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gender</title> <meta name="description" content="Search results for: grammatical gender"> <meta name="keywords" content="grammatical gender"> <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 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action="https://publications.waset.org/abstracts/search"> <div 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="grammatical gender"> <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> 2698</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: grammatical gender</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2698</span> The Influence of Grammatical Gender on Socially Constructed Gender in English, Dutch, and German</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Noah%20Brandon">Noah Brandon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammatical gender can create a restrictive roadblock for the usage of gender-inclusive language. This research describes grammatical gender structures used in English, Dutch, and German and considers how these structures restrict the implementation of gender inclusivity in spoken and written discourse. This restriction is measured by the frequency with which gender-inclusive & generic masculine forms are used and by the morphosyntactic complexity of the gender-inclusive forms available in these languages. These languages form a continuum of grammatical gender structures, with English having the least articulated structures and German having the most. This leads to a comparative analysis intended to establish a correlation between the complexity of gender structure and the difficulty of using gender-inclusive forms. English, on one side of the continuum, maintains only remnants of a formal grammatical gender system and imposes the fewest restrictions on the creation of neo-pronouns and the use of gender-inclusive alternatives to gendered agentive nouns. Next, the Dutch have a functionally two-gender system with less freedom using gender-neutral forms. Lastly, German, on the other end, has a three-gender system requiring a plethora of morphosyntactic and orthographic alternatives to avoid using generic masculine. The paper argues that the complexity of grammatical gender structures correlates with hindered use of gender-inclusive forms. Going forward, efforts will focus on gathering further data on the usage of gender-inclusive and generic masculine forms within these languages. The end goal of this research is to establish a definitive objective correlation between grammatical gender complexity and impediments in expressing socially constructed gender. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title="sociolinguistics">sociolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20and%20gender" title=" language and gender"> language and gender</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Germanic%20linguistics" title=" Germanic linguistics"> Germanic linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20gender" title=" grammatical gender"> grammatical gender</a>, <a href="https://publications.waset.org/abstracts/search?q=German" title=" German"> German</a>, <a href="https://publications.waset.org/abstracts/search?q=Dutch" title=" Dutch"> Dutch</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a> </p> <a href="https://publications.waset.org/abstracts/172818/the-influence-of-grammatical-gender-on-socially-constructed-gender-in-english-dutch-and-german" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172818.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">80</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">2697</span> The Grammatical Dictionary Compiler: A System for Kartvelian Languages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liana%20Lortkipanidze">Liana Lortkipanidze</a>, <a href="https://publications.waset.org/abstracts/search?q=Nino%20Amirezashvili"> Nino Amirezashvili</a>, <a href="https://publications.waset.org/abstracts/search?q=Nino%20Javashvili"> Nino Javashvili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the grammatical dictionary is to provide information on the morphological and syntactic characteristics of the basic word in the dictionary entry. The electronic grammatical dictionaries are used as a tool of automated morphological analysis for texts processing. The Georgian Grammatical Dictionary should contain grammatical information for each word: part of speech, type of declension/conjugation, grammatical forms of the word (paradigm), alternative variants of basic word/lemma. In this paper, we present the system for compiling the Georgian Grammatical Dictionary automatically. We propose dictionary-based methods for extending grammatical lexicons. The input lexicon contains only a few number of words with identical grammatical features. The extension is based on similarity measures between features of words; more precisely, we add words to the extended lexicons, which are similar to those, which are already in the grammatical dictionary. Our dictionaries are corpora-based, and for the compiling, we introduce the method for lemmatization of unknown words, i.e., words of which neither full form nor lemma is in the grammatical dictionary. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition%20of%20lexicon" title="acquisition of lexicon">acquisition of lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgian%20grammatical%20dictionary" title=" Georgian grammatical dictionary"> Georgian grammatical dictionary</a>, <a href="https://publications.waset.org/abstracts/search?q=lemmatization%20rules" title=" lemmatization rules"> lemmatization rules</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20processor" title=" morphological processor"> morphological processor</a> </p> <a href="https://publications.waset.org/abstracts/116347/the-grammatical-dictionary-compiler-a-system-for-kartvelian-languages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116347.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">148</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">2696</span> The Impact of Grammatical Differences on English-Mandarin Chinese Simultaneous Interpreting</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miao%20Sabrina%20Wang">Miao Sabrina Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the impact of grammatical differences on simultaneous interpreting from English into Mandarin Chinese by drawing upon an empirical study of professional and student interpreters. The research focuses on the effects of three grammatical categories including passives, adverbial components and noun phrases on simultaneous interpreting. For each category, interpretations of instances in which the grammatical structures are the same across the two languages are compared with interpretations of instances in which the grammatical structures differ across the two languages in terms of content accuracy and delivery appropriateness. The results indicate that grammatical differences have a significant impact on the interpreting performance of both professionals and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20accuracy" title="content accuracy">content accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=delivery%20appropriateness" title=" delivery appropriateness"> delivery appropriateness</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20differences" title=" grammatical differences"> grammatical differences</a>, <a href="https://publications.waset.org/abstracts/search?q=simultaneous%20interpreting" title=" simultaneous interpreting"> simultaneous interpreting</a> </p> <a href="https://publications.waset.org/abstracts/46375/the-impact-of-grammatical-differences-on-english-mandarin-chinese-simultaneous-interpreting" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46375.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">541</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">2695</span> Grammatical Interference in Russian-Spanish Bilingualism</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olga%20A.%20Gnatyuk">Olga A. Gnatyuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article is devoted to the phenomenon of interference that occurs in the case of the Russian-Spanish language contact. The questions of the definition of the term and levels, as well as prerequisites of interference occurrence, are considered. Interference, which is an essential part of bilingualism, may become apparent at different linguistic levels. Interference is especially evident in oral speech. The article reviews some examples of grammatical interference in Russian-Spanish bilingualism of Russian immigrants living in Spain. According to the results of the research, some cases of mother-tongue interference in Russian-Speaking Spanish language learners’ speech were revealed. Special attention is paid to such key spheres of grammatical interference as articles, personal pronouns, gender, and number of nouns. In the research, the drop of a link-verb, as well as its usage in some incorrect form, are observed in Russian immigrants’ speech. Conclusions are drawn that in the Spanish language, interference errors appear because of a consequence of both the absence in the Russian language of certain phenomena and categories of the Spanish language and the discrepancy of the linguistic systems of the two languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20interference" title=" grammatical interference"> grammatical interference</a>, <a href="https://publications.waset.org/abstracts/search?q=Russian%20language" title=" Russian language"> Russian language</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20language" title=" Spanish language"> Spanish language</a> </p> <a href="https://publications.waset.org/abstracts/117082/grammatical-interference-in-russian-spanish-bilingualism" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/117082.