Perdue, 1992, as cited in Mitchell & Myles, 2004). In order to describe the features of BBV, they say BBV has the following characteristics- gradual appearance finiteness including verb inflections (tense markings preceding aspect marking) development in pronoun system development in subordination (Klein & Perdue, 1992, as cited in Mitchell & Myles, 2004) It is also assumed that the internal organisation of a learner variety can be seen at a given time and the transition from one variety to another variety is highly systematic. (Klein & Perdue, 1992) Research Questions: 1. What are the types of VP structures used by learners? 2. What is the pattern of verb usage in terms of finite and non- finite forms? 3. What is the overall percentage of correct usage of finite forms? 4. What is the variety of verbs used in terms of transitive and intransitive verbs? Review of Literature: Basic Variety by Klein and Perdue a. Basic Variety (BV) not only plays an important role in second language acquisition but also interprets the relation between form and function (Klein & Perdue, 1997). In other words all natural languages are built on BV and forthwith deal with initial to final stages of language learning. Transition from one level to another level of development represents a growth in both form and function. There are certain features of the BV. They are- lexical repertoire, principles according to which utterances are structured, temporality and spaciality. This paper will focus mainly on lexical repertoire and utterance structure.
5 Lexical repertoire- There is no inflection in the BV, hence no marking of case, number, gender, tense, aspect, agreement by morphology. The lexicon consists of noun like and verb like words with very little stock of adjectives and adverbs (Dietrich 1989a; 1989b, as cited in Klein & Perdue, 1997). Utterance structure- Given the lexical repertoire, the various ways of utterances are determined by the interaction of three types of constraints. 1) There are absolute constraints on the form and relative order of constituents: phrasal constraints. 2) There are constraints which have to do with the case role properties of arguments: semantic constraints. 3) There are, finally, constraints which have to do with the organization of information in connected text (introduction and maintenance of reference, topic-focus-structure): pragmatic constraints. The phrasal constraints observed in the BV admit three basic phrasal patterns with some subvariants. The subscripts N 1, N 2 are used as different NPs in various sentences. A. PH1a NP 1 V PH1b NP 1 V NP 2 PH1c NP 1 VNP 2 NP 2 B. PH2 NP 1 Cop NP 2 Adj. PP The BV shows a non-finite utterance organization : utterances contain verbs, and are structured according to the valency of this verb. But there is no trace of finite verbs, in whatever function. In the premise A the entity referred to by NP 1 is overwhelmingly controller of the situation the utterance describes. While in premise B the copula may be missed or dropped. This is possible in the constraint of pragmatic recoverability. This is related to pragmatic constraint of connected text. Although for our purpose in the research we may also consider this pattern of copula dropping in learner data as learners show similar problems in their writing task. Reviews based on Finite and infinite verb production by L2 learners of English: (Klein & Perdue, 1992; Parodi, 2000) It is already evident from the above discussion on BV that, the stages of acquisition of a Target Language (TL) is real language and it is highly systematic in which syntactic and morphological forms play a decisive role. A pattern may be obtained and interpreted if we see the sentences written by the Telugu learners in the present study. For example- I am not atented your brother marriage. Although there is a tense aspect present in the learner s written data, but it is a wrong form. This symptom has been explained by Klein and Perdue NUO is a stage which is extremely simple and
6 mainly consists of seemingly unconnected nouns, adverbs and particles. But this pattern is does not seem elusive in the subsequent stage, i.e. IUO stage. In this stage the presence of verbs allows the learner to make use of different types of valency (the total number of agreements that a verb takes) which comes with the (non-finite) verb; and hence there is no distinction made between finite and non-finite (infinite) verbs. Consequently, the ed marker seemingly can be interpreted as a change in location which is there in the learner s mind but it is not implied explicitly using a modal (will). This kind of learner produced data can again be linked to the inability of learners to show relation of verb placement in terms of finiteness understood