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phrase</title> <meta name="description" content="Search results for: noun phrase"> <meta name="keywords" content="noun phrase"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="noun phrase"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 141</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: noun phrase</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">141</span> Determiner Phrase in Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Morad%20Sahraei">Reza Morad Sahraei</a>, <a href="https://publications.waset.org/abstracts/search?q=Roghayeh%20Kazeminahad"> Roghayeh Kazeminahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surveying the structure of NP in Persian, this article tries to show that most of NP constituents are either independent of each other or they are dependent to Determiner Phrase (=DP). The writer follows a uniform minimal analysis to illustrate the structural position of relevant constituents of DP, including Possessive Phrase, Ezafat Phrase and Quantifier Phrase, under the tree diagram. The most important point of this article is the claim that NP is mostly one of the dependents of DP. Hence, the final section of the article deals with and analyzes the structure of DP in Persian. The DP analysis undertaken in this article has some advantages. It can explain the internal relevance of all DP constituents and provides them all a uniform analysis. Also, the semantic importance of Persian genitive marker and its role in parsing is borne out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=determiner%20phrase%20%28DP%29" title="determiner phrase (DP)">determiner phrase (DP)</a>, <a href="https://publications.waset.org/abstracts/search?q=ezafat%20phrase%20%28Ezaf%20P%29" title=" ezafat phrase (Ezaf P)"> ezafat phrase (Ezaf P)</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29" title=" noun phrase(NP)"> noun phrase(NP)</a>, <a href="https://publications.waset.org/abstracts/search?q=possessive%20phrase%20%28PossP%29" title=" possessive phrase (PossP)"> possessive phrase (PossP)</a>, <a href="https://publications.waset.org/abstracts/search?q=quantifier%20phrase%20%28QP%29" title=" quantifier phrase (QP)"> quantifier phrase (QP)</a> </p> <a href="https://publications.waset.org/abstracts/24662/determiner-phrase-in-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">140</span> The Noun-Phrase Elements on the Usage of the Zero Article</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Zhen">Wen Zhen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compared to content words, function words have been relatively overlooked by English learners especially articles. The article system, to a certain extent, becomes a resistance to know English better, driven by different elements. Three principal factors can be summarized in term of the nature of the articles when referring to the difficulty of the English article system. However, making the article system more complex are difficulties in the second acquisition process, for [-ART] learners have to create another category, causing even most non-native speakers at proficiency level to make errors. According to the sequences of acquisition of the English article, it is showed that the zero article is first acquired and in high inaccuracy. The zero article is often overused in the early stages of L2 acquisition. Although learners at the intermediate level move to underuse the zero article for they realize that the zero article does not cover any case, overproduction of the zero article even occurs among advanced L2 learners. The aim of the study is to investigate noun-phrase factors which give rise to incorrect usage or overuse of the zero article, thus providing suggestions for L2 English acquisition. Moreover, it enables teachers to carry out effective instruction that activate conscious learning of students. The research question will be answered through a corpus-based, data- driven approach to analyze the noun-phrase elements from the semantic context and countability of noun-phrases. Based on the analysis of the International Thurber Thesis corpus, the results show that: (1) Although context of [-definite,-specific] favored the zero article, both[-definite,+specific] and [+definite,-specific] showed less influence. When we reflect on the frequency order of the zero article , prototypicality plays a vital role in it .(2)EFL learners in this study have trouble classifying abstract nouns as countable. We can find that it will bring about overuse of the zero article when learners can not make clear judgements on countability altered from (+definite ) to (-definite).Once a noun is perceived as uncountable by learners, the choice would fall back on the zero article. These findings suggest that learners should be engaged in recognition of the countability of new vocabulary by explaining nouns in lexical phrases and explore more complex aspects such as analysis dependent on discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase" title="noun phrase">noun phrase</a>, <a href="https://publications.waset.org/abstracts/search?q=zero%20article" title=" zero article"> zero article</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/71576/the-noun-phrase-elements-on-the-usage-of-the-zero-article" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">139</span> Extraction of Compound Words in Malay Sentences Using Linguistic and Statistical Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zamri%20Abu%20Bakar%20Zamri">Zamri Abu Bakar Zamri</a>, <a href="https://publications.waset.org/abstracts/search?q=Normaly%20Kamal%20Ismail%20Normaly"> Normaly Kamal Ismail Normaly</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Izani%20Mohamed%20Rawi%20Izani"> Mohd Izani Mohamed Rawi Izani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malay noun compound are phrases that consist of two or more nouns. The key characteristic behind noun compounds lies on its frequent occurrences within the text. Therefore, extracting these noun compounds is essential for several domains of research such as Information Retrieval, Sentiment Analysis and Question Answering. Many research efforts have been proposed in terms of extracting Malay noun compounds using linguistic and statistical approaches. Most of the existing methods have concentrated on the extraction of bi-gram noun+noun compound. However, extracting noun+verb, noun+adjective and noun+prepositional is challenging due to the difficulty of selecting an appropriate method with effective results. Thus, there is still room for improvement in terms of enhancing the effectiveness of compound word extraction. Therefore, this study proposed a combination of linguistic approach and statistical measures in order to enhance the extraction of compound words. Several preprocessing steps are involved including normalization, tokenization, and stemming. The linguistic approach that has been used in this study is Part-of-Speech (POS) tagging. In addition, a new linguistic pattern for named entities has been utilized using a list of Malays named entities in order to enhance the linguistic approach in terms of noun compound recognition. The proposed statistical measures consists of NC-value, NTC-value and NLC value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Compound%20Word" title="Compound Word">Compound Word</a>, <a href="https://publications.waset.org/abstracts/search?q=Noun%20Compound" title=" Noun Compound"> Noun Compound</a>, <a href="https://publications.waset.org/abstracts/search?q=Linguistic%20Approach" title=" Linguistic Approach"> Linguistic Approach</a>, <a href="https://publications.waset.org/abstracts/search?q=Statistical%20Approach" title=" Statistical Approach"> Statistical Approach</a> </p> <a href="https://publications.waset.org/abstracts/66422/extraction-of-compound-words-in-malay-sentences-using-linguistic-and-statistical-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">138</span> Understanding the Interactive Nature in Auditory Recognition of Phonological/Grammatical/Semantic Errors at the Sentence Level: An Investigation Based upon Japanese EFL Learners’ Self-Evaluation and Actual Language Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hirokatsu%20Kawashima">Hirokatsu Kawashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One important element of teaching/learning listening is intensive listening such as listening for precise sounds, words, grammatical, and semantic units. Several classroom-based investigations have been conducted to explore the usefulness of auditory recognition of phonological, grammatical and semantic errors in such a context. The current study reports the results of one such investigation, which targeted auditory recognition of phonological, grammatical, and semantic errors at the sentence level. 56 Japanese EFL learners participated in this investigation, in which their recognition performance of phonological, grammatical and semantic errors was measured on a 9-point scale by learners’ self-evaluation from the perspective of 1) two types of similar English sound (vowel and consonant minimal pair words), 2) two types of sentence word order (verb phrase-based and noun phrase-based word orders), and 3) two types of semantic consistency (verb-purpose and verb-place agreements), respectively, and their general listening proficiency was examined using standardized tests. A number of findings have been made about the interactive relationships between the three types of auditory error recognition and general listening proficiency. Analyses based on the OPLS (Orthogonal Projections to Latent Structure) regression model have disclosed, for example, that the three types of auditory error recognition are linked in a non-linear way: the highest explanatory power for general listening proficiency may be attained when quadratic interactions between auditory recognition of errors related to vowel minimal pair words and that of errors related to noun phrase-based word order are embraced (R2=.33, p=.