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">160</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">2694</span> Technique and Use of Machine Readable Dictionary: In Special Reference to Hindi-Marathi Machine Translation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Milind%20Patil">Milind Patil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present paper is a discussion on Hindi-Marathi Morphological Analysis and generating rules for Machine Translation on the basis of Machine Readable Dictionary (MRD). This used Transformative Generative Grammar (TGG) rules to design the MRD. As per TGG rules, the suffix of a particular root word is based on its Tense, Aspect, Modality and Voice. That's why the suffix is very important for the word meanings (or root meanings). The Hindi and Marathi Language both have relation with Indo-Aryan language family. Both have been derived from Sanskrit language and their script is 'Devnagari'. But there are lots of differences in terms of semantics and grammatical level too. In Marathi, there are three genders, but in Hindi only two (Masculine and Feminine), the Natural gender is absent in Hindi. Likewise other grammatical categories also differ in their level of use. For MRD the suffixes (or Morpheme) are of particular root word for GNP (Gender, Number and Person) are based on its natural phenomena. A particular Suffix and Morphine change as per the need of person, number and gender. The design of MRD also based on this format. In first, Person, Number, Gender and Tense are key points than root words and suffix of particular Person, Number Gender (PNG). After that the inferences are drawn on the basis of rules that is (V.stem) (Pre.T/Past.T) (x) + (Aux-Pre.T) (x) → (V.Stem.) + (SP.TM) (X). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=MRD" title="MRD">MRD</a>, <a href="https://publications.waset.org/abstracts/search?q=TGG" title=" TGG"> TGG</a>, <a href="https://publications.waset.org/abstracts/search?q=stem" title=" stem"> stem</a>, <a href="https://publications.waset.org/abstracts/search?q=morph" title=" morph"> morph</a>, <a href="https://publications.waset.org/abstracts/search?q=morpheme" title=" morpheme"> morpheme</a>, <a href="https://publications.waset.org/abstracts/search?q=suffix" title=" suffix"> suffix</a>, <a href="https://publications.waset.org/abstracts/search?q=PNG" title=" PNG"> PNG</a>, <a href="https://publications.waset.org/abstracts/search?q=TAM%26V" title=" TAM&V"> TAM&V</a>, <a href="https://publications.waset.org/abstracts/search?q=root" title=" root"> root</a> </p> <a href="https://publications.waset.org/abstracts/69852/technique-and-use-of-machine-readable-dictionary-in-special-reference-to-hindi-marathi-machine-translation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69852.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">324</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">2693</span> A Survey of Grammar-Based Genetic Programming and Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20T.%20Wilson">Matthew T. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper covers a selection of research utilizing grammar-based genetic programming, and illustrates how context-free grammar can be used to constrain genetic programming. It focuses heavily on grammatical evolution, one of the most popular variants of grammar-based genetic programming, and the way its operators and terminals are specialized and modified from those in genetic programming. A variety of implementations of grammatical evolution for general use are covered, as well as research each focused on using grammatical evolution or grammar-based genetic programming on a single application, or to solve a specific problem, including some of the classically considered genetic programming problems, such as the Santa Fe Trail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context-free%20grammar" title="context-free grammar">context-free grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithms" title=" genetic algorithms"> genetic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20programming" title=" genetic programming"> genetic programming</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20evolution" title=" grammatical evolution"> grammatical evolution</a> </p> <a href="https://publications.waset.org/abstracts/120249/a-survey-of-grammar-based-genetic-programming-and-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120249.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">187</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">2692</span> Genderqueerness in Polish: A Survey-Based Study of Linguistic Strategies Employed by Genderqueer Speakers of Polish</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Szymon%20Misiek">Szymon Misiek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The genderqueer (or gender non-binary, both terms referring to those individuals who are identified as neither men nor women) community has been gaining greater visibility over the last few years. This includes legal recognition, representation in popular media, and inclusion of non-binary perspectives in research on transgender issues. Another important aspect of visibility is language. Gender-neutrality, often associated with genderqueer people, is relatively easy to achieve in natural-gender languages such as English. This can be observed in the growing popularity of the 'singular they' pronoun (used specifically with reference to genderqueer individuals) or the gender-neutral title 'Mx.' (as an alternative to 'Ms./Mr.'). 'Singular they' seems to have become a certain standard in the genderqueer community. Grammatical-gender languages, such as Polish, provide for a greater challenge to genderqueer speakers. In Polish, every noun is inherently gendered, while verbs, adjectives, and pronouns inflect for gender. Those who do not wish to settle for using only either masculine or feminine forms (which some genderqueer Polish speakers do choose) have to somehow mix the two, attempt to avoid gendered forms altogether, or turn to non-standard forms, such as neuter (not used for people in standard Polish), plurals (vaguely akin to English 'singular they'), or neologisms (such as verb forms using the '-u-' affix). The following paper presents the results of a survey conducted among genderqueer speakers of Polish regarding their choice of linguistic strategies. As no definitive standard such as 'singular they' has (yet) emerged, it rather seeks to emphasize the diversity of chosen strategies and their relation to a person's specific identity as well as the context an exchange takes place. The findings of the study may offer an insight into how heavily gendered languages deal with non-normatively gendered experiences, and to what extent English influences this process (e.g., the majority of genderqueer poles choose English terms to label their identity), as well as help design good practices aimed at achieving gender-equality in speech. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=genderqueer" title="genderqueer">genderqueer</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20gender%20in%20Polish" title=" grammatical gender in Polish"> grammatical gender in Polish</a>, <a href="https://publications.waset.org/abstracts/search?q=non-binary" title=" non-binary"> non-binary</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/121095/genderqueerness-in-polish-a-survey-based-study-of-linguistic-strategies-employed-by-genderqueer-speakers-of-polish" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121095.