as subject- verb agreement. It has been claimed by researchers that a distinction is made between thematic and non- thematic verbs by learners and this distinction plays an important in the initial stage of language acquisition thereupon bringing about problems in making non- thematic verbs like modals, copula, auxiliaries (Parodi, 2000). As a result of this in languages like English modals and auxiliaries have a separate morphological and syntactic class. Their inflection also differs in syntactic and morphological rules from the thematic verbs( lexical verbs) As opposed to the NUO and IUO stage, a formal acquisition is attained in the FUO stage. The FUO stage shows the presence of finite verbs with proper subject- verb agreement. However, the transition from NUO to IUO stage is slow and gradual, and the coexistence of several types of utterance organisation as well as backsliding is not uncommon (Klein & Perdue, 1992) Another study related to finiteness in leaners data: With reference to finiteness it has been proposed that verbal feature representations are impaired in L2grammar ( Beck, 1998, Eubank, 1996; as cited in Schimki, 2011). According to this theory early learner grammar consists of VP structures at its elementary forms with few other phrases like VNPs, VPPs, VAdj.P and Adv.P. There is less production of functional words like the prepositions, articles etc. Methodology and data analysis: The study was a quantitative design to observe and analyse data of learners of standard 9 studying in Telugu regional medium schools. It intended to see the learners ability to produce various Verb Phrase Structures (VPS); stages of finiteness in their elicited written data and try to analyse the stage at which they are pitched in, i.e. NUO (Nominal Utterance Organisation), IUO (Infinite Utterance Organisation) and FUO (Finite Utterance Organisation); and finally it also tried to analyse the percentage of production of verb varieties, i.e. in terms of transitive and intransitive verb production. Sample: Answer scripts of ten standard IX Telugu speaking English L2 learners were collected for the research.
7 S.no Names of Students Code used Age Gender Male(M)/ Female(F) M. Mamatha S1 15 F 7 J. Madhavi S2 16 F 7 Navenu S3 14 M 7 Y.Shiva Prasad S4 14 M 7 B. Shravanthi S5 14 F 7 M. Prince S6 14 M 7 M. Pravalika S7 14 F 7 G. Nirmala S8 14 F 7 G. Lakshmi S9 14 F 7. K. Kalpana S10 14 F 7 Table-1.Learners profile Total years of exposure to English Data analysis Verifying Research questions: 1. What are the types of VP structures used by learners? An examination of phrases produced by the 10 Subjects (Ss) was done. The total number of verbs, VNPs, and V. Adj. P produced by all the 10 Ss were analysed. The table below gives a summary of various types of phrase structures found in the data. Total Ss Verbs VNPs VAdjP VAdvP VPP 10 L2 learners of English Table-2.Sum of VP Structures produced by all the Ss across the data 2. What is the pattern of verb usage in terms of finite and non- finite forms? When critically analysing all the data set it was noticed that Ss had not made correct use of finite verbs in all their written texts. Review of literature of finite verb acquisition also enumerates that stages of acquisition of finiteness thrives on three levels of development, i.e. NUO (Nominal Utterance Organisation), IUO (Infinite Utterance Organisation) and FUO (Finite Utterance Organisation) (Klein Perdue, 1992). Based on data analysis, the performance of Ss finite verbs, infinite verbs and percentage of finite verb produced by all the Ss is graphically represented below. 6 4 Finite verbs Finite 2 0 S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Graph 1 showing finite verbs produced by each S across the data set
8 Infinite verbs S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Infinite verbs Graph 2 indicates infinite verbs produced by Ss in their written texts. 2.5 Finite but incorrect Finite but incorrect S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 Graph 3 indicating finite but incorrect verbs in the data 3. What does the overall percentage of finite verbs indicate? In order to answer this question it is essential to calculate the overall percentage of finite verbs produced by Ss individually and together The table below summarises all the data collected to see the total number of finite, infinite, finite but incorrect verbs and percentage of finite verbs produced. Total Ss Total correct Finite Verbs Total infinite Verbs Total finite but incorrect % of finite verbs % of infinite and finite but incorrect verbs 10 L2 learners of English % 43.39% Table-3.shows a summary of the total correct finite, infinite, finite but incorrect and percentage of finite verbs produced by all the Ss.