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20error%20recognition" title="auditory error recognition">auditory error recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20listening" title=" intensive listening"> intensive listening</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/24209/understanding-the-interactive-nature-in-auditory-recognition-of-phonologicalgrammaticalsemantic-errors-at-the-sentence-level-an-investigation-based-upon-japanese-efl-learners-self-evaluation-and-actual-language-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">137</span> Correlation between Funding and Publications: A Pre-Step towards Future Research Prediction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ning%20Kang">Ning Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Marius%20Doornenbal"> Marius Doornenbal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Funding is a very important – if not crucial – resource for research projects. Usually, funding organizations will publish a description of the funded research to describe the scope of the funding award. Logically, we would expect research outcomes to align with this funding award. For that reason, we might be able to predict future research topics based on present funding award data. That said, it remains to be shown if and how future research topics can be predicted by using the funding information. In this paper, we extract funding project information and their generated paper abstracts from the Gateway to Research database as a group, and use the papers from the same domains and publication years in the Scopus database as a baseline comparison group. We annotate both the project awards and the papers resulting from the funded projects with linguistic features (noun phrases), and then calculate tf-idf and cosine similarity between these two set of features. We show that the cosine similarity between the project-generated papers group is bigger than the project-baseline group, and also that these two groups of similarities are significantly different. Based on this result, we conclude that the funding information actually correlates with the content of future research output for the funded project on the topical level. How funding really changes the course of science or of scientific careers remains an elusive question. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase" title=" noun phrase"> noun phrase</a>, <a href="https://publications.waset.org/abstracts/search?q=tf-idf" title=" tf-idf"> tf-idf</a>, <a href="https://publications.waset.org/abstracts/search?q=cosine%20similarity" title=" cosine similarity"> cosine similarity</a> </p> <a href="https://publications.waset.org/abstracts/52236/correlation-between-funding-and-publications-a-pre-step-towards-future-research-prediction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">136</span> A Study on the Acquisition of Chinese Classifiers by Vietnamese Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Quoc%20Hung%20Le%20Pham">Quoc Hung Le Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of language study, classifier is an interesting research feature. In the world’s languages, some languages have classifier system, some do not. Mandarin Chinese and Vietnamese languages are a rich classifier system, however, because of the language system, the cognitive, cultural differences, so that the syntactic structure of classifier of them also dissimilar. When using Mandarin Chinese classifiers must collocate with nouns or verbs, in the lexical category it is not like nouns or verbs, belong to the open class. But some scholars believe that Mandarin Chinese measure words are similar to English and other Indo European languages. The word hanging on the structure and word formation (suffix), is a closed class. Compared to other languages, such as Chinese, Vietnamese, Thai and other Asian languages are still belonging to the classifier language’s second type, this type of language is classifier, it is in the majority of quantity must exist, and following deictic, anaphoric or quantity appearing together, not separation between its modified noun, also known as numeral classifier language. Main syntactic structure of Chinese classifiers are as follows: ‘quantity+measure+noun’, ‘pronoun+measure+noun’, ‘pronoun+quantity+measure+noun’, ‘prefix+quantity+measure +noun’, ‘quantity +adjective + measure +noun’, ‘ quantity (above 10 whole number), + duo (多)measure +noun’, ‘ quantity (around 10) + measure + duo (多) +noun’. Main syntactic structure of Vietnamese classifiers are: ‘quantity+measure+noun’, ‘ measure+noun+pronoun’, ‘quantity+measure+noun+pronoun’, ‘measure+noun+prefix+ quantity’, ‘quantity+measure+noun+adjective', ‘duo (多) +quanlity+measure+noun’, ‘quantity+measure+adjective+pronoun (quantity word could not be 1)’, ‘measure+adjective+pronoun’, ‘measure+pronoun’. In daily life, classifiers are commonly used, if Chinese learners failed to standardize this using catergory, because the negative impact might occur on their verbal communication. The richness of the Chinese classifier system contributes to the complexity in the study of the system by foreign learners, especially in the inter language of Vietnamese learners. As above mentioned, Vietnamese language also has a rich system of classifiers, however, the basic structure order of two languages are similar but both still have differences. These similarities and dissimilarities between Chinese and Vietnamese classifier systems contribute significantly to the common errors made by Vietnamese students while they acquire Chinese, which are distinct from the errors made by students from the other language background. This article from a comparative perspective of language, has an orientation towards Chinese and Vietnamese languages commonly used in classifiers semantics and structural form two aspects. This comparative study aims to identity Vietnamese students while learning Chinese classifiers may face some negative transference of mother language, beside that through the analysis of the classifiers questionnaire, find out the causes and patterns of the errors they made. As the preliminary analysis shows, Vietnamese students while learning Chinese classifiers made some errors such as: overuse classifier ‘ge’(个); misuse the other classifiers ‘*yi zhang ri ji’(yi pian ri ji), ‘*yi zuo fang zi’(yi jian fang zi), ‘*si zhang jin pai’(si mei jin pai); homonym words ‘dui, shuang, fu, tao’ (对、双、副、套), ‘ke, li’ (颗、粒). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=classifiers" title=" classifiers"> classifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20transfer" title=" negative transfer"> negative transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnamse%20learners" title=" Vietnamse learners"> Vietnamse learners</a> </p> <a href="https://publications.waset.org/abstracts/65522/a-study-on-the-acquisition-of-chinese-classifiers-by-vietnamese-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">135</span> Collocation Errors Made by Saudi Learners of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pakenam%20Shiha">Pakenam Shiha</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadine%20Lacsina"> Nadine Lacsina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Systematic and in-depth analysis of ESL learners’ lexical errors, in general, and of collocation errors, in particular, are relatively rare. Analysis as such proves crucial in understanding how ESL learners construct and use these fixed expressions. Collocational competence of ESL learners is necessary for achieving a native-like proficiency level, which is one of the objectives of foundation programs. This study aims to examine the collocational competence of 50 Saudi foundation program students and identify the collocation errors that they often make. Furthermore, using a questionnaire, the challenges that students encounter in learning collocations and the ways in which their L1 affects their ability to recognize these expressions are identified. To identify the lexical errors and the collocational competence of the students a collocation test was administered. The 150-item lexical collocation test consists of verb-noun and adjective-noun structures. Results of the study reveal that there is a significant difference between the scores of students in the verb-noun and adjective-noun structures. The majority of errors were recorded in the adjective-noun structures due to the students’ L1 influence on the English collocations and the inability to distinguish between synonyms. Moreover, some challenges that students encountered were problems in translation, non-exposure to certain collocations, and degree of L1-L2 difference. All in all, the findings of this study can be interpreted in relation to the student's proficiency level and L2 instruction. Other findings of the study provide insights into language pedagogy—specifically strategies to help students learn collocations more effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocations" title="collocations">collocations</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20collocations" title=" lexical collocations"> lexical collocations</a> </p> <a href="https://publications.waset.org/abstracts/151574/collocation-errors-made-by-saudi-learners-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">134</span> Variation in Complement Order in English: Implications for Interlanguage Syntax</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Juliet%20Udoudom">Juliet Udoudom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Complement ordering principles of natural language phrases (XPs) stipulate that Head terms be consistently placed phrase initially or phrase-finally, yielding two basic theoretical orders – Head – Complement order or Complement – Head order. This paper examines the principles which determine complement ordering in English V- and N-bar structures. The aim is to determine the extent to which complement linearisations in the two phrase types are consistent with the two theoretical orders outlined above given the flexible and varied nature of natural language structures. The objective is to see whether there are variation(s) in the complement linearisations of the XPs studied and the implications which such variations hold for the inter-language syntax of English and Ibibio. A corpus-based approach was employed in obtaining the English data. V- and -N – bar structures containing complement structures were isolated for analysis. Data were examined from the perspective of the X-bar and Government – theories of Chomsky’s (1981) Government-Binding format. Findings from the analysis show that in V – bar structures in English, heads are consistently placed phrase – initially yielding a Head – Complement order; however, complement linearisation in the N – bar structures studied exhibited parametric variations. Thus, in some N – bar structures in English the nominal head is ordered to the left whereas in others, the head term occurs to the right. It may therefore be concluded that the principles which determine complement ordering are both Language – Particular and Phrase – specific following insights provided within Phrasal Syntax. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complement%20order" title="complement order">complement order</a>, <a href="https://publications.waset.org/abstracts/search?q=complement%E2%80%93head%20order" title=" complement–head order"> complement–head order</a>, <a href="https://publications.waset.org/abstracts/search?q=head%E2%80%93complement%20order" title=" head–complement order"> head–complement order</a>, <a href="https://publications.waset.org/abstracts/search?q=language%E2%80%93particular%20principles" title=" language–particular principles"> language–particular principles</a> </p> <a href="https://publications.waset.org/abstracts/55951/variation-in-complement-order-in-english-implications-for-interlanguage-syntax" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55951.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">133</span> Translating Silence: An Analysis of Dhofar University Student Translations of Elliptical Structures from English into Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Algryani">Ali Algryani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Ellipsis involves the omission of an item or items that can be recovered from the preceding clause. Ellipsis is used as a cohesion marker; it enhances the cohesiveness of a text/discourse as a clause is interpretable only through making reference to an antecedent clause. The present study attempts to investigate the linguistic phenomenon of ellipsis from a translation perspective. It is mainly concerned with how ellipsis is translated from English into Arabic. The study covers different forms of ellipsis, such as noun phrase ellipsis, verb phrase ellipsis, gapping, pseudo-gapping, stripping, and sluicing. The primary aim of the study, apart from discussing the use and function of ellipsis, is to find out how such ellipsis phenomena are dealt with in English-Arabic translation and determine the implications of the translations of elliptical structures into Arabic. The study is based on the analysis of Dhofar University (DU) students' translations of sentences containing different forms of ellipsis. The initial findings of the study indicate that due to differences in syntactic structures and stylistic preferences between English and Arabic, Arabic tends to use lexical repetition in the translation of some elliptical structures, thus achieving a higher level of explicitness. This implies that Arabic tends to prefer lexical repetition to create cohesion more than English does. Furthermore, the study also reveals that the improper translation of ellipsis leads to interpretations different from those understood from the source text. Such mistranslations can be attributed to student translators’ lack of awareness of the use and function of ellipsis as well as the stylistic preferences of both languages. This has pedagogical implications on the teaching and training of translation students at DU. Students' linguistic competence needs to be enhanced through teaching linguistics-related issues with reference to translation and both languages, .i.e. source and target languages and with special emphasis on their use, function and stylistic preferences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cohesion" title="cohesion">cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=ellipsis" title=" ellipsis"> ellipsis</a>, <a href="https://publications.waset.org/abstracts/search?q=explicitness" title=" explicitness"> explicitness</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20repetition" title=" lexical repetition"> lexical repetition</a> </p> <a href="https://publications.waset.org/abstracts/109077/translating-silence-an-analysis-of-dhofar-university-student-translations-of-elliptical-structures-from-english-into-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">132</span> Turkish University Level EFL Learners’ Collocational Knowledge at Receptive and Productive Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazife%20Duygu%20Bagci">Nazife Duygu Bagci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collocations are an important part of vocabulary knowledge, and it is a subject that has recently attracted attention, while still in need of more research. The aim of this study is to answer three research questions related to the collocational knowledge of Turkish university level EFL learners at different proficiency levels of English. The first research question aims to compare the pre-intermediate (PIN) and the advanced (ADV) level learners’ collocational knowledge at receptive and productive levels. The second one is to analyze the performance of the PIN and the ADV students in two main collocation categories; lexical and grammatical. Lastly, the performance of both groups are focused on to find the collocation type (among verb-noun, adjective- noun, adjective-preposition, noun-preposition collocation types) they show the best performance in. Two offline tests were used to answer these questions. The results show that there is a significant difference between the PIN and the ADV groups at both receptive and productive levels. It can be concluded that proficiency is an important criterion in collocational knowledge, and learners do not necessarily know the collocates of the vocabulary items that they know. Although there is no significant difference between the PIN group’s performance in lexical and grammatical collocations, the ADV group showed a better performance in lexical collocations. Lastly, the PIN group at receptive and the ADV group at both receptive and productive levels showed the best performance in verb-noun collocations, which is in line with the previous research focusing on different collocation types. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocational%20knowledge" title="collocational knowledge">collocational knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/36902/turkish-university-level-efl-learners-collocational-knowledge-at-receptive-and-productive-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">131</span> Critical Discourse Analysis of Xenophobia in UK Political Party Blogs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourah%20Almulhim">Nourah Almulhim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes a critical discourse analysis (CDA) approach to investigate discourse and ideology in political blogs, focusing in particular on the Conservative Home blog from the UK’s current governing party. The Conservative party member’s discourse strategies as the blogger, alongside the discourse used by members of the public who reply to the blog in the below-the-lines comments, will be examined. The blog discourse reflects the writer's political identity and authorial voice. The analysis of the below-the-lines comments enables members of the public to engage in creating adversative positions, introducing different language users who bring their own individual and collective identities. These language users can play the role of news reporters, political analysts, protesters or supporters of a specific agenda and current socio-political topics or events. This study takes a qualitative approach to analyze the discriminatory context towards Islam/Muslims in ' The Conservative Home' blog. A cognitive approach is adopted and an analysis of dominant discourses in the blog text and the below-the-line comments is used. The focus of the study is, firstly, on the construction of self/ collective national identity in comparison to Muslim identity, highlighting the in-group and out-group construction. Second, the type of attitudes, whether feelings or judgments, related to these social actors as they are explicated to draw on the social values. Third, the role of discursive strategies in justifying and legitimizing those Islamophobic discriminatory practices. Therefore, the analysis is based on the systematic analysis of social actors drawing on actors, actions, and arguments to explicate identity construction and its development in the different discourses. A socio-semantic categorization of social actors is implemented to draw on the discursive strategies in addition to using literature to understand these strategies. An appraisal analysis is further used to classify attitudes and elaborate on core values in both genres. Finally, the grammar of othering is applied to explain how discriminatory dichotomies of 'Us' Vs. ''Them' actions are carried in discourse. Some of the key findings of the analysis can be summarized in two main points. First, the discursive practice used to represent Muslims/Islam as different from ‘Us’ are different in both genres as the blogger uses a covert voice while the commenters generally use an overt voice. This is to say that the blogger uses a mitigated strategy to represent the Muslim identity, for example, using the noun phrase ‘British Muslim’ but then representing them as ‘radical’ and ‘terrorists'. Contrary to this is in below the lines comments, where a direct strategy with an active declarative voice is used