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">2691</span> A Socio-Pragmatic Investigation of Gender Enactment in New Month Text Messages</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Robert">Esther Robert</a>, <a href="https://publications.waset.org/abstracts/search?q=Romanus%20Aboh"> Romanus Aboh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper undertakes a socio-pragmatic investigation of gender enactment in new month text messages. This study employs Gumperz’s Interactional Sociolinguistics as its theoretical point of reference to investigate how people create meaning through social interaction. This theory attempts to analyse any social interaction based on contextualization cues and presuppositions. This study explores the appropriateness of language used in texting. The text messages are collected from different mobile phones from different genders, which form the data for this paper. The study observes remarkable differences between genders in the use of informal language. The study reveals that men and women differ remarkably in conversational interaction as well as in writing. While it is observed that women are emotional, orderly, and meticulous, detailed and observed certain grammatical rules, men are casual, brief and appear to show evidence that less attention is paid to grammatical rules. Also, the study shows women as relaxing, showing love, care, concern with their emotive, spirit-raising and touching language, while mean are direct, short, and straight to the point. It is discovered through the study that women behave this way because of their brain-wiring. That is why language and communication matter more to women than to men and this reflects in their new month text messages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=difference" title="difference">difference</a>, <a href="https://publications.waset.org/abstracts/search?q=emotionalised%20expressions" title=" emotionalised expressions"> emotionalised expressions</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=texting" title=" texting"> texting</a> </p> <a href="https://publications.waset.org/abstracts/55953/a-socio-pragmatic-investigation-of-gender-enactment-in-new-month-text-messages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55953.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">254</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">2690</span> Grammatical and Lexical Cohesion in the Japan’s Prime Minister Shinzo Abe’s Speech Text ‘Nihon wa Modottekimashita’</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nadya%20Inda%20Syartanti">Nadya Inda Syartanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to identify, classify, and analyze descriptively the aspects of grammatical and lexical cohesion in the speech text of Japan’s Prime Minister Shinzo Abe entitled Nihon wa Modotte kimashita delivered in Washington DC, the United States on February 23, 2013, as a research data source. The method used is qualitative research, which uses descriptions through words that are applied by analyzing aspects of grammatical and lexical cohesion proposed by Halliday and Hasan (1976). The aspects of grammatical cohesion consist of references (personal, demonstrative, interrogative pronouns), substitution, ellipsis, and conjunction. In contrast, lexical cohesion consists of reiteration (repetition, synonym, antonym, hyponym, meronym) and collocation. Data classification is based on the 6 aspects of the cohesion. Through some aspects of cohesion, this research tries to find out the frequency of using grammatical and lexical cohesion in Shinzo Abe's speech text entitled Nihon wa Modotte kimashita. The results of this research are expected to help overcome the difficulty of understanding speech texts in Japanese. Therefore, this research can be a reference for learners, researchers, and anyone who is interested in the field of discourse analysis. <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=grammatical%20cohesion" title=" grammatical cohesion"> grammatical cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20cohesion" title=" lexical cohesion"> lexical cohesion</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20text" title=" speech text"> speech text</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinzo%20Abe" title=" Shinzo Abe"> Shinzo Abe</a> </p> <a href="https://publications.waset.org/abstracts/107621/grammatical-and-lexical-cohesion-in-the-japans-prime-minister-shinzo-abes-speech-text-nihon-wa-modottekimashita" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107621.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">162</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">2689</span> A Corpus-Based Diachronic Study on Indefinite Pronominal Anaphora in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiong%20Hu">Qiong Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> From old English to modern English, the gender category has changed from grammatical gender system to natural gender system. The word classes that reflected gender has changed from pronouns, adjectives, and numerals in old English to only pronouns in modern English. In present-day English, the third person singular pronouns are the only paradigm that keeps an intact gender. 'He' and 'they' used as epicene pronouns are one of the two commonest phenomena of gender disagreement (the other being those against the natural gender). Considering the convenience of corpus concordance, epicene pronoun usage is selected in this study in which the anaphors are restricted to possessives (eg. his, their), and the antecedents are restricted to compound indefinite pronouns (eg. someone, somebody). Factors like writing form (eg. someone vs. some one), the semantics of the prefixes (eg. some- vs. any-), and suffixes (eg. -one vs. -body), as well as frequency, are taken into consideration. Statistics indicate that 'their' is increasingly used as the epicene pronoun compared with the decline of 'his' (when both writing forms are considered). This is influenced by social factors such as feminist movement, as well as the semantics and frequency of antecedents. Their (plural) used in anaphoric reference to various indefinite pronouns (singular in form) can also be treated as number variation in third person pronouns, and the trend that 'their' in place of his can also be treated as a change in number category. Among different candidates for the gender-neutral function, 'their' is proven to be the most promising one based on the diachronic data. This does not reject any new competitors in the future which still remains to be seen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20variation%20and%20change" title="language variation and change">language variation and change</a>, <a href="https://publications.waset.org/abstracts/search?q=epicene%20pronouns" title=" epicene pronouns"> epicene pronouns</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=number" title=" number"> number</a> </p> <a href="https://publications.waset.org/abstracts/131503/a-corpus-based-diachronic-study-on-indefinite-pronominal-anaphora-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131503.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">186</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">2688</span> Annexation (Al-Iḍāfah) in Thariq bin Ziyad’s Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annisa%20D.%20Febryandini">Annisa D. Febryandini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Annexation is a typical construction that commonly used in Arabic language. The use of the construction appears in Arabic speech such as the speech of Thariq bin Ziyad. The speech as one of the most famous speeches in the history of Islam uses many annexations. This qualitative research paper uses the secondary data by library method. Based on the data, this paper concludes that the speech has two basic structures with some variations and has some grammatical relationship. Different from the other researches that identify the speech in sociology field, the speech in this paper will be analyzed in linguistic field to take a look at the structure of its annexation as well as the grammatical relationship. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=annexation" title="annexation">annexation</a>, <a href="https://publications.waset.org/abstracts/search?q=Thariq%20bin%20Ziyad" title=" Thariq bin Ziyad"> Thariq bin Ziyad</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20relationship" title=" grammatical relationship"> grammatical relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20syntax" title=" Arabic syntax"> Arabic syntax</a> </p> <a href="https://publications.waset.org/abstracts/72847/annexation-al-iafah-in-thariq-bin-ziyads-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72847.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">319</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">2687</span> Grammatically Coded Corpus of Spoken Lithuanian: Methodology and Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=L.%20Kamandulyt%C4%97-Merfeldien%C4%97">L. Kamandulytė-Merfeldienė</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper deals with the main issues of methodology of the <em>Corpus of Spoken Lithuanian </em>which was started to be developed in 2006. At present, the corpus consists of 300,000 grammatically annotated word forms. The creation of the corpus consists of three main stages: collecting the data, the transcription of the recorded data, and the grammatical annotation. Collecting the data was based on the principles of balance and naturality. The recorded speech was transcribed according to the CHAT requirements of CHILDES. The transcripts were double-checked and annotated grammatically using CHILDES. The development of the Corpus of Spoken Lithuanian has led to the constant increase in studies on spontaneous communication, and various papers have dealt with a distribution of parts of speech, use of different grammatical forms, variation of inflectional paradigms, distribution of fillers, syntactic functions of adjectives, the mean length of utterances. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CHILDES" title="CHILDES">CHILDES</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus%20of%20spoken%20Lithuanian" title=" corpus of spoken Lithuanian"> corpus of spoken Lithuanian</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20annotation" title=" grammatical annotation"> grammatical annotation</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20disambiguation" title=" grammatical disambiguation"> grammatical disambiguation</a>, <a href="https://publications.waset.org/abstracts/search?q=lexicon" title=" lexicon"> lexicon</a>, <a href="https://publications.waset.org/abstracts/search?q=Lithuanian" title=" Lithuanian"> Lithuanian</a> </p> <a href="https://publications.waset.org/abstracts/58169/grammatically-coded-corpus-of-spoken-lithuanian-methodology-and-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58169.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">236</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">2686</span> Written Grammatical Errors of Arabic as Second Language (ASL) Learners: An Evaluative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Salah%20Al%20Yami"> Salah Al Yami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: In recent years, the number of non-native speakers of the Arabic language has exponentially increased. Aims: This analytical study aims to investigate written grammatical errors committed by Arabic as a Second Language (ASL) learners. More specifically, it explores the reasons behind committing these errors and their effects on the daily communication of ASL learners. Methods: Ten (10) ASL senior learners of the Arabic Language Institute (ALI), College of Arts, King Saud University (KSU), Riyadh, Kingdom of Saudi Arabia (KSA) were randomly selected in this study. The participants were asked to write paragraphs about themselves and then their written work was linguistically analyzed and evaluated by the researchers and some Arabic Language experts before it was statistically analyzed. Conclusions: Results outline that written grammatical errors of ASL learners are characterized by the misuse of many grammatical items. Mainly, these items are proper nouns (PN), common nouns (CN), main verbs (MV), adjectives (adj.), time adverbs (T. Adv.), manner adverbs (M. Adv.), objective pronouns (OP), and central determiners (C Det.) including demonstratives (Dem.) and articles (Artic.), pronouns (Pron.) and prepositions (Prep.). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written" title="written">written</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20errors" title=" grammatical errors"> grammatical errors</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=non-native%20learners" title=" non-native learners"> non-native learners</a>, <a href="https://publications.waset.org/abstracts/search?q=analysis." title=" analysis."> analysis.</a> </p> <a href="https://publications.waset.org/abstracts/186618/written-grammatical-errors-of-arabic-as-second-language-asl-learners-an-evaluative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186618.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">43</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">2685</span> English Grammatical Errors of Arabic Sentence Translations Done by Machine Translations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Fathurridho">Muhammad Fathurridho</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammar as a rule used by every language to be understood by everyone is always related to syntax and morphology. Arabic grammar is different with another languages’ grammars. It has more rules and difficulties. This paper aims to investigate and describe the English grammatical errors of machine translation systems in translating Arabic sentences, including declarative, exclamation, imperative, and interrogative sentences, specifically in year 2018 which can be supported with artificial intelligence’s role. The Arabic sample sentences which are divided into two; verbal and nominal sentence of several Arabic published texts will be examined as the source language samples. The translated sentences done by several popular online machine translation systems, including Google Translate, Microsoft Bing, Babylon, Facebook, Hellotalk, Worldlingo, Yandex Translate, and Tradukka Translate are the material objects of this research. Descriptive method that will be taken to finish this research will show the grammatical errors of English target language, and classify them. The conclusion of this paper has showed that the grammatical errors of machine translation results are varied and generally classified into morphological, syntactical, and semantic errors in all type of Arabic words (Noun, Verb, and Particle), and it will be one of the evaluations for machine translation’s providers to correct them in order to improve their understandable results. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic" title="Arabic">Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic-English%20translation" title=" Arabic-English translation"> Arabic-English translation</a>, <a href="https://publications.waset.org/abstracts/search?q=machine%20translation" title=" machine translation"> machine translation</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20errors" title=" grammatical errors"> grammatical errors</a> </p> <a href="https://publications.waset.org/abstracts/92972/english-grammatical-errors-of-arabic-sentence-translations-done-by-machine-translations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92972.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">155</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">2684</span> 'Gender' and 'Gender Equalities': Conceptual Issues</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moustafa%20Ali">Moustafa Ali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to discuss and question some of the widely accepted concepts within the conceptual framework of gender from terminological, scientific, and Muslim cultural perspectives, and to introduce a new definition and a model of gender in the Arab and Muslim societies. This paper, therefore, uses a generic methodology and document analysis and comes in three sections and a conclusion. The first section discusses some of the terminological issues in the conceptual framework of gender. The second section highlights scientific issues, introduces a definition and a model of gender, whereas the third section offers Muslim cultural perspectives on some issues related to gender in the Muslim world. The paper, then, concludes with findings and recommendations reached so far. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender%20definition" title="gender definition">gender definition</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20equalities" title=" gender equalities"> gender equalities</a>, <a href="https://publications.waset.org/abstracts/search?q=sex-gender%20separability" title=" sex-gender separability"> sex-gender separability</a>, <a href="https://publications.waset.org/abstracts/search?q=fairness-based%20model%20of%20gender" title=" fairness-based model of gender"> fairness-based model of gender</a> </p> <a href="https://publications.waset.org/abstracts/119455/gender-and-gender-equalities-conceptual-issues" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119455.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">136</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">2683</span> The Erasure of Sex and Gender Minorities by Misusing Sex and Gender in Public Health</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tessalyn%20Morrison">Tessalyn Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexis%20Dinno"> Alexis Dinno</a>, <a href="https://publications.waset.org/abstracts/search?q=Taurica%20Salmon"> Taurica Salmon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sex and gender conflation continue to perpetuate the invisibility of gender minorities and obscure information about the ways that biological sex and gender affect health. The misuse of sex and gender terms, and their respective binaries, can yield inaccurate results. But more importantly, it contributes to the erasure of sex and gender minority health experiences. This paper discusses ways in which public health researchers can use sex and gender terms correctly and center the health experiences of intersex, transgender, non binary, and a-gender individuals. It includes promoting sensitivity in approaching minority communities, improving survey questions, and collaborating with sex and gender minority communities to improve research quality and participant experiences. Improving our standards for the quality of sex and gender term usage and centering sex and gender minorities in public health research are imperative to address the health inequalities faced by sex and gender minorities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=epidemiology" title="epidemiology">epidemiology</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=intersex" title=" intersex"> intersex</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a>, <a href="https://publications.waset.org/abstracts/search?q=sex" title=" sex"> sex</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/130169/the-erasure-of-sex-and-gender-minorities-by-misusing-sex-and-gender-in-public-health" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130169.