9 4. What is the variety of verbs used in terms of transitive and intransitive verbs? Transitive verbs can take different types of objects a noun phrase or a clause. But with link verbs different adjectives and nouns can act as complements. In the data set it was observed that Ss mostly produced maximum number of transitive verbs, which counted together to be 26. Intransitive verbs do not take an object. Some intransitive verbs usually are used with prepositions or adverbs. In the data that is under consideration shows a trend where intransitive verbs are mostly followed by a preposition or an adverb. The total number of intransitive verbs produced is 19. Findings: The findings show that the learners are at the BV stage because of limited lexical repertoire. The written data indicates that learners have very few verbs, nouns, prepositions and adjectives. Patterns of three major phrasal structures discussed in the review section were also evident in the written data. An example can be sited as under- PH1a- NP 1- V Example- {Our exams} NP1- {are continued } V PHIb- NP1-V-NP2 Example- {I} NP1 {am} v {your friend Y.Shiva} NP2 PH1c NP 1 VNP 2 NP 2 Example- {Your sister} NP1 {convey my best wishes} VNP2 {and wishes to the bride and bridegroom} NP2 PH2 NP 1 Cop NP2 PP Adj. Example- {Your brother s marriage inviting} NP1 - {was came} Cop - {to me} PP {I} NP1 - {am} Cop - {fine} Adj {How} NP1 - {are} Cop -{you} NP2 Thus the first research question gets proved as the data shows learners are at BV stage. The data also indicates that learners are at IUO stage. This is evident from the following example- a. I am not atented your brother marriage. atented lacks inflection b. my exams are fast approach. The examples show that Ss are in their BV stage and they are still to achieve their finiteness. It was also observed that the percentage of finiteness is 75%. However, a detailed analysis of the data shows that the question was explicitly stated in the examination. Therefore, Ss copied most of the words from the question. It can be stated that Ss did not have a stable state in finite verb production in their written data.
10 Ss produced 26 transitive verbs as opposed to 19 intransitive verbs. The percentage of transitive verb production is 49.05% while that of intransitive verbs is 35%. The review of literature also elucidates that non- native speakers of English are more likely to learn and use causative verbs as opposed to anticausative verbs. Causative verbs include verbs like convey, attend etc. hence Ss use these verbs frequently. Moreover, the frequency of use of these verbs is high almost every S s data. At the same time use of to be verb is used as transitive verb when it takes a noun phrase. On the other hand to be is used as a complement when it is followed by an adjective or an adverb. It can be seen that the frequency of transitive verbs is higher as opposed to frequency of intransitive verbs and therefore we can deduce that these Ss can produce transitive verbs more in comparison to intransitive verbs. it is also clear from the analysis that the variety of transitive verbs used by Ss is very less, i.e.5 varieties while intransitive variety is only 3. Pedagogical Implication: The language of learners at times is not so very much a language but rather an imperfect, deficient imitation of a language and it is latter which serves as the base of description. The learner variety is not perceived and studied in terms of what it is but in terms of what it is not. Hence, it renders for an implication perspective for teachers. Second language teaching is a normative process and it is the teacher s responsibility to bring the learners as close to the norms as possible. Therefore, teachers have to see that the questions that they set for the learners are not made explicit to a large extent. This has been discussed earlier as well. Teachers also have to be aware of the pattern of imperfect phrase and sentence structures that the learners make. This will enable them to rectify the syntactic and morphological errors in their learners.
A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many
Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.
More informationApproaches to control phenomena handout Obligatory control and morphological case: Icelandic and Basque
Approaches to control phenomena handout 6 5.4 Obligatory control and morphological case: Icelandic and Basque Icelandinc quirky case (displaying properties of both structural and inherent case: lexically
More informationIntroduction to HPSG. Introduction. Historical Overview. The HPSG architecture. Signature. Linguistic Objects. Descriptions.
to as a linguistic theory to to a member of the family of linguistic frameworks that are called generative grammars a grammar which is formalized to a high degree and thus makes exact predictions about
More informationIntra-talker Variation: Audience Design Factors Affecting Lexical Selections
Tyler Perrachione LING 451-0 Proseminar in Sound Structure Prof. A. Bradlow 17 March 2006 Intra-talker Variation: Audience Design Factors Affecting Lexical Selections Abstract Although the acoustic and
More informationThe Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners
105 By Fatemeh Behjat & Firooz Sadighi The Acquisition of English Grammatical Morphemes: A Case of Iranian EFL Learners Fatemeh Behjat fb_304@yahoo.com Islamic Azad University, Abadeh Branch, Iran Fatemeh
More informationWriting a composition
A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a
More informationCEFR Overall Illustrative English Proficiency Scales
CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey
More informationBasic Syntax. Doug Arnold We review some basic grammatical ideas and terminology, and look at some common constructions in English.