to negatively represent the Muslim identity as ‘oppressors’ and ‘terrorists’ with no inclusion of the noun phrase ‘British Muslims’. Second, the negotiation of the ‘British’ identity and values, such as culture and democracy, are prominent in the comment section as being unique and under threat by Muslims, while in the article, these standpoints are not represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=xenophobia" title="xenophobia">xenophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/168961/critical-discourse-analysis-of-xenophobia-in-uk-political-party-blogs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">130</span> Duration Patterns of English by Native British Speakers and Mandarin ESL Speakers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chen%20Bingru">Chen Bingru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is intended to describe and analyze the effects of polysyllabic shortening and word or phrase boundary on the duration patterns of spoken utterances by Mandarin learners of English in comparison with native speakers of English. To investigate the relative contribution of these effects, two production experiments were conducted. The study included 11 native British English speakers and 20 Mandarin learners of English who were asked to produce four sets of tokens consisting of a mono-syllabic base form, disyllabic, and trisyllabic words derived from the base by the addition of suffixes, and a set of short sentences with a particular combination of phrase size, stress pattern, and boundary location. The duration of words and segments was measured, and results from the data analysis suggest that the amount of polysyllabic shortening and the effect of word or phrase position are likely to affect a Chinese accent for Mandarin ESL speakers. This study sheds light on research on the duration patterns of language by demonstrating the effect of duration-related factors on the foreign accent of Mandarin ESL speakers. It can also benefit both L2 learners and language teachers by increasing their sensitivity to the duration differences and difficulties experienced by L2 learners of English. An understanding of the amount of polysyllabic shortening and the effect of position in words and phrase on syllable duration can also facilitate L2 teachers to establish priorities for teaching pronunciation to ESL learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=duration%20patterns" title="duration patterns">duration patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20accent" title=" Chinese accent"> Chinese accent</a>, <a href="https://publications.waset.org/abstracts/search?q=Mandarin%20ESL%20speakers" title=" Mandarin ESL speakers"> Mandarin ESL speakers</a>, <a href="https://publications.waset.org/abstracts/search?q=polysyllabic%20shortening" title=" polysyllabic shortening"> polysyllabic shortening</a> </p> <a href="https://publications.waset.org/abstracts/99876/duration-patterns-of-english-by-native-british-speakers-and-mandarin-esl-speakers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99876.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">129</span> Articles, Delimitation of Speech and Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nataliya%20L.%20Ogurechnikova">Nataliya L. Ogurechnikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to clarify the function of articles in the English speech and specify their place and role in the English language, taking into account the use of articles for delimitation of speech. A focus of the paper is the use of the definite and the indefinite articles with different types of noun phrases which comprise either one noun with or without attributes, such as the King, the Queen, the Lion, the Unicorn, a dimple, a smile, a new language, an unknown dialect, or several nouns with or without attributes, such as the King and Queen of Hearts, the Lion and Unicorn, a dimple or smile, a completely isolated language or dialect. It is stated that the function of delimitation is related to perception: the number of speech units in a text correlates with the way the speaker perceives and segments the denotation. The two following combinations of words the house and garden and the house and the garden contain different numbers of speech units, one and two respectively, and reveal two different perception modes which correspond to the use of the definite article in the examples given. Thus, the function of delimitation is twofold, it is related to perception and cognition, on the one hand, and, on the other hand, to grammar, if the subject of grammar is the structure of speech. Analysis of speech units in the paper is not limited by noun phrases and is amplified by discussion of peripheral phenomena which are nevertheless important because they enable to qualify articles as a syntactic phenomenon whereas they are not infrequently described in terms of noun morphology. With this regard attention is given to the history of linguistic studies, specifically to the description of English articles by Niels Haislund, a disciple of Otto Jespersen. A discrepancy is noted between the initial plan of Jespersen who intended to describe articles as a syntactic phenomenon in ‘A Modern English Grammar on Historical Principles’ and the interpretation of articles in terms of noun morphology, finally given by Haislund. Another issue of the paper is correlation between description and denotation, being a traditional aspect of linguistic studies focused on articles. An overview of relevant studies, given in the paper, goes back to the works of G. Frege, which gave rise to a series of scientific works where the meaning of articles was described within the scope of logical semantics. Correlation between denotation and description is treated in the paper as the meaning of article, i.e. a component in its semantic structure, which differs from the function of delimitation and is similar to the meaning of other quantifiers. The paper further explains why the relation between description and denotation, i.e. the meaning of English article, is irrelevant for noun morphology and has nothing to do with nominal categories of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=delimitation%20of%20speech" title="delimitation of speech">delimitation of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=denotation" title=" denotation"> denotation</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20units" title=" speech units"> speech units</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a> </p> <a href="https://publications.waset.org/abstracts/68100/articles-delimitation-of-speech-and-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">128</span> Foregrounding Events in Modern Sundanese: The Pragmatics of Particle-to-Active Voice Marking Shift</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rama%20Munajat">Rama Munajat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discourse information levels may be viewed from either a background-foreground distinction or a multi-level perspective, and cross-linguistic studies on this area suggest that each information level is marked by a specific linguistic device. In this sense, Sundanese, spoken in Indonesia’s West Javanese Province, further differentiates the background and foreground information into ordinary and significant types. This paper will report an ongoing shift from particle-to-active voice marking in the way Sundanese signals foregrounding events. The shift relates to decades of contact with Bahasa Indonesia (Indonesia’s official language) and linguistic compatibility between the two surface marking strategies. Representative data analyzed include three groups of short stories in both Sundanese and Bahasa Indonesia (Indonesian) published in three periods: before 1945, 1965-2006, and 2016-2019. In the first group of Sundanese data, forward-moving events dominantly appear in particle KA (Kecap Anteuran, word-accompanying) constructions, where the KA represents different particles that co-occur with a special group of verbs. The second group, however, shows that the foregrounded events are more frequently described in active-voice forms with a subject-predicate (SP) order. Subsequently, the third offers stronger evidence for the use of the SP structure. As for the Indonesian data, the foregrounding events in the first group occur in verb-initial and passive-voice constructions, while in the second and third, the events more frequently appear in active-voice structures (subject-predicate sequence). The marking shift above suggests a structural influence from Indonesian, stemmed from generational differences among authors of the Sundanese short stories, particularly related to their education and language backgrounds. The first group of short stories – published before 1945 or before Indonesia's independence from Dutch – were written by native speakers of Sundanese who spoke Indonesian as a foreign language and went through the Dutch education system. The second group of authors, on the other hand, represents a generation of Sundanese native speakers who spoke Indonesian as a second language. Finally, the third group consists of authors who are bilingual speakers of both Sundanese and Indonesian. The data suggest that the last two groups of authors completed the Indonesian education system. With these, the use of subject-predicate sequences to denote foregrounding events began to appear more frequently in the second group and then became more dominant in those of the third. The coded data also signify that cohesion, coherence, and pragmatic purposes in Particle KA constructions are intact in their respective active-voice structure counterparts. For instance, the foregrounding events in Particle KA constructions occur in Sentence-initial KA and Pre-verbal KA forms, whereas those in the active-voice are described in Subject-Predicate (SP) and Zero-Subject active-voice patterns. Cross-language data further demonstrate that the Sentence-initial KA and the SP active-voice structures each contain an overt noun phrase (NP) co-referential with one of the entities introduced in a preceding context. Similarly, the pre-verbal KA and Zero-Subject active-voice patterns have a deleted noun phrase unambiguously referable to the only one entity previously mentioned. The presence and absence of an NP inform a pragmatic strategy to place prominence on topic/given and comment/new information, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=foregrounding%20marking" title=" foregrounding marking"> foregrounding marking</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20contact" title=" language contact"> language contact</a> </p> <a href="https://publications.waset.org/abstracts/124753/foregrounding-events-in-modern-sundanese-the-pragmatics-of-particle-to-active-voice-marking-shift" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">127</span> Pauline ‘Pistis Christou’ in Coptic Sources: Re-Examining Outdated Conclusions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Beniamin%20Zakhary">Beniamin Zakhary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Pistis Christou in the Pauline letters has sparked a scholarly discussion in the past few decades. Although some have suggested exploring ancient translations for clues regarding the phrase's reception, prior scholarship has been very sparse regarding the translation and interpretation of the Pistis Christou within Coptic sources. Some have hastily remarked that the Coptic translation is inconclusive when it comes to the phrase of interest. This paper challenges that position, extracting clear conclusions by positioning the Coptic translation in the proper liturgical context, looking at both the Sahidic and Bohairic traditions. In using the Pauline Pistis Christou, Coptic sources suggest a definition of Faith as the domain that belongs to Christ (God), in which the faithful reside and participate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biblical%20studies" title="biblical studies">biblical studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Coptic%20studies" title=" Coptic studies"> Coptic studies</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20faith" title=" Christian faith"> Christian faith</a>, <a href="https://publications.waset.org/abstracts/search?q=Pauline%20theology" title=" Pauline theology"> Pauline theology</a> </p> <a href="https://publications.waset.org/abstracts/165205/pauline-pistis-christou-in-coptic-sources-re-examining-outdated-conclusions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165205.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">72</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">126</span> Linguistic Devices Reflecting Violence in Border–Provinces of Southern Thailand on the Front Page of Local and National Newspapers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chanokporn%20Angsuviriya">Chanokporn Angsuviriya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to analyse linguistic devices reflecting the violence in the south border provinces; namely Pattani, Yala, Narathiwat and Songkla on 1,344 front pages of three local newspapers; namely ChaoTai, Focus PhakTai and Samila Time and of two national newspapers, including ThaiRath and Matichon, between 2004 and 2005, and 2011 and 2012. The study shows that there are two important linguistic devices: 1) lexical choices consisting of the use of verbs describing violence, the use of quantitative words and the use of words naming someone who committed violent acts, and 2) metaphors consisting of “a violent problem is heat”, “a victim is a leaf”, and “a terrorist is a dog”. Comparing linguistic devices between two types of newspapers, national newspapers choose to use words more violently than local newspapers do. Moreover, they create more negative images of the south of Thailand by using stative verbs. In addition, in term of metaphors “a terrorist is a fox.” is only found in national newspapers. As regards naming terrorists “southern insurgents”, this noun phrase which is collectively called by national newspapers has strongly negative meaning. Moreover, “southern insurgents” have been perceived by the Thais in the whole country while “insurgents” that are not modified have been only used by local newspapers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20devices" title="linguistic devices">linguistic devices</a>, <a href="https://publications.waset.org/abstracts/search?q=local%20newspapers" title=" local newspapers"> local newspapers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20newspapers" title=" national newspapers"> national newspapers</a>, <a href="https://publications.waset.org/abstracts/search?q=violence" title=" violence"> violence</a> </p> <a href="https://publications.waset.org/abstracts/3027/linguistic-devices-reflecting-violence-in-border-provinces-of-southern-thailand-on-the-front-page-of-local-and-national-newspapers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">125</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">124</span> The Co-Existence of Multidominance and Movement in the Syntax of Chinese Bi-Comparatives</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yaqing%20Hu">Yaqing Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper puts forward a syntactic analysis involving multidominance and rightward movement in Chinese bi-comparatives, as in 'Yuehan bi Mali gao (John is taller than Mary).' It is argued here that the predicate of comparison is a shared constituent in two small clauses, namely one for the target and one for the standard; and then it moves rightward to form a degree phrase with the comparative morpheme. This proposal comes from four aspects. First, the example above can also be expressed in this way, 'A: Yuehan he Mali, shui gao? (John and Mary, who is taller?) B: Yuehan gao./Yuehan geng gao. (John is taller).' This shows that the gradable adjective is predicated of the target. In addition, according to a constraint on Chinese bi-comparatives, namely the target and the standard must be arguments of the predicate simultaneously, it is not unreasonable to assume that the gradable adjective may also be predicated of the standard. Second, subcomparatives are totally disallowed in Chinese, as in '*zhe-zhang zhuozi bi zhe-zhang yizi kuan chang. (This table is longer than this chair is wide.)' In order to save it from ungrammaticality, the target and the standard should be compared along the same dimension denoted by the gradable adjective. It may follow that in Chinese comparatives, having equal roles in the same eventuality, the target and the standard bear the same thematic relationship with the predicate of comparison. Third, verb-copy can appear in Chinese bi-comparatives, as in 'Yuehan qi ma bi Mali qi ma qi de kuai. (John rides horses faster than Mary does.)' The predicate qi seems to form a small clause with both the target and the standard. This might be supporting evidence that both the target and the standard share the predicate of comparison. Fourth, Chinese comparatives do have comparative morphemes, as in 'Yuehan bi Mali geng gao. (John is taller than Mary)', which is semantically equivalent to the first example above. Thus, it follows that one feature of Chinese comparative morphemes is that they can remain overt or covert in the syntax, which will not affect semantics. This further shows that comparative morphemes in bi-comparatives may not be able to saturate the degree argument denoted by the predicate of comparison due to its optionality in the structure. These four aspects present a challenge to the Direct Analysis used in Chinese comparatives since this approach would presume that the target and the standard somehow show independency with the predicate in the syntax. Meanwhile, this study also rejects the previous analysis of multidomiance in bi-comparatives in which the degree phrase comprised of the comparative morpheme and the gradable adjective may be shared by the standard when the comparative morpheme is covert. This syntactic analysis proposed in this study will therefore offer a different perspective of how to treat degree phrase in Chinese comparatives and may offer evidence to argue whether there is degree phrase movement in bi-comparatives as in its English counterparts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20comparatives" title="Chinese comparatives">Chinese comparatives</a>, <a href="https://publications.waset.org/abstracts/search?q=degree%20phrase" title=" degree phrase"> degree phrase</a>, <a href="https://publications.waset.org/abstracts/search?q=movement" title=" movement"> movement</a>, <a href="https://publications.waset.org/abstracts/search?q=multidominance" title=" multidominance"> multidominance</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20analysis" title=" syntactic analysis"> syntactic analysis</a> </p> <a href="https://publications.waset.org/abstracts/92104/the-co-existence-of-multidominance-and-movement-in-the-syntax-of-chinese-bi-comparatives" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92104.