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">239</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">2682</span> An Ideational Grammatical Metaphor of Narrative History in Chinua Achebe's 'There Was a Country'</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammed-Badar%20Salihu%20Jibrin">Muhammed-Badar Salihu Jibrin</a>, <a href="https://publications.waset.org/abstracts/search?q=Chibabi%20Makedono%20Darlington"> Chibabi Makedono Darlington</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper studied Ideational Grammatical Metaphor (IGM) of Narrative History in Chinua Achebe’s There Was a Country. It started with a narrative historical style as a recent genre out of the conventional historical writings. In order to explore the linguistic phenomenon using a particular lexico-grammatical tool of IGM, the theoretical background was examined based on Hallidayan Systemic Functional Linguistics. Furthermore, the study considered the possibility of applying IGM to the Part 4 of Achebe’s historical text with recourse to the concept of congruence in IGM and research questions before formulating a working methodology. The analysis of Achebe’s memoir was, thus, presented in tabular forms to account for the quantitative content analysis with qualitative research technique, as well as the metaphorical and congruent wording through nominalization and process types with samples. The frequencies and percentage were given appropriately with respect to each subheadings of the text. To this end, the findings showed that material and relational types indicated dominance. The discussion and implications were that the findings confirmed earlier study by MAK Halliday and C.I.M.I.M. Matthiessen’s suggestion that IGM should show dominance of material type process. The implication is that IGM can be an effective tool for the analysis of a narrative historical text. In conclusion, it was observed that IGM does not only carry grammatical function but also an ideological role in shaping the historical discourse within the narrative mode between writers and readers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ideational%20grammatical%20metaphor" title="ideational grammatical metaphor">ideational grammatical metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=nominalization" title=" nominalization"> nominalization</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20history" title=" narrative history"> narrative history</a>, <a href="https://publications.waset.org/abstracts/search?q=memoire" title=" memoire"> memoire</a>, <a href="https://publications.waset.org/abstracts/search?q=dominance" title=" dominance"> dominance</a> </p> <a href="https://publications.waset.org/abstracts/99816/an-ideational-grammatical-metaphor-of-narrative-history-in-chinua-achebes-there-was-a-country" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99816.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">220</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">2681</span> A Critical Discourse Analysis of Corporate Annual Reports in a Cross-Cultural Perspective: Views from Grammatical Metaphor and Systemic Functional Linguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Antonio%20Piga">Antonio Piga</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of language strategies in financial and corporate discourse has always been vital for understanding how companies manage to communicate effectively with a wider customer base and offers new perspectives on how companies interact with key stakeholders, not only to convey transparency and an image of trustworthiness, but also to create affiliation and attract investment. In the light of Systemic Functional Linguistics, the purpose of this study is to examine and analyse the annual reports of Asian and Western joint-stock companies involved in oil refining and power generation from the point of view of the functions and frequency of grammatical metaphors. More specifically, grammatical metaphor - through the lens of Critical Discourse Analysis (CDA) - is used as a theoretical tool for analysing a synchronic cross-cultural study of the communicative strategies adopted by Asian and Western companies to communicate social and environmental sustainability and showcase their ethical values, performance and competitiveness to local and global communities and key stakeholders. According to Systemic Functional Linguistics, grammatical metaphor can be divided into two broad areas: ideational and interpersonal. This study focuses on the first type, ideational grammatical metaphor (IGM), which includes de-adjectival and de-verbal nominalisation. The dominant and more effective grammatical tropes used by Asian and Western corporations in their annual reports were examined from both a qualitative and quantitative perspective. The aim was to categorise and explain how ideational grammatical metaphor is constructed cross-culturally and presented through structural language patterns involving re-mapping between semantics and lexico-grammatical features. The results show that although there seem to be more differences than similarities in terms of the categorisation of the ideational grammatical metaphors conceptualised in the two case studies analysed, there are more similarities than differences in terms of the occurrence, the congruence of process types and the role and function of IGM. Through the immediacy and essentialism of compacting and condensing information, IGM seems to be an important linguistic strategy adopted in the rhetoric of corporate annual reports, contributing to the ideologies and actions of companies to report and promote efficiency, profit and social and environmental sustainability, thus advocating the engagement and investment of key stakeholders. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corporate%20annual%20reports" title="corporate annual reports">corporate annual reports</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20perspective" title=" cross-cultural perspective"> cross-cultural perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=ideational%20grammatical%20metaphor" title=" ideational grammatical metaphor"> ideational grammatical metaphor</a>, <a href="https://publications.waset.org/abstracts/search?q=rhetoric" title=" rhetoric"> rhetoric</a>, <a href="https://publications.waset.org/abstracts/search?q=systemic%20functional%20linguistics" title=" systemic functional linguistics"> systemic functional linguistics</a> </p> <a href="https://publications.waset.org/abstracts/185165/a-critical-discourse-analysis-of-corporate-annual-reports-in-a-cross-cultural-perspective-views-from-grammatical-metaphor-and-systemic-functional-linguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185165.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">49</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">2680</span> Grammatical Parallelism in the Qurʼān</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yehudit%20Dror">Yehudit Dror</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Parallelism¬, or as it is called in Arabic, al-muqābala, occupies a central position in the rhetorical discipline of ʻilm al-bayān. Parallelism is used as a figure of textual ornamentation or embellishment and can be divided into several types that are based on the semantics of parallelism and its formative structure. Parallelism in Arabic has received a considerable amount of attention from the Arab rhetorician, which enables understanding the essence of parallelism in Arabic – its types, structure and meaning. However, there are some lacunae in their descriptions concerning the function and thematic restrictions of parallelism in the Qur’ān. In my presentation, which focuses on grammatical parallelism where the two stichos of the parallelism are the same with respect to syntax and morphology, I will show that parallelism has some important roles in the textual arrangement; it may, for example, conclude a thematic section, indicate a turning point in the text or to clarify what has been said previously. In addition, it will be shown that parallelism is not used randomly in the Qurʼān but rather is restricted to repeated themes which carry the most important messages of the Qurʼān, such as God's Might or behavioral patterns of the believers and the non-believers; or it can be used as a stylistic device. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammatical%20parallelism" title="grammatical parallelism">grammatical parallelism</a>, <a href="https://publications.waset.org/abstracts/search?q=half-line" title=" half-line"> half-line</a>, <a href="https://publications.waset.org/abstracts/search?q=symmetry" title=" symmetry"> symmetry</a>, <a href="https://publications.waset.org/abstracts/search?q=Koran" title=" Koran"> Koran</a> </p> <a href="https://publications.waset.org/abstracts/43495/grammatical-parallelism-in-the-quran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43495.