Basic Syntax Doug Arnold doug@essex.ac.uk We review some basic grammatical ideas and terminology, and look at some common constructions in English. 1 Categories 1.1 Word level (lexical and functional)
More informationCS 598 Natural Language Processing
CS 598 Natural Language Processing Natural language is everywhere Natural language is everywhere Natural language is everywhere Natural language is everywhere!"#$%&'&()*+,-./012 34*5665756638/9:;< =>?@ABCDEFGHIJ5KL@
More information1/20 idea. We ll spend an extra hour on 1/21. based on assigned readings. so you ll be ready to discuss them in class
If we cancel class 1/20 idea We ll spend an extra hour on 1/21 I ll give you a brief writing problem for 1/21 based on assigned readings Jot down your thoughts based on your reading so you ll be ready
More informationProcedia - Social and Behavioral Sciences 154 ( 2014 )
Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 154 ( 2014 ) 263 267 THE XXV ANNUAL INTERNATIONAL ACADEMIC CONFERENCE, LANGUAGE AND CULTURE, 20-22 October
More informationENGBG1 ENGBL1 Campus Linguistics. Meeting 2. Chapter 7 (Morphology) and chapter 9 (Syntax) Pia Sundqvist
Meeting 2 Chapter 7 (Morphology) and chapter 9 (Syntax) Today s agenda Repetition of meeting 1 Mini-lecture on morphology Seminar on chapter 7, worksheet Mini-lecture on syntax Seminar on chapter 9, worksheet
More informationGERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017
GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 Instructor: Dr. Claudia Schwabe Class hours: TR 9:00-10:15 p.m. claudia.schwabe@usu.edu Class room: Old Main 301 Office: Old Main 002D Office hours:
More informationFOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8. УРОК (Unit) УРОК (Unit) УРОК (Unit) УРОК (Unit) 4 80.
CONTENTS FOREWORD.. 5 THE PROPER RUSSIAN PRONUNCIATION. 8 УРОК (Unit) 1 25 1.1. QUESTIONS WITH КТО AND ЧТО 27 1.2. GENDER OF NOUNS 29 1.3. PERSONAL PRONOUNS 31 УРОК (Unit) 2 38 2.1. PRESENT TENSE OF THE
More informationParsing of part-of-speech tagged Assamese Texts
IJCSI International Journal of Computer Science Issues, Vol. 6, No. 1, 2009 ISSN (Online): 1694-0784 ISSN (Print): 1694-0814 28 Parsing of part-of-speech tagged Assamese Texts Mirzanur Rahman 1, Sufal
More informationAdvanced Grammar in Use
Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,
More informationCh VI- SENTENCE PATTERNS.
Ch VI- SENTENCE PATTERNS faizrisd@gmail.com www.pakfaizal.com It is a common fact that in the making of well-formed sentences we badly need several syntactic devices used to link together words by means
More informationToday we examine the distribution of infinitival clauses, which can be
Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for
More informationLinguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis
International Journal of Arts Humanities and Social Sciences (IJAHSS) Volume 1 Issue 1 ǁ August 216. www.ijahss.com Linguistic Variation across Sports Category of Press Reportage from British Newspapers:
More informationProof Theory for Syntacticians
Department of Linguistics Ohio State University Syntax 2 (Linguistics 602.02) January 5, 2012 Logics for Linguistics Many different kinds of logic are directly applicable to formalizing theories in syntax
More informationThe Acquisition of Person and Number Morphology Within the Verbal Domain in Early Greek
Vol. 4 (2012) 15-25 University of Reading ISSN 2040-3461 LANGUAGE STUDIES WORKING PAPERS Editors: C. Ciarlo and D.S. Giannoni The Acquisition of Person and Number Morphology Within the Verbal Domain in
More informationUnderlying and Surface Grammatical Relations in Greek consider
0 Underlying and Surface Grammatical Relations in Greek consider Sentences Brian D. Joseph The Ohio State University Abbreviated Title Grammatical Relations in Greek consider Sentences Brian D. Joseph
More informationWords come in categories
Nouns Words come in categories D: A grammatical category is a class of expressions which share a common set of grammatical properties (a.k.a. word class or part of speech). Words come in categories Open
More informationImproved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form
Orthographic Form 1 Improved Effects of Word-Retrieval Treatments Subsequent to Addition of the Orthographic Form The development and testing of word-retrieval treatments for aphasia has generally focused
More informationCAAP. Content Analysis Report. Sample College. Institution Code: 9011 Institution Type: 4-Year Subgroup: none Test Date: Spring 2011
CAAP Content Analysis Report Institution Code: 911 Institution Type: 4-Year Normative Group: 4-year Colleges Introduction This report provides information intended to help postsecondary institutions better