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">329</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">123</span> Existential and Possessive Constructions in Modern Standard Arabic Two Strategies Reflecting the Ontological (Non-)Autonomy of Located or Possessed Entities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fayssal%20Tayalati">Fayssal Tayalati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although languages use very divergent constructional strategies, all existential constructions appear to invariably involve an implicit or explicit locative constituent. This locative constituent either surface as a true locative phrase or are realized as a possessor noun phrase. However, while much research focuses on the supposed underlying syntactic relation of locative and possessive existential constructions, not much is known about possible semantic factors that could govern the choice between these constructions. The main question that we address in this talk concerns the choice between the two related constructions in Modern Standard Arabic (MAS). Although both are used to express the existence of something somewhere, we can distinguish three contexts: First, for some types of entities, only the EL construction is possible (e.g. (1a) ṯammata raǧulun fī l-ḥadīqati vs. (1b) *(kāna) ladā l-ḥadīqati raǧulun). Second, for other types of entities, only the possessive construction is possible (e.g. (2a) ladā ṭ-ṭawilati aklun dāʾiriyyun vs. (2b) *ṯammata šaklun dāʾiriyyun ladā/fī ṭ-ṭawilati). Finally, for still other entities, both constructions can be found (e.g. (3a) ṯammata ḥubbun lā yūṣafu ladā ǧārī li-zawǧati-hi and (3b) ladā ǧārī ḥubbun lā yūṣafu li-zawǧati-hi). The data covering a range of ontologically different entities (concrete objects, events, body parts, dimensions, essential qualities, feelings, etc.) shows that the choice between the existential locative and the possessive constructions is closely linked to the conceptual autonomy of the existential theme with respect to its location or to the whole that it is a part of. The construction with ṯammata is the only possible one to express the existence of a fully autonomous (i.e. nondependent) entity (concrete objects (e.g.1) and abstract objects such as events, especially the ones that Grimshaw called ‘simple events’). The possessive construction with (kāna) ladā is the only one used to express the existence of fully non-autonomous (i.e. fully dependent on a whole) entities (body parts, dimensions (e.g. 2), essential qualities). The two constructions alternate when the existential theme is conceptually dependent but separable of the whole, either because it has an autonomous (independent) existence of the given whole (spare parts of an object), or because it receives a relative autonomy in the speech through a modifier (accidental qualities, feelings (e.g. 3a, 3b), psychological states, among some other kinds of themes). In this case, the modifier expresses an approximate boundary on a scale, and provides relative autonomy to the entity. Finally, we will show that kinship terms (e.g. son), which at first sight may seem to constitute counterexamples to our hypothesis, are nonetheless supported by it. The ontological (non-)autonomy of located or possessed entities is also reflected by morpho-syntactic properties, among them the use and the choice of determiners, pluralisation and the behavior of entities in the context of associative anaphora. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=existence" title="existence">existence</a>, <a href="https://publications.waset.org/abstracts/search?q=possession" title=" possession"> possession</a>, <a href="https://publications.waset.org/abstracts/search?q=autonomous%20entities" title=" autonomous entities"> autonomous entities</a>, <a href="https://publications.waset.org/abstracts/search?q=non-autonomous%20entities" title=" non-autonomous entities"> non-autonomous entities</a> </p> <a href="https://publications.waset.org/abstracts/44185/existential-and-possessive-constructions-in-modern-standard-arabic-two-strategies-reflecting-the-ontological-non-autonomy-of-located-or-possessed-entities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">122</span> Exploring Students’ Satisfaction Levels with Online Facilitation Provided by National Open University of Nigeria’s Facilitators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louis%20Okon%20Akpan">Louis Okon Akpan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National Open University of Nigeria (NOUN) is an open and distance learning institution whose aim is to provide education for all and also promote lifelong learning in Nigeria. Before now, student-centred learning was adopted. In recent times, online facilitation has been introduced. Therefore, the study explores ways in which students are satisfied with online facilitation provided by NOUN lecturers. A qualitative approach was adopted. The interpretive paradigm was employed as a lens to interpret narratives from the participants. In order to gather information for the study, a semi-structured interview was developed for sixteen participants who were purposively selected from eight facilities of the university. After data gathering from the field, it was subjected to transcription and coding. The emergence of themes from the coded data was analysed using thematic analysis. Findings indicated that students found online learning, recently introduced by the university management, extremely fulfilling and rewarding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20facilitation" title="online facilitation">online facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturer" title=" lecturer"> lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20satisfaction" title=" students’ satisfaction"> students’ satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20Open%20University%20of%20Nigeria" title=" National Open University of Nigeria"> National Open University of Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/165542/exploring-students-satisfaction-levels-with-online-facilitation-provided-by-national-open-university-of-nigerias-facilitators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">121</span> Theater Metaphor in Event Quantification: A Corpus Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhuo%20Jing-Schmidt">Zhuo Jing-Schmidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20Lang"> Jun Lang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numeral classifiers are common in Asian languages. Research on numeral classifiers primarily focuses on noun classifiers that quantify and individuate nominal referents. There is a scarcity of research on event quantification using verb classifiers. This study aims to understand the semantic and conceptual basis of event quantification in Chinese. From a usage-based Construction Grammar perspective, this study presents a corpus analysis of event quantification in Chinese. Drawing on a large balanced corpus of contemporary Chinese, we analyze 667 NOUN col-lexemes totaling 31136 tokens of a productive numeral classifier construction in Chinese. Using collostructional analysis of the collexemes, the results show that the construction quantifies and classifies dramatic events using a theater-based conceptual metaphor. We argue that the usage patterns reflect the cultural entrenchment of theater as in Chinese conceptualization and the construal of theatricality in linguistic expression. The study has implications for cognitive semantics and construction grammar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20quantification" title="event quantification">event quantification</a>, <a href="https://publications.waset.org/abstracts/search?q=classifier" title=" classifier"> classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/171981/theater-metaphor-in-event-quantification-a-corpus-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">120</span> Translation of the Verbal Nouns (Masadars) Originating from Three-Letter Verbs in the Holy Quran: Verbal Noun with More than One Pattern (Wazn) As a Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montasser%20Mohamed%20Abdelwahab%20Mahmoud">Montasser Mohamed Abdelwahab Mahmoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelwahab%20Saber%20Esawi"> Abdelwahab Saber Esawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The language of the Qur’an has a wide range of understanding, reflection, and meanings. Therefore, translation of the Qur’an is inevitably nothing but a translation of the interpretation of the meanings of the Qur’an. It requires special competencies and skills for translators so that they can get close to the intended meaning of the verse of the Qur’an and convey it with precision. In the Arabic language, the verbal noun “AlMasdar” is a very important derivative that properly expresses the verbal idea in the form of a noun. It sounds the same as the base form of the verb with minor changes in the vowel pattern. It is one of the important topics in morphology. The morphologists divided verbal nouns into auditory and analogical, and they stated that that the verbal nouns (Masadars) originating from three-letter verbs are auditory, although they set controls for some of them in order to preserve them. As for the lexicographers, they mentioned the verbal nouns while talking about the lexical materials, and in some cases, their explanation of them exceeded that made by the morphologists, especially in their discussion of structures that the morphologists did not refer to in their books. The verb kafara (disbelief), for example, has three patterns, namely: al-kufْr, al-kufrān, and al-kufūr, and it was mentioned in the Holy Qur’an with different connotations. The verb ṣāma (fasted) with his two patterns (al-ṣaūm and al-ṣīām) was mentioned in the Holy Qur’an while their semantic meaning is different. The problem discussed in this research paper lied in the "linguistic loss" committed by translators when dealing with Islamic religious texts, especially the Qur'an. The study tried to identify the strategy adopted by translators of the Holy Qur'an in translating words that were classified as verbal nouns through analyzing the translation rendered by five translations of the Qur’an into English: Yusuf Ali, Pickthall, Mohsin Khan, Muhammad Sarwar, and Shakir. This study was limited to the verbal nouns in the Quraan that originate from three-letter verbs and have different semantic meanings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pattern" title="pattern">pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=three-letter%20verbs" title=" three-letter verbs"> three-letter verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20of%20the%20Quran" title=" translation of the Quran"> translation of the Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20nouns" title=" verbal nouns"> verbal nouns</a> </p> <a href="https://publications.waset.org/abstracts/144930/translation-of-the-verbal-nouns-masadars-originating-from-three-letter-verbs-in-the-holy-quran-verbal-noun-with-more-than-one-pattern-wazn-as-a-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">119</span> Neuro-Fuzzy Based Model for Phrase Level Emotion Understanding</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vadivel%20Ayyasamy">Vadivel Ayyasamy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present approach deals with the identification of Emotions and classification of Emotional patterns at Phrase-level with respect to Positive and Negative Orientation. The proposed approach considers emotion triggered terms, its co-occurrence terms and also associated sentences for recognizing emotions. The proposed approach uses Part of Speech Tagging and Emotion Actifiers for classification. Here sentence patterns are broken into phrases and Neuro-Fuzzy model is used to classify which results in 16 patterns of emotional phrases. Suitable intensities are assigned for capturing the degree of emotion contents that exist in semantics of patterns. These emotional phrases are assigned weights which supports in deciding the Positive and Negative Orientation of emotions. The approach uses web documents for experimental purpose and the proposed classification approach performs well and achieves good F-Scores. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotions" title="emotions">emotions</a>, <a href="https://publications.waset.org/abstracts/search?q=sentences" title=" sentences"> sentences</a>, <a href="https://publications.waset.org/abstracts/search?q=phrases" title=" phrases"> phrases</a>, <a href="https://publications.waset.org/abstracts/search?q=classification" title=" classification"> classification</a>, <a href="https://publications.waset.org/abstracts/search?q=patterns" title=" patterns"> patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy" title=" fuzzy"> fuzzy</a>, <a href="https://publications.waset.org/abstracts/search?q=positive%20orientation" title=" positive orientation"> positive orientation</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20orientation" title=" negative orientation "> negative orientation </a> </p> <a href="https://publications.waset.org/abstracts/62118/neuro-fuzzy-based-model-for-phrase-level-emotion-understanding" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62118.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">378</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">118</span> Phonological and Syntactic Evidence from Arabic in Favor of Biolinguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwan%20Jarrah">Marwan Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper provides two pieces of phonological and syntactic evidence from Arabic for biolinguistics perspective of language processing. The first piece of evidence concerns the instances where a singular noun is converted to a plural noun in Arabic. Based on the findings of several research papers, this study shows that a singular word does not lose any of its moras when it is pluralized either regularly or irregularly. This mora conservation principle complies with the general physical law of the conservation of mass which states that mass is neither created nor destroyed but changed from one form into another. The second piece of evidence concerns the observation that when the object in some Arabic dialects including Jordanian Arabic and Najdi Arabic is a topic and positioned in situ (i.e. after the verb), the verb agrees with it, something that generates an agreeing inflection marker of the verb that agrees in Number, Person, and Gender with the in-situ topicalized object. This interaction between the verb and the object in such cases is invoked because of the extra feature the object bears, i.e. TOPIC feature. We suggest that such an interaction complies with the general natural law that elements become active when they, e.g., get an additional electron, when the mass number is not equal to the atomic number. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biolinguistics" title="biolinguistics">biolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/94202/phonological-and-syntactic-evidence-from-arabic-in-favor-of-biolinguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">117</span> Hierarchical Tree Long Short-Term Memory for Sentence Representations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiuying%20Wang">Xiuying Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Changliang%20Li"> Changliang Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Bo%20Xu"> Bo Xu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A fixed-length feature vector is required for many machine learning algorithms in NLP field. Word embeddings have been very successful at learning lexical information. However, they cannot capture the compositional meaning of sentences, which prevents them from a deeper understanding of language. In this paper, we introduce a novel hierarchical tree long short-term memory (HTLSTM) model that learns vector representations for sentences of arbitrary syntactic type and length. We propose to split one sentence into three hierarchies: short phrase, long phrase and full sentence level. The HTLSTM model gives our algorithm the potential to fully consider the hierarchical information and long-term dependencies of language. We design the experiments on both English and Chinese corpus to evaluate our model on sentiment analysis task. And the results show that our model outperforms several existing state of the art approaches significantly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20learning" title="deep learning">deep learning</a>, <a href="https://publications.waset.org/abstracts/search?q=hierarchical%20tree%20long%20short-term%20memory" title=" hierarchical tree long short-term memory"> hierarchical tree long short-term memory</a>, <a href="https://publications.waset.org/abstracts/search?q=sentence%20representation" title=" sentence representation"> sentence representation</a>, <a href="https://publications.waset.org/abstracts/search?q=sentiment%20analysis" title=" sentiment analysis"> sentiment analysis</a> </p> <a href="https://publications.waset.org/abstracts/83787/hierarchical-tree-long-short-term-memory-for-sentence-representations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83787.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">349</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">116</span> Dispersion Rate of Spilled Oil in Water Column under Non-Breaking Water Waves</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hanifeh%20Imanian">Hanifeh Imanian</a>, <a href="https://publications.waset.org/abstracts/search?q=Morteza%20Kolahdoozan"> Morteza Kolahdoozan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to present a mathematical phrase for calculating the dispersion rate of spilled oil in water column under non-breaking waves. In this regard, a multiphase numerical model is applied for which waves and oil phase were computed concurrently, and accuracy of its hydraulic calculations have been proven. More than 200 various scenarios of oil spilling in wave waters were simulated using the multiphase numerical model and its outcome were collected in a database. The recorded results were investigated to identify the major parameters affected vertical oil dispersion and finally 6 parameters were identified as main independent factors. Furthermore, some statistical tests were conducted to identify any relationship between the dependent variable (dispersed oil mass in the water column) and independent variables (water wave specifications containing height, length and wave period and spilled oil characteristics including density, viscosity and spilled oil mass). Finally, a mathematical-statistical relationship is proposed to predict dispersed oil in marine waters. To verify the proposed relationship, a laboratory example available in the literature was selected. Oil mass rate penetrated in water body computed by statistical regression was in accordance with experimental data was predicted. On this occasion, it was necessary to verify the proposed mathematical phrase. In a selected laboratory case available in the literature, mass oil rate penetrated in water body computed by suggested regression. Results showed good agreement with experimental data. The validated mathematical-statistical phrase is a useful tool for oil dispersion prediction in oil spill events in marine areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dispersion" title="dispersion">dispersion</a>, <a href="https://publications.waset.org/abstracts/search?q=marine%20environment" title=" marine environment"> marine environment</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematical-statistical%20relationship" title=" mathematical-statistical relationship"> mathematical-statistical relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=oil%20spill" title=" oil spill"> oil spill</a> </p> <a href="https://publications.waset.org/abstracts/51962/dispersion-rate-of-spilled-oil-in-water-column-under-non-breaking-water-waves" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">233</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">115</span> Semantics of the Word “Nas” in the Verse 24 of Surah Al-Baqarah Based on Izutsus’ Semantic Field Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Khadijeh.%20Mirbazel">Seyedeh Khadijeh. Mirbazel</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoumeh%20Arjmandi"> Masoumeh Arjmandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Semantics is a linguistic approach and a scientific stream, and like all scientific streams, it is dynamic. The study of meaning is carried out in the broad semantic collections of words that form the discourse. In other words, meaning is not something that can be found in a word; rather, the formation of meaning is a process that takes place in a discourse as a whole. One of the contemporary semantic theories is Izutsu's Semantic Field Theory. According to this theory, the discovery of meaning depends on the function of words and takes place within the context of language. The purpose of this research is to identify the meaning of the word "Nas" in the discourse of verse 24 of Surah Al-Baqarah, which introduces "Nas" as the firewood of hell, but the translators have translated it as "people". The present research has investigated the semantic structure of the word "Nas" using the aforementioned theory through the descriptive-analytical method. In the process of investigation, by matching the semantic fields of the Quranic word "Nas", this research came to the conclusion that "Nas" implies those persons who have forgotten God and His covenant in believing in His Oneness. For this reason, God called them "Nas (the forgetful)" - the imperfect participle of the noun /næsiwoɔn/ in single trinity of Arabic language, which means “to forget”. Therefore, the intended meaning of "Nas" in the verses that have the word "Nas" is not equivalent to "People" which is a general noun. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nas" title="Nas">Nas</a>, <a href="https://publications.waset.org/abstracts/search?q=people" title=" people"> people</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20field%20theory." title=" semantic field theory."> semantic field theory.</a> </p> <a href="https://publications.waset.org/abstracts/174261/semantics-of-the-word-nas-in-the-verse-24-of-surah-al-baqarah-based-on-izutsus-semantic-field-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">114</span> Relative Clause Attachment Ambiguity Resolution in L2: the Role of Semantics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamideh%20Marefat">Hamideh Marefat</a>, <a href="https://publications.waset.org/abstracts/search?q=Eskandar%20Samadi"> Eskandar Samadi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the effect of semantics on processing ambiguous sentences containing Relative Clauses (RCs) preceded by a complex Determiner Phrase (DP) by Persian-speaking learners of L2 English with different proficiency and Working Memory Capacities (WMCs). The semantic relationship studied was one between the subject of the main clause and one of the DPs in the complex DP to see if, as predicted by Spreading Activation Model, priming one of the DPs through this semantic manipulation affects the L2ers’ preference. The results of a task using Rapid Serial Visual Processing (time-controlled paradigm) showed that manipulation of the relationship between the subject of the main clause and one of the DPs in the complex DP preceding RC has no effect on the choice of the antecedent; rather, the L2ers' processing is guided by the phrase structure information. Moreover, while proficiency did not have any effect on the participants’ preferences, WMC brought about a difference in their preferences, with a DP1 preference by those with a low WMC. This finding supports the chunking hypothesis and the predicate proximity principle, which is the strategy also used by monolingual Persian speakers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=semantics" title="semantics">semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=relative%20clause%20processing" title=" relative clause processing"> relative clause processing</a>, <a href="https://publications.waset.org/abstracts/search?q=ambiguity%20resolution" title=" ambiguity resolution"> ambiguity resolution</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory%20capacity" title=" working memory capacity"> working memory capacity</a> </p> <a href="https://publications.waset.org/abstracts/30658/relative-clause-attachment-ambiguity-resolution-in-l2-the-role-of-semantics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30658.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">623</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">113</span> Redundancy in Malay Morphology: School Grammar versus Corpus Grammar </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaharani%20Ahmad">Zaharani Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Jalaluddin"> Nor Hashimah Jalaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine and identify the issue of linguistic redundancy in two competing grammars of Malay, namely the school grammar and the corpus grammar. The former is a normative grammar which is formally and prescriptively taught in the classroom, whereas the latter is a descriptive grammar that is informally acquired and mastered by the students as native speakers of the language outside the classroom. Corpus grammar is depicted based on its actual used in natural occurring texts, as attested in the corpus. It is observed that the grammar taught in schools is incompatible with the grammar used in the corpus. For instance, a noun phrase containing nominal reduplicated form which denotes plurality (i.e. murid-murid ‘students’ which is derived from murid ‘student’) and a modifier categorized as quantifiers (i.e. semua ‘all’, seluruh ‘entire’, and kebanyakan ‘most’) is not acceptable in the school grammar because the formation (i.e. semua murid-murid ‘all the students’ kebanyakan pelajar-pelajar ‘most of the students’) is claimed to be redundant, and redundancy is prohibited in the grammar. Redundancy is generally construed as the property of speech and language by which more information is provided than is precisely required for the message to be understood, so that, if some information is omitted, the remaining information will still be sufficient for the message to be comprehended. Thus, the correct construction to be used is strictly the reduplicated form (i.e. murid-murid ‘students’) or the quantifier plus the root (i.e. semua murid ‘all the students’) with the intention that the grammatical meaning of plural is not repeated. Nevertheless, the so-called redundant form (i.e. kebanyakan pelajar-pelajar ‘most of the students’) is frequently used in the corpus grammar. This study shows that there are a number of redundant forms occur in the morphology of the language, particularly in affixation, reduplication and combination of both. Apparently, the so-called redundancy has grammatical and socio-cultural functions in communication that is to give emphasis and to stress the importance of the information delivered by the speakers or writers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20grammar" title="corpus grammar">corpus grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=redundancy" title=" redundancy"> redundancy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20grammar" title=" school grammar"> school grammar</a> </p> <a href="https://publications.waset.org/abstracts/42192/redundancy-in-malay-morphology-school-grammar-versus-corpus-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">112</span> Identifying Necessary Words for Understanding Academic Articles in English as a Second or a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Wagman">Stephen Wagman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies three common structures in English sentences that are important for understanding academic texts, regardless of the characteristics or background of the readers or whether they are reading English as a second or a foreign language. Adapting a model from the Humanities, the explication of texts used in literary studies, the paper analyses sample sentences to reveal structures that enable the reader not only to decide which words are necessary for understanding the main ideas but to make the decision without knowing the meaning of the words. By their very syntax noun structures point to the key word for understanding them. As a rule, the key noun is followed by easily identifiable prepositions, relative pronouns, or verbs and preceded by single adjectives. With few exceptions, the modifiers are unnecessary for understanding the idea of the sentence. In addition, sentences are often structured by lists in which the items frequently consist of parallel groups of words. The principle of a list is that all the items are similar in meaning and it is not necessary to understand all of the items to understand the point of the list. This principle is especially important when the items are long or there is more than one list in the same sentence. The similarity in meaning of these items enables readers to reduce sentences that are hard to grasp to an understandable core without excessive use of a dictionary. Finally, the idea of subordination and the identification of the subordinate parts of sentences through connecting words makes it possible for readers to focus on main ideas without having to sift through the less important and more numerous secondary structures. Sometimes a main idea requires a subordinate one to complete its meaning, but usually, subordinate ideas are unnecessary for understanding the main point of the sentence and its part in the development of the argument from sentence to sentence. Moreover, the connecting words themselves indicate the functions of the subordinate structures. These most frequently show similarity and difference or reasons and results. Recognition of all of these structures can not only enable students to read more efficiently but to focus their attention on the development of the argument and this rather than a multitude of unknown vocabulary items, the repetition in lists, or the subordination in sentences are the one necessary element for comprehension of academic articles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20of%20the%20argument" title="development of the argument">development of the argument</a>, <a href="https://publications.waset.org/abstracts/search?q=lists" title=" lists"> lists</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20structures" title=" noun structures"> noun structures</a>, <a href="https://publications.waset.org/abstracts/search?q=subordination" title=" subordination"> subordination</a> </p> <a href="https://publications.waset.org/abstracts/71236/identifying-necessary-words-for-understanding-academic-articles-in-english-as-a-second-or-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=noun%20phrase&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=noun%20phrase&page=3">3</a></li> <li class="page-item"><a class="page-link" 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