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">333</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">2679</span> Oral Grammatical Errors of Arabic as Second Language (ASL) Learners: An Applied Linguistic Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Fayza%20Al%20Hammadi"> Fayza Al Hammadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Salah%20Al%20Yami"> Salah Al Yami</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: When we further take Arabic grammatical issues into account in accordance with applied linguistic investigations on Arabic as Second Language (ASL) learners, a fundamental issue arises at this point as to the production of speech in Arabic: Oral grammatical errors committed by ASL learners. Aims: Using manual rating as well as computational analytic methodology to test a corpus of recorded speech by Second Language (ASL) learners of Arabic, this study aims to find the areas of difficulties in learning Arabic grammar. More specifically, it examines how and why ASL learners make grammatical errors in their oral speech. Methods: Tape recordings of four (4) Arabic as Second Language (ASL) learners who ranged in age from 23 to 30 were naturally collected. All participants have completed an intensive Arabic program (two years) and 20 minute-speech was recorded for each participant. Having the collected corpus, the next procedure was to rate them against Arabic standard grammar. The rating includes four processes: Description, analysis and assessment. Conclusions: Outcomes made from the issues addressed in this paper can be summarized in the fact that ASL learners face many grammatical difficulties when studying Arabic word order, tenses and aspects, function words, subject-verb agreement, verb form, active-passive voice, global and local errors, processes-based errors including addition, omission, substitution or a combination of any of them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammar" title="grammar">grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=oral" title=" oral"> oral</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=learner" title=" learner"> learner</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics." title=" applied linguistics."> applied linguistics.</a> </p> <a href="https://publications.waset.org/abstracts/186617/oral-grammatical-errors-of-arabic-as-second-language-asl-learners-an-applied-linguistic-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186617.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">45</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">2678</span> The Use of Gender-Fair Language in CS National Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moshe%20Leiba">Moshe Leiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Doron%20Zohar"> Doron Zohar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer Science (CS) and programming is still considered a boy’s club and is a male-dominated profession. This is also the case in high schools and higher education. In Israel, not different from the rest of the world, there are less than 35% of female students in CS studies that take the matriculation exams. The Israeli matriculation exams are written in a masculine form language. Gender-fair language (GFL) aims at reducing gender stereotyping and discrimination. There are several strategies that can be employed to make languages gender-fair and to treat women and men symmetrically (especially in languages with grammatical gender, among them neutralization and using the plural form. This research aims at exploring computer science teachers’ beliefs regarding the use of gender-fair language in exams. An exploratory quantitative research methodology was employed to collect the data. A questionnaire was administered to 353 computer science teachers. 58% female and 42% male. 86% are teaching for at least 3 years, with 59% of them have a teaching experience of 7 years. 71% of the teachers teach in high school, and 82% of them are preparing students for the matriculation exam in computer science. The questionnaire contained 2 matriculation exam questions from previous years and open-ended questions. Teachers were asked which form they think is more suited: (a) the existing form (mescaline), (b) using both gender full forms (e.g., he/she), (c) using both gender short forms, (d) plural form, (e) natural form, and (f) female form. 84% of the teachers recognized the need to change the existing mescaline form in the matriculation exams. About 50% of them thought that using the plural form was the best-suited option. When examining the teachers who are pro-change and those who are against, no gender differences or teaching experience were found. The teachers who are pro gender-fair language justified it as making it more personal and motivating for the female students. Those who thought that the mescaline form should remain argued that the female students do not complain and the change in form will not influence or affect the female students to choose to study computer science. Some even argued that the change will not affect the students but can only improve their sense of identity or feeling toward the profession (which seems like a misconception). This research suggests that the teachers are pro-change and believe that re-formulating the matriculation exams is the right step towards encouraging more female students to choose to study computer science as their major study track and to bridge the gap for gender equality. This should indicate a bottom-up approach, as not long after this research was conducted, the Israeli ministry of education decided to change the matriculation exams to gender-fair language using the plural form. In the coming years, with the transition to web-based examination, it is suggested to use personalization and adjust the language form in accordance with the student's gender. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compter%20science" title="compter science">compter science</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-fair%20language" title=" gender-fair language"> gender-fair language</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20exams" title=" national exams"> national exams</a> </p> <a href="https://publications.waset.org/abstracts/152274/the-use-of-gender-fair-language-in-cs-national-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152274.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">112</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">2677</span> Gender Differences in the Descriptions of Shape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shu-Feng%20Chang">Shu-Feng Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the past years, gender issues have been discussed in many fields. It causes such differences not only in physical field but also in mental field. Gender differences also appear in our daily life, especially in the communication of spoken language. This statement was proved in the descriptions of color. However, the research about describing shape was fewer. The purpose of the study was to determine the description of the shape was different or alike due to gender. If it was different, this difference was dissimilar or as the same as the conclusion of color. Data were collected on the shape descriptions by 15 female and 15male participants in describing five pictures. As a result, it was really different for the descriptions of shape due to gender factor. The findings of shape descriptions were almost as the same as color naming with gender factor. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=naming" title=" naming"> naming</a>, <a href="https://publications.waset.org/abstracts/search?q=shape" title=" shape"> shape</a>, <a href="https://publications.waset.org/abstracts/search?q=sociolinguistics" title=" sociolinguistics"> sociolinguistics</a> </p> <a href="https://publications.waset.org/abstracts/81193/gender-differences-in-the-descriptions-of-shape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81193.