More informationCalifornia Department of Education English Language Development Standards for Grade 8
Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language
More informationEnhancing Unlexicalized Parsing Performance using a Wide Coverage Lexicon, Fuzzy Tag-set Mapping, and EM-HMM-based Lexical Probabilities
Enhancing Unlexicalized Parsing Performance using a Wide Coverage Lexicon, Fuzzy Tag-set Mapping, and EM-HMM-based Lexical Probabilities Yoav Goldberg Reut Tsarfaty Meni Adler Michael Elhadad Ben Gurion
More informationThe College Board Redesigned SAT Grade 12
A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.
More informationFormulaic Language and Fluency: ESL Teaching Applications
Formulaic Language and Fluency: ESL Teaching Applications Formulaic Language Terminology Formulaic sequence One such item Formulaic language Non-count noun referring to these items Phraseology The study
More informationInleiding Taalkunde. Docent: Paola Monachesi. Blok 4, 2001/ Syntax 2. 2 Phrases and constituent structure 2. 3 A minigrammar of Italian 3
Inleiding Taalkunde Docent: Paola Monachesi Blok 4, 2001/2002 Contents 1 Syntax 2 2 Phrases and constituent structure 2 3 A minigrammar of Italian 3 4 Trees 3 5 Developing an Italian lexicon 4 6 S(emantic)-selection
More informationWord Stress and Intonation: Introduction
Word Stress and Intonation: Introduction WORD STRESS One or more syllables of a polysyllabic word have greater prominence than the others. Such syllables are said to be accented or stressed. Word stress
More informationAge Effects on Syntactic Control in. Second Language Learning
Age Effects on Syntactic Control in Second Language Learning Miriam Tullgren Loyola University Chicago Abstract 1 This paper explores the effects of age on second language acquisition in adolescents, ages
More informationOpportunities for Writing Title Key Stage 1 Key Stage 2 Narrative
English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop
More informationCommon Core State Standards for English Language Arts
Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.
More informationNational Literacy and Numeracy Framework for years 3/4
1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say
More informationArizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS
Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together
More informationSample Goals and Benchmarks
Sample Goals and Benchmarks for Students with Hearing Loss In this document, you will find examples of potential goals and benchmarks for each area. Please note that these are just examples. You should
More informationDerivational and Inflectional Morphemes in Pak-Pak Language
Derivational and Inflectional Morphemes in Pak-Pak Language Agustina Situmorang and Tima Mariany Arifin ABSTRACT The objectives of this study are to find out the derivational and inflectional morphemes
More informationAn Introduction to the Minimalist Program
An Introduction to the Minimalist Program Luke Smith University of Arizona Summer 2016 Some findings of traditional syntax Human languages vary greatly, but digging deeper, they all have distinct commonalities:
More informationELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit
Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September
More informationCHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1. Andrew Radford and Joseph Galasso, University of Essex
CHILDREN S POSSESSIVE STRUCTURES: A CASE STUDY 1 Andrew Radford and Joseph Galasso, University of Essex 1998 Two-and three-year-old children generally go through a stage during which they sporadically
More informationLING 329 : MORPHOLOGY
LING 329 : MORPHOLOGY TTh 10:30 11:50 AM, Physics 121 Course Syllabus Spring 2013 Matt Pearson Office: Vollum 313 Email: pearsonm@reed.edu Phone: 7618 (off campus: 503-517-7618) Office hrs: Mon 1:30 2:30,
More informationUniversal Grammar 2. Universal Grammar 1. Forms and functions 1. Universal Grammar 3. Conceptual and surface structure of complex clauses
Universal Grammar 1 evidence : 1. crosslinguistic investigation of properties of languages 2. evidence from language acquisition 3. general cognitive abilities 1. Properties can be reflected in a.) structural
More informationCase government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG
Case government vs Case agreement: modelling Modern Greek case attraction phenomena in LFG Dr. Kakia Chatsiou, University of Essex achats at essex.ac.uk Explorations in Syntactic Government and Subcategorisation,
More informationHeritage Korean Stage 6 Syllabus Preliminary and HSC Courses
Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by
More informationLanguage Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin
Stromswold & Rifkin, Language Acquisition by MZ & DZ SLI Twins (SRCLD, 1996) 1 Language Acquisition by Identical vs. Fraternal SLI Twins * Karin Stromswold & Jay I. Rifkin Dept. of Psychology & Ctr. for
More informationAnalyzing Linguistically Appropriate IEP Goals in Dual Language Programs
Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description
More informationConstraining X-Bar: Theta Theory
Constraining X-Bar: Theta Theory Carnie, 2013, chapter 8 Kofi K. Saah 1 Learning objectives Distinguish between thematic relation and theta role. Identify the thematic relations agent, theme, goal, source,
More informationParticipate in expanded conversations and respond appropriately to a variety of conversational prompts
Students continue their study of German by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully,
More informationL1 and L2 acquisition. Holger Diessel
L1 and L2 acquisition Holger Diessel Schedule Comparing L1 and L2 acquisition The role of the native language in L2 acquisition The critical period hypothesis [student presentation] Non-linguistic factors
More informationNancy Hennessy M.Ed. 1
Writing Construction Zone: A Blueprint for Effective Instruction Session 3 Continued: The intermediate-adolescent Writer: Building Critical Skills and Processes Nancy Hennessy M.Ed. 2012 Agenda-Session
More informationCandidates must achieve a grade of at least C2 level in each examination in order to achieve the overall qualification at C2 Level.
The Test of Interactive English, C2 Level Qualification Structure The Test of Interactive English consists of two units: Unit Name English English Each Unit is assessed via a separate examination, set,
More informationGrammars & Parsing, Part 1:
Grammars & Parsing, Part 1: Rules, representations, and transformations- oh my! Sentence VP The teacher Verb gave the lecture 2015-02-12 CS 562/662: Natural Language Processing Game plan for today: Review
More informationHindi Aspectual Verb Complexes
Hindi Aspectual Verb Complexes HPSG-09 1 Introduction One of the goals of syntax is to termine how much languages do vary, in the hope to be able to make hypothesis about how much natural languages can
More informationThe Effect of Extensive Reading on Developing the Grammatical. Accuracy of the EFL Freshmen at Al Al-Bayt University
The Effect of Extensive Reading on Developing the Grammatical Accuracy of the EFL Freshmen at Al Al-Bayt University Kifah Rakan Alqadi Al Al-Bayt University Faculty of Arts Department of English Language
More informationDeveloping a TT-MCTAG for German with an RCG-based Parser
Developing a TT-MCTAG for German with an RCG-based Parser Laura Kallmeyer, Timm Lichte, Wolfgang Maier, Yannick Parmentier, Johannes Dellert University of Tübingen, Germany CNRS-LORIA, France LREC 2008,
More informationMinimalism is the name of the predominant approach in generative linguistics today. It was first
Minimalism Minimalism is the name of the predominant approach in generative linguistics today. It was first introduced by Chomsky in his work The Minimalist Program (1995) and has seen several developments
More informationLower and Upper Secondary
Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7
More informationAchievement Level Descriptors for American Literature and Composition
Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation
More informationLoughton School s curriculum evening. 28 th February 2017
Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's
More informationHindi-Urdu Phrase Structure Annotation
Hindi-Urdu Phrase Structure Annotation Rajesh Bhatt and Owen Rambow January 12, 2009 1 Design Principle: Minimal Commitments Binary Branching Representations. Mostly lexical projections (P,, AP, AdvP)
More informationChapter 9 Banked gap-filling
Chapter 9 Banked gap-filling This testing technique is known as banked gap-filling, because you have to choose the appropriate word from a bank of alternatives. In a banked gap-filling task, similarly
More informationWhat the National Curriculum requires in reading at Y5 and Y6
What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the
More informationTo appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING. Kazuya Saito. Birkbeck, University of London
To appear in The TESOL encyclopedia of ELT (Wiley-Blackwell) 1 RECASTING Kazuya Saito Birkbeck, University of London Abstract Among the many corrective feedback techniques at ESL/EFL teachers' disposal,
More informationIntensive English Program Southwest College
Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab
More informationDerivational: Inflectional: In a fit of rage the soldiers attacked them both that week, but lost the fight.
