CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: noun phrase(NP)</title> <meta name="description" content="Search results for: noun phrase(NP)"> <meta name="keywords" content="noun phrase(NP)"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="noun phrase(NP)" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" 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="noun phrase(NP)"> <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> 67</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: noun phrase(NP)</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">67</span> Extraction of Compound Words in Malay Sentences Using Linguistic and Statistical Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zamri%20Abu%20Bakar%20Zamri">Zamri Abu Bakar Zamri</a>, <a href="https://publications.waset.org/abstracts/search?q=Normaly%20Kamal%20Ismail%20Normaly"> Normaly Kamal Ismail Normaly</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Izani%20Mohamed%20Rawi%20Izani"> Mohd Izani Mohamed Rawi Izani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Malay noun compound are phrases that consist of two or more nouns. The key characteristic behind noun compounds lies on its frequent occurrences within the text. Therefore, extracting these noun compounds is essential for several domains of research such as Information Retrieval, Sentiment Analysis and Question Answering. Many research efforts have been proposed in terms of extracting Malay noun compounds using linguistic and statistical approaches. Most of the existing methods have concentrated on the extraction of bi-gram noun+noun compound. However, extracting noun+verb, noun+adjective and noun+prepositional is challenging due to the difficulty of selecting an appropriate method with effective results. Thus, there is still room for improvement in terms of enhancing the effectiveness of compound word extraction. Therefore, this study proposed a combination of linguistic approach and statistical measures in order to enhance the extraction of compound words. Several preprocessing steps are involved including normalization, tokenization, and stemming. The linguistic approach that has been used in this study is Part-of-Speech (POS) tagging. In addition, a new linguistic pattern for named entities has been utilized using a list of Malays named entities in order to enhance the linguistic approach in terms of noun compound recognition. The proposed statistical measures consists of NC-value, NTC-value and NLC value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Compound%20Word" title="Compound Word">Compound Word</a>, <a href="https://publications.waset.org/abstracts/search?q=Noun%20Compound" title=" Noun Compound"> Noun Compound</a>, <a href="https://publications.waset.org/abstracts/search?q=Linguistic%20Approach" title=" Linguistic Approach"> Linguistic Approach</a>, <a href="https://publications.waset.org/abstracts/search?q=Statistical%20Approach" title=" Statistical Approach"> Statistical Approach</a> </p> <a href="https://publications.waset.org/abstracts/66422/extraction-of-compound-words-in-malay-sentences-using-linguistic-and-statistical-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">66</span> A Study on the Acquisition of Chinese Classifiers by Vietnamese Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Quoc%20Hung%20Le%20Pham">Quoc Hung Le Pham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the field of language study, classifier is an interesting research feature. In the world’s languages, some languages have classifier system, some do not. Mandarin Chinese and Vietnamese languages are a rich classifier system, however, because of the language system, the cognitive, cultural differences, so that the syntactic structure of classifier of them also dissimilar. When using Mandarin Chinese classifiers must collocate with nouns or verbs, in the lexical category it is not like nouns or verbs, belong to the open class. But some scholars believe that Mandarin Chinese measure words are similar to English and other Indo European languages. The word hanging on the structure and word formation (suffix), is a closed class. Compared to other languages, such as Chinese, Vietnamese, Thai and other Asian languages are still belonging to the classifier language’s second type, this type of language is classifier, it is in the majority of quantity must exist, and following deictic, anaphoric or quantity appearing together, not separation between its modified noun, also known as numeral classifier language. Main syntactic structure of Chinese classifiers are as follows: ‘quantity+measure+noun’, ‘pronoun+measure+noun’, ‘pronoun+quantity+measure+noun’, ‘prefix+quantity+measure +noun’, ‘quantity +adjective + measure +noun’, ‘ quantity (above 10 whole number), + duo (多)measure +noun’, ‘ quantity (around 10) + measure + duo (多) +noun’. Main syntactic structure of Vietnamese classifiers are: ‘quantity+measure+noun’, ‘ measure+noun+pronoun’, ‘quantity+measure+noun+pronoun’, ‘measure+noun+prefix+ quantity’, ‘quantity+measure+noun+adjective', ‘duo (多) +quanlity+measure+noun’, ‘quantity+measure+adjective+pronoun (quantity word could not be 1)’, ‘measure+adjective+pronoun’, ‘measure+pronoun’. In daily life, classifiers are commonly used, if Chinese learners failed to standardize this using catergory, because the negative impact might occur on their verbal communication. The richness of the Chinese classifier system contributes to the complexity in the study of the system by foreign learners, especially in the inter language of Vietnamese learners. As above mentioned, Vietnamese language also has a rich system of classifiers, however, the basic structure order of two languages are similar but both still have differences. These similarities and dissimilarities between Chinese and Vietnamese classifier systems contribute significantly to the common errors made by Vietnamese students while they acquire Chinese, which are distinct from the errors made by students from the other language background. This article from a comparative perspective of language, has an orientation towards Chinese and Vietnamese languages commonly used in classifiers semantics and structural form two aspects. This comparative study aims to identity Vietnamese students while learning Chinese classifiers may face some negative transference of mother language, beside that through the analysis of the classifiers questionnaire, find out the causes and patterns of the errors they made. As the preliminary analysis shows, Vietnamese students while learning Chinese classifiers made some errors such as: overuse classifier ‘ge’(个); misuse the other classifiers ‘*yi zhang ri ji’(yi pian ri ji), ‘*yi zuo fang zi’(yi jian fang zi), ‘*si zhang jin pai’(si mei jin pai); homonym words ‘dui, shuang, fu, tao’ (对、双、副、套), ‘ke, li’ (颗、粒). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=classifiers" title=" classifiers"> classifiers</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20transfer" title=" negative transfer"> negative transfer</a>, <a href="https://publications.waset.org/abstracts/search?q=Vietnamse%20learners" title=" Vietnamse learners"> Vietnamse learners</a> </p> <a href="https://publications.waset.org/abstracts/65522/a-study-on-the-acquisition-of-chinese-classifiers-by-vietnamese-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65522.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">65</span> Collocation Errors Made by Saudi Learners of English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pakenam%20Shiha">Pakenam Shiha</a>, <a href="https://publications.waset.org/abstracts/search?q=Nadine%20Lacsina"> Nadine Lacsina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Systematic and in-depth analysis of ESL learners’ lexical errors, in general, and of collocation errors, in particular, are relatively rare. Analysis as such proves crucial in understanding how ESL learners construct and use these fixed expressions. Collocational competence of ESL learners is necessary for achieving a native-like proficiency level, which is one of the objectives of foundation programs. This study aims to examine the collocational competence of 50 Saudi foundation program students and identify the collocation errors that they often make. Furthermore, using a questionnaire, the challenges that students encounter in learning collocations and the ways in which their L1 affects their ability to recognize these expressions are identified. To identify the lexical errors and the collocational competence of the students a collocation test was administered. The 150-item lexical collocation test consists of verb-noun and adjective-noun structures. Results of the study reveal that there is a significant difference between the scores of students in the verb-noun and adjective-noun structures. The majority of errors were recorded in the adjective-noun structures due to the students’ L1 influence on the English collocations and the inability to distinguish between synonyms. Moreover, some challenges that students encountered were problems in translation, non-exposure to certain collocations, and degree of L1-L2 difference. All in all, the findings of this study can be interpreted in relation to the student's proficiency level and L2 instruction. Other findings of the study provide insights into language pedagogy—specifically strategies to help students learn collocations more effectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocations" title="collocations">collocations</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL" title=" ESL"> ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title=" applied linguistics"> applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=lexical%20collocations" title=" lexical collocations"> lexical collocations</a> </p> <a href="https://publications.waset.org/abstracts/151574/collocation-errors-made-by-saudi-learners-of-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151574.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">64</span> The Noun-Phrase Elements on the Usage of the Zero Article</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wen%20Zhen">Wen Zhen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Compared to content words, function words have been relatively overlooked by English learners especially articles. The article system, to a certain extent, becomes a resistance to know English better, driven by different elements. Three principal factors can be summarized in term of the nature of the articles when referring to the difficulty of the English article system. However, making the article system more complex are difficulties in the second acquisition process, for [-ART] learners have to create another category, causing even most non-native speakers at proficiency level to make errors. According to the sequences of acquisition of the English article, it is showed that the zero article is first acquired and in high inaccuracy. The zero article is often overused in the early stages of L2 acquisition. Although learners at the intermediate level move to underuse the zero article for they realize that the zero article does not cover any case, overproduction of the zero article even occurs among advanced L2 learners. The aim of the study is to investigate noun-phrase factors which give rise to incorrect usage or overuse of the zero article, thus providing suggestions for L2 English acquisition. Moreover, it enables teachers to carry out effective instruction that activate conscious learning of students. The research question will be answered through a corpus-based, data- driven approach to analyze the noun-phrase elements from the semantic context and countability of noun-phrases. Based on the analysis of the International Thurber Thesis corpus, the results show that: (1) Although context of [-definite,-specific] favored the zero article, both[-definite,+specific] and [+definite,-specific] showed less influence. When we reflect on the frequency order of the zero article , prototypicality plays a vital role in it .(2)EFL learners in this study have trouble classifying abstract nouns as countable. We can find that it will bring about overuse of the zero article when learners can not make clear judgements on countability altered from (+definite ) to (-definite).Once a noun is perceived as uncountable by learners, the choice would fall back on the zero article. These findings suggest that learners should be engaged in recognition of the countability of new vocabulary by explaining nouns in lexical phrases and explore more complex aspects such as analysis dependent on discourse. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase" title="noun phrase">noun phrase</a>, <a href="https://publications.waset.org/abstracts/search?q=zero%20article" title=" zero article"> zero article</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/71576/the-noun-phrase-elements-on-the-usage-of-the-zero-article" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71576.