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">554</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">2676</span> Canonical Objects and Other Objects in Arabic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Safiah%20Ahmed%20Madkhali">Safiah Ahmed Madkhali</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The grammatical relation object has not attracted the same attention in the literature as subject has. Where there is a clearly monotransitive verb such as kick, the criteria for identifying the grammatical relation may converge. However, the term object is also used to refer to phenomena that do not subsume all, or even most, of the recognized properties of the canonical object. Instances of such phenomena include non-canonical objects such as the ones in the so-called double-object construction i.e. the indirect object and the direct object as in (He bought his dog a new collar). In this paper, it is demonstrated how criteria of identifying the grammatical relation object that are found in the theoretical and typological literature can be applied to Arabic. Also, further language-specific criteria are here derived from the regularities of the canonical object in the language. The criteria established in this way are then applied to the non-canonical objects to demonstrate how far they conform to, or diverge from, the canonical object. Contrary to the claim that the direct object is more similar to the canonical object than is the indirect object, it was found that it is, in fact, the indirect object rather than the direct object that shares most of the aspects of the canonical object in monotransitive clauses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=canonical%20objects" title="canonical objects">canonical objects</a>, <a href="https://publications.waset.org/abstracts/search?q=double-object%20constructions" title=" double-object constructions"> double-object constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=cognate%20object%20constructions" title=" cognate object constructions"> cognate object constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=non-canonical%20objects" title=" non-canonical objects"> non-canonical objects</a> </p> <a href="https://publications.waset.org/abstracts/141579/canonical-objects-and-other-objects-in-arabic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/141579.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">232</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">2675</span> Investigating Iraqi EFL University Students' Productive Knowledge of Grammatical Collocations in English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adnan%20Z.%20Mkhelif">Adnan Z. Mkhelif</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammatical collocations (GCs) are word combinations containing a preposition or a grammatical structure, such as an infinitive (e.g. <em>smile at, interested in, easy to learn,</em> etc.). Such collocations tend to be difficult for Iraqi EFL university students (IUS) to master. To help address this problem, it is important to identify the factors causing it. This study aims at investigating the effects of L2 proficiency, frequency of GCs and their transparency on IUSs’ productive knowledge of GCs. The study involves 112 undergraduate participants with different proficiency levels, learning English in formal contexts in Iraq. The data collection instruments include (but not limited to) a productive knowledge test (designed by the researcher using the British National Corpus (BNC)), as well as the grammar part of the Oxford Placement Test (OPT). The study findings have shown that all the above-mentioned factors have significant effects on IUSs’ productive knowledge of GCs. In addition to establishing evidence of which factors of L2 learning might be relevant to learning GCs, it is hoped that the findings of the present study will contribute to more effective methods of teaching that can better address and help overcome the problems IUSs encounter in learning GCs. The study is thus hoped to have significant theoretical and pedagogical implications for researchers, syllabus designers as well as teachers of English as a foreign/second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20linguistics" title="corpus linguistics">corpus linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency" title=" frequency"> frequency</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20collocations" title=" grammatical collocations"> grammatical collocations</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20vocabulary%20learning" title=" L2 vocabulary learning"> L2 vocabulary learning</a>, <a href="https://publications.waset.org/abstracts/search?q=productive%20knowledge" title=" productive knowledge"> productive knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=proficiency" title=" proficiency"> proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=transparency" title=" transparency"> transparency</a> </p> <a href="https://publications.waset.org/abstracts/110349/investigating-iraqi-efl-university-students-productive-knowledge-of-grammatical-collocations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110349.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">248</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">2674</span> Mistakes in Translation Causing Translation Problems for Undergraduate Students in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjawan%20Tipprachaban">Benjawan Tipprachaban</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to investigate mistakes in translation, particularly from Thai to English, which cause translation problems for undergraduate students in Thailand. The researcher had the non-English major students of Suratthani Rajabhat University as samples. The data were collected by having 27 non-English major students translate 50 Thai sentences into English. After the translation, lots of mistakes were found and the researcher categorized them into 3 main types which were the grammatical mistake, the usage mistake, and the spelling mistake. However, this research is currently in the process of analyzing the data and shall be completed in August. The researcher, nevertheless, predicts that, of all the mistakes, the grammatical mistake will principally be made, the usage mistake and the spelling one respectively, which will support the researcher’s hypothesizes, i.e. 1) the grammatical mistake, mainly caused by language transfer, essentially leads to considerable translation problems; 2) the usage mistake is another critical problem that causes translation problems; 3) basic knowledge in Thai to English translation of undergraduate students in Thailand is at low level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai" title=" Thai"> Thai</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/33553/mistakes-in-translation-causing-translation-problems-for-undergraduate-students-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33553.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">458</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">2673</span> The Mirage of Progress? a Longitudinal Study of Japanese Students’ L2 Oral Grammar</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robert%20Long">Robert Long</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroaki%20Watanabe"> Hiroaki Watanabe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This longitudinal study examines the grammatical errors of Japanese university students’ dialogues with a native speaker over an academic year. The L2 interactions of 15 Japanese speakers were taken from the JUSFC2018 corpus (April/May 2018) and the JUSFC2019 corpus (January/February). The corpora were based on a self-introduction monologue and a three-question dialogue; however, this study examines the grammatical accuracy found in the dialogues. Research questions focused on a possible significant difference in grammatical accuracy from the first interview session in 2018 and the second one the following year, specifically regarding errors in clauses per 100 words, global errors and local errors, and with specific errors related to parts of speech. The investigation also focused on which forms showed the least improvement or had worsened? Descriptive statistics showed that error-free clauses/errors per 100 words decreased slightly while clauses with errors/100 words increased by one clause. Global errors showed a significant decline, while local errors increased from 97 to 158 errors. For errors related to parts of speech, a t-test confirmed there was a significant difference between the two speech corpora with more error frequency occurring in the 2019 corpus. This data highlights the difficulty in having students self-edit themselves. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clause%20analysis" title="clause analysis">clause analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20vs.%20local%20errors" title=" global vs. local errors"> global vs. local errors</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20accuracy" title=" grammatical accuracy"> grammatical accuracy</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20output" title=" L2 output"> L2 output</a>, <a href="https://publications.waset.org/abstracts/search?q=longitudinal%20study" title=" longitudinal study"> longitudinal study</a> </p> <a href="https://publications.waset.org/abstracts/122448/the-mirage-of-progress-a-longitudinal-study-of-japanese-students-l2-oral-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122448.