Final Exam (120 points) Click on the yellow balloons below to see the answers I. Short Answer (32pts) 1. (6) The sentence The kinder teachers made sure that the students comprehended the testable material
More informationCourse Syllabus Advanced-Intermediate Grammar ESOL 0352
Semester with Course Reference Number (CRN) Course Syllabus Advanced-Intermediate Grammar ESOL 0352 Fall 2016 CRN: (10332) Instructor contact information (phone number and email address) Office Location
More informationThe Pennsylvania State University. The Graduate School. College of the Liberal Arts THE TEACHABILITY HYPOTHESIS AND CONCEPT-BASED INSTRUCTION
The Pennsylvania State University The Graduate School College of the Liberal Arts THE TEACHABILITY HYPOTHESIS AND CONCEPT-BASED INSTRUCTION TOPICALIZATION IN CHINESE AS A SECOND LANGUAGE A Dissertation
More informationInformatics 2A: Language Complexity and the. Inf2A: Chomsky Hierarchy
Informatics 2A: Language Complexity and the Chomsky Hierarchy September 28, 2010 Starter 1 Is there a finite state machine that recognises all those strings s from the alphabet {a, b} where the difference
More informationAN EXPERIMENTAL APPROACH TO NEW AND OLD INFORMATION IN TURKISH LOCATIVES AND EXISTENTIALS
AN EXPERIMENTAL APPROACH TO NEW AND OLD INFORMATION IN TURKISH LOCATIVES AND EXISTENTIALS Engin ARIK 1, Pınar ÖZTOP 2, and Esen BÜYÜKSÖKMEN 1 Doguş University, 2 Plymouth University enginarik@enginarik.com
More informationChapter 4: Valence & Agreement CSLI Publications
Chapter 4: Valence & Agreement Reminder: Where We Are Simple CFG doesn t allow us to cross-classify categories, e.g., verbs can be grouped by transitivity (deny vs. disappear) or by number (deny vs. denies).
More informationThe Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh
The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special
More informationAn Interactive Intelligent Language Tutor Over The Internet
An Interactive Intelligent Language Tutor Over The Internet Trude Heift Linguistics Department and Language Learning Centre Simon Fraser University, B.C. Canada V5A1S6 E-mail: heift@sfu.ca Abstract: This
More informationDescribing Motion Events in Adult L2 Spanish Narratives
Describing Motion Events in Adult L2 Spanish Narratives Samuel Navarro and Elena Nicoladis University of Alberta 1. Introduction When learning a second language (L2), learners are faced with the challenge
More informationHeads and history NIGEL VINCENT & KERSTI BÖRJARS The University of Manchester
Heads and history NIGEL VINCENT & KERSTI BÖRJARS The University of Manchester Heads come in two kinds: lexical and functional. While the former are treated in a largely uniform way across theoretical frameworks,
More informationSyntax Parsing 1. Grammars and parsing 2. Top-down and bottom-up parsing 3. Chart parsers 4. Bottom-up chart parsing 5. The Earley Algorithm
Syntax Parsing 1. Grammars and parsing 2. Top-down and bottom-up parsing 3. Chart parsers 4. Bottom-up chart parsing 5. The Earley Algorithm syntax: from the Greek syntaxis, meaning setting out together
More informationA Comparative Study of Research Article Discussion Sections of Local and International Applied Linguistic Journals
THE JOURNAL OF ASIA TEFL Vol. 9, No. 1, pp. 1-29, Spring 2012 A Comparative Study of Research Article Discussion Sections of Local and International Applied Linguistic Journals Alireza Jalilifar Shahid
More informationDocument number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering
Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering
More informationUC Berkeley L2 Journal
UC Berkeley L2 Journal Title The role of input revisited: Nativist versus usage-based models Permalink https://escholarship.org/uc/item/647983hc Journal L2 Journal, 1(1) ISSN 1945-0222 Author Zyzik, Eve
More informationCLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction
CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets
More informationAN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES
AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training
More informationConstruction Grammar. University of Jena.