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">253</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">63</span> Turkish University Level EFL Learners’ Collocational Knowledge at Receptive and Productive Levels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nazife%20Duygu%20Bagci">Nazife Duygu Bagci</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Collocations are an important part of vocabulary knowledge, and it is a subject that has recently attracted attention, while still in need of more research. The aim of this study is to answer three research questions related to the collocational knowledge of Turkish university level EFL learners at different proficiency levels of English. The first research question aims to compare the pre-intermediate (PIN) and the advanced (ADV) level learners’ collocational knowledge at receptive and productive levels. The second one is to analyze the performance of the PIN and the ADV students in two main collocation categories; lexical and grammatical. Lastly, the performance of both groups are focused on to find the collocation type (among verb-noun, adjective- noun, adjective-preposition, noun-preposition collocation types) they show the best performance in. Two offline tests were used to answer these questions. The results show that there is a significant difference between the PIN and the ADV groups at both receptive and productive levels. It can be concluded that proficiency is an important criterion in collocational knowledge, and learners do not necessarily know the collocates of the vocabulary items that they know. Although there is no significant difference between the PIN group’s performance in lexical and grammatical collocations, the ADV group showed a better performance in lexical collocations. Lastly, the PIN group at receptive and the ADV group at both receptive and productive levels showed the best performance in verb-noun collocations, which is in line with the previous research focusing on different collocation types. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collocational%20knowledge" title="collocational knowledge">collocational knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=testing" title=" testing"> testing</a> </p> <a href="https://publications.waset.org/abstracts/36902/turkish-university-level-efl-learners-collocational-knowledge-at-receptive-and-productive-levels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36902.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">389</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">62</span> Articles, Delimitation of Speech and Perception</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nataliya%20L.%20Ogurechnikova">Nataliya L. Ogurechnikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper aims to clarify the function of articles in the English speech and specify their place and role in the English language, taking into account the use of articles for delimitation of speech. A focus of the paper is the use of the definite and the indefinite articles with different types of noun phrases which comprise either one noun with or without attributes, such as the King, the Queen, the Lion, the Unicorn, a dimple, a smile, a new language, an unknown dialect, or several nouns with or without attributes, such as the King and Queen of Hearts, the Lion and Unicorn, a dimple or smile, a completely isolated language or dialect. It is stated that the function of delimitation is related to perception: the number of speech units in a text correlates with the way the speaker perceives and segments the denotation. The two following combinations of words the house and garden and the house and the garden contain different numbers of speech units, one and two respectively, and reveal two different perception modes which correspond to the use of the definite article in the examples given. Thus, the function of delimitation is twofold, it is related to perception and cognition, on the one hand, and, on the other hand, to grammar, if the subject of grammar is the structure of speech. Analysis of speech units in the paper is not limited by noun phrases and is amplified by discussion of peripheral phenomena which are nevertheless important because they enable to qualify articles as a syntactic phenomenon whereas they are not infrequently described in terms of noun morphology. With this regard attention is given to the history of linguistic studies, specifically to the description of English articles by Niels Haislund, a disciple of Otto Jespersen. A discrepancy is noted between the initial plan of Jespersen who intended to describe articles as a syntactic phenomenon in ‘A Modern English Grammar on Historical Principles’ and the interpretation of articles in terms of noun morphology, finally given by Haislund. Another issue of the paper is correlation between description and denotation, being a traditional aspect of linguistic studies focused on articles. An overview of relevant studies, given in the paper, goes back to the works of G. Frege, which gave rise to a series of scientific works where the meaning of articles was described within the scope of logical semantics. Correlation between denotation and description is treated in the paper as the meaning of article, i.e. a component in its semantic structure, which differs from the function of delimitation and is similar to the meaning of other quantifiers. The paper further explains why the relation between description and denotation, i.e. the meaning of English article, is irrelevant for noun morphology and has nothing to do with nominal categories of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=delimitation%20of%20speech" title="delimitation of speech">delimitation of speech</a>, <a href="https://publications.waset.org/abstracts/search?q=denotation" title=" denotation"> denotation</a>, <a href="https://publications.waset.org/abstracts/search?q=description" title=" description"> description</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=speech%20units" title=" speech units"> speech units</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a> </p> <a href="https://publications.waset.org/abstracts/68100/articles-delimitation-of-speech-and-perception" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68100.