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">132</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">2672</span> Gender Differences in Attitudes to Technology in Primary Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radek%20Novotn%C3%BD">Radek Novotný</a>, <a href="https://publications.waset.org/abstracts/search?q=Martina%20Man%C4%9Bnov%C3%A1"> Martina Maněnová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents a summary of reviews on gender differences in perception of information and communication technology (ICT) by pupils in primary education. The article outlines the meaning of ICT in primary education then summarizes different studies of the use of ICT in primary education from the point of view of gender. The article also presents the specific differences of gender in the knowledge of modalities of use of specialized digital tools and the perception and value assigned to ICT, accordingly the article provides insight into the background of gender differences in performance in relation to ICT to determinate the complex meaning of pupils attitudes to the ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT%20in%20primary%20education" title="ICT in primary education">ICT in primary education</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes%20to%20ICT" title=" attitudes to ICT"> attitudes to ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20differences" title=" gender differences"> gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=gender%20and%20ICT" title=" gender and ICT"> gender and ICT</a> </p> <a href="https://publications.waset.org/abstracts/60878/gender-differences-in-attitudes-to-technology-in-primary-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60878.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">485</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">2671</span> Philippine English: An Exploratory Mixed-Methods Inquiry on Digital Immigrants and Digital Natives' Variety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lesley%20Karen%20Penera">Lesley Karen Penera</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite the countless that has been drawn to investigate Philippine English for a myriad of reasons, none was known to have ventured on a probe of its grammatical features as used in a technology-driven linguistic landscape by two generations in the digital age. Propelled by the assumption of an emerging Philippine English variety, this paper determined the grammatical features that characterize the digital native-immigrants’ Philippine English. It also ascertained whether mistake or deviation instigated the use of the features, and established this variety’s level of comprehensibility. This exploratory mixed-methods inquiry employed some qualitative and quantitative data drawn from a social networking site, the digital native-immigrant group, and the comprehensibility-raters who were selected through non-random purposive sampling. The study yields 8 grammatical features, mostly deemed results of deviation, yet the texts characterized by such features were mostly rated with excellent comprehensibility. This substantiates some of the grammatical features identified in earlier studies, provides evidentiary proof that the digital groups’ Philippine English is not bound by the standard of syntactic accuracy and corroborates the assertion on language’s manipulability as an instrument fashioned to satisfy the users’ need for successful communication in actual instances for use of English past the walls of any university where the variety is cultivated. The same could also be rationalized by some respondents’ position on grammar and accuracy to be less vital than one’s facility to communicate effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=comprehensibility" title="comprehensibility">comprehensibility</a>, <a href="https://publications.waset.org/abstracts/search?q=deviation" title=" deviation"> deviation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20immigrants" title=" digital immigrants"> digital immigrants</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20natives" title=" digital natives"> digital natives</a>, <a href="https://publications.waset.org/abstracts/search?q=mistake" title=" mistake"> mistake</a>, <a href="https://publications.waset.org/abstracts/search?q=Philippine%20English%20variety" title=" Philippine English variety"> Philippine English variety</a> </p> <a href="https://publications.waset.org/abstracts/90970/philippine-english-an-exploratory-mixed-methods-inquiry-on-digital-immigrants-and-digital-natives-variety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/90970.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">2670</span> Gender and Older People: Reframing Gender Analysis through Lifecycle Lens</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Supriya%20Akerkar">Supriya Akerkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The UN Decade on Healthy Ageing (2021-2030) provides a new opportunity to address ageing and gender issues in different societies. The concept of gender has been used to unpack and analyse the power and constructions of gender relations in different societies. Such analysis has been employed and used to inform policy and practices of governments and non-governmental organisations to further gender equalities in their work. Yet, experiences of older women and men are often left out of such mainstream gender analysis, marginalising their existence and issues. This paper argues that new critical analytical tools are needed to capture the realities and issues of interest to older women and men. In particular, it argues that gender analysis needs to integrate analytical concepts of ageing and lifecycle approach in its framework. The paper develops such a framework by critical interrogation of the gender analysis tools that are currently applied for framing gender issues in international development and humanitarian work. Informed by the realities and experiences of older women and men, developed through a synthesis of available literature, the paper will develop a new framework for gender analysis that can be used by governments and non-government organisations in their work to further gender justice across the life cycle. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ageing" title="ageing">ageing</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=older%20people" title=" older people"> older people</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20inclusion" title=" social inclusion"> social inclusion</a> </p> <a href="https://publications.waset.org/abstracts/138412/gender-and-older-people-reframing-gender-analysis-through-lifecycle-lens" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138412.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> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2669</span> Prospects in Teaching Arabic Grammatical Structures to Non-Arab Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yahya%20Toyin%20Muritala">Yahya Toyin Muritala</a>, <a href="https://publications.waset.org/abstracts/search?q=Nonglaksana%20Kama"> Nonglaksana Kama</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Yani"> Ahmad Yani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the paper is to investigate various linguistic techniques in enhancing and facilitating the acquisition of the practical knowledge of Arabic grammatical structuring among non-Arab learners of the standard classical Arabic language in non-Arabic speaking academic settings in the course of the current growth of the internationalism and cultural integration in some higher institutions. As the nature of the project requires standard investigations into the unique principal features of Arabic structurings and implications, the findings of the research work suggest some principles to follow in solving the problems faced by learners while acquiring grammatical aspects of Arabic language. The work also concentrates on the the structural features of the language in terms of inflection/parsing, structural arrangement order, functional particles, morphological formation and conformity etc. Therefore, grammatical aspect of Arabic which has gone through major stages in its early evolution of the classical stages up to the era of stagnation, development and modern stage of revitalization is a main subject matter of the paper as it is globally connected with communication and religion of Islam practiced by millions of Arabs and non-Arabs nowadays. The conclusion of the work shows new findings, through the descriptive and analytical methods, in terms of teaching language for the purpose of effective global communication with focus on methods of second language acquisitions by application. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20structure" title="language structure">language structure</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20grammar" title=" Arabic grammar"> Arabic grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=classical%20Arabic" title=" classical Arabic"> classical Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communication" title=" intercultural communication"> intercultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=non-Arabic%20speaking%20environment%20and%20prospects" title=" non-Arabic speaking environment and prospects"> non-Arabic speaking environment and prospects</a> </p> <a href="https://publications.waset.org/abstracts/15270/prospects-in-teaching-arabic-grammatical-structures-to-non-arab-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15270.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">400</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=grammatical%20gender&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=grammatical%20gender&page=3">3</a></li> <li class="page-item"><a class="page-link" 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