Construction Grammar Holger Diessel University of Jena holger.diessel@uni-jena.de http://www.holger-diessel.de/ Words seem to have a prototype structure; but language does not only consist of words. What
More informationGenerative Second Language Acquisition & Foreign Language Teaching Winter 2009
Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Instructor: Tiffany Judy Course Content: Generative Second Language Acquisition (GSLA): This course will present a brief overview
More informationTABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards
TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary
More informationLanguage Acquisition Fall 2010/Winter Lexical Categories. Afra Alishahi, Heiner Drenhaus
Language Acquisition Fall 2010/Winter 2011 Lexical Categories Afra Alishahi, Heiner Drenhaus Computational Linguistics and Phonetics Saarland University Children s Sensitivity to Lexical Categories Look,
More informationPseudo-Passives as Adjectival Passives
Pseudo-Passives as Adjectival Passives Kwang-sup Kim Hankuk University of Foreign Studies English Department 81 Oedae-lo Cheoin-Gu Yongin-City 449-791 Republic of Korea kwangsup@hufs.ac.kr Abstract The
More informationTracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg
Tracy Dudek & Jenifer Russell Trinity Services, Inc. *Copyright 2008, Mark L. Sundberg Verbal Behavior-Milestones Assessment & Placement Program Criterion-referenced assessment tool Guides goals and objectives/benchmark
More informationFrom understanding perspectives to informing public policy the potential and challenges for Q findings to inform survey design
Rachel Baker From understanding perspectives to informing public policy the potential and challenges for Q findings to inform survey design Organised session: Neil McHugh, Job van Exel Session outline
More informationECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers
Assessing Critical Thinking in GE In Spring 2016 semester, the GE Curriculum Advisory Board (CAB) engaged in assessment of Critical Thinking (CT) across the General Education program. The assessment was
More informationGRAMMATICAL MORPHEME ACQUISITION: AN ANALYSIS OF AN EFL LEARNER S LANGUAGE SAMPLES *
Volume 8 No. 1, Februari 2008 : 22-37 GRAMMATICAL MORPHEME ACQUISITION: AN ANALYSIS OF AN EFL LEARNER S LANGUAGE SAMPLES * Paulus Widiatmoko Duta Wacana Christian University Jl. Dr. Wahidin Sudirohusodo
More informationMercer County Schools
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
More informationReading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-
New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,
More informationCONTENUTI DEL CORSO (presentazione di disciplina, argomenti, programma):
1 DOCENTE: VIRDIS DANIELA FRANCESCA DENOMINAZIONE INSEGNAMENTO: LINGUA INGLESE 3 CORSO DI LAUREA: LINGUE E CULTURE PER LA MEDIAZIONE LINGUISTICA CFU: 12 / 9 / 6 CONTENUTI DEL CORSO (presentazione di disciplina,
More informationContent Language Objectives (CLOs) August 2012, H. Butts & G. De Anda
Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of
More information5. UPPER INTERMEDIATE
Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional
More informationDeveloping Grammar in Context
Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United
More informationUCLA Issues in Applied Linguistics
UCLA Issues in Applied Linguistics Title An Introduction to Second Language Acquisition Permalink https://escholarship.org/uc/item/3165s95t Journal Issues in Applied Linguistics, 3(2) ISSN 1050-4273 Author
More informationUniversity of Groningen. Systemen, planning, netwerken Bosman, Aart
University of Groningen Systemen, planning, netwerken Bosman, Aart IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document
More informationWritten by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION
STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT
More informationLANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume 11 : 12 December 2011 ISSN
LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow Volume ISSN 1930-2940 Managing Editor: M. S. Thirumalai, Ph.D. Editors: B. Mallikarjun, Ph.D. Sam Mohanlal, Ph.D. B. A. Sharada, Ph.D.
More information