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">61</span> Acquisition of the Attributive Adjectives and the Noun Adjuncts by the L3 Learners of French and German: Further Evidence for the Typological Proximity Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20Akbar%20Jabbari">Ali Akbar Jabbari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role of the prior acquired languages, Persian and English, concerning the acquisition of the third language (L3) French and German at the initial stages. The data were collected from two groups of L3 learners: 28 learners of L3 French and 21 learners of L3 German, in order to test the placement of the attributive adjectives and the noun adjuncts through a grammaticality judgment task and an element rearrangement task. The aim of the study was to investigate whether any of the models proposed in the L3 acquisition could account for the case of the present study. The results of the analysis revealed that the learners of L3 German and French were both affected by the typological similarity of the previous languages. The outperformance of the German learners is an indication of the facilitative effect of L2 English (which is typologically more similar to the German than that of French). English had also a non-facilitative role in the acquisition of French and this is proved in the lower performance of the French learners. This study provided evidence for the TPM as the most accepted model of L3 acquisition. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20influence" title="cross-linguistic influence">cross-linguistic influence</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=third%20language%20acquisition" title=" third language acquisition"> third language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=transfer" title=" transfer"> transfer</a> </p> <a href="https://publications.waset.org/abstracts/104680/acquisition-of-the-attributive-adjectives-and-the-noun-adjuncts-by-the-l3-learners-of-french-and-german-further-evidence-for-the-typological-proximity-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">183</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">60</span> Exploring Students’ Satisfaction Levels with Online Facilitation Provided by National Open University of Nigeria’s Facilitators</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Louis%20Okon%20Akpan">Louis Okon Akpan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National Open University of Nigeria (NOUN) is an open and distance learning institution whose aim is to provide education for all and also promote lifelong learning in Nigeria. Before now, student-centred learning was adopted. In recent times, online facilitation has been introduced. Therefore, the study explores ways in which students are satisfied with online facilitation provided by NOUN lecturers. A qualitative approach was adopted. The interpretive paradigm was employed as a lens to interpret narratives from the participants. In order to gather information for the study, a semi-structured interview was developed for sixteen participants who were purposively selected from eight facilities of the university. After data gathering from the field, it was subjected to transcription and coding. The emergence of themes from the coded data was analysed using thematic analysis. Findings indicated that students found online learning, recently introduced by the university management, extremely fulfilling and rewarding. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20facilitation" title="online facilitation">online facilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturer" title=" lecturer"> lecturer</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20satisfaction" title=" students’ satisfaction"> students’ satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=National%20Open%20University%20of%20Nigeria" title=" National Open University of Nigeria"> National Open University of Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/165542/exploring-students-satisfaction-levels-with-online-facilitation-provided-by-national-open-university-of-nigerias-facilitators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165542.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</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">59</span> Theater Metaphor in Event Quantification: A Corpus Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhuo%20Jing-Schmidt">Zhuo Jing-Schmidt</a>, <a href="https://publications.waset.org/abstracts/search?q=Jun%20Lang"> Jun Lang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Numeral classifiers are common in Asian languages. Research on numeral classifiers primarily focuses on noun classifiers that quantify and individuate nominal referents. There is a scarcity of research on event quantification using verb classifiers. This study aims to understand the semantic and conceptual basis of event quantification in Chinese. From a usage-based Construction Grammar perspective, this study presents a corpus analysis of event quantification in Chinese. Drawing on a large balanced corpus of contemporary Chinese, we analyze 667 NOUN col-lexemes totaling 31136 tokens of a productive numeral classifier construction in Chinese. Using collostructional analysis of the collexemes, the results show that the construction quantifies and classifies dramatic events using a theater-based conceptual metaphor. We argue that the usage patterns reflect the cultural entrenchment of theater as in Chinese conceptualization and the construal of theatricality in linguistic expression. The study has implications for cognitive semantics and construction grammar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=event%20quantification" title="event quantification">event quantification</a>, <a href="https://publications.waset.org/abstracts/search?q=classifier" title=" classifier"> classifier</a>, <a href="https://publications.waset.org/abstracts/search?q=corpus" title=" corpus"> corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=metaphor" title=" metaphor"> metaphor</a> </p> <a href="https://publications.waset.org/abstracts/171981/theater-metaphor-in-event-quantification-a-corpus-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171981.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">85</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">58</span> Translation of the Verbal Nouns (Masadars) Originating from Three-Letter Verbs in the Holy Quran: Verbal Noun with More than One Pattern (Wazn) As a Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Montasser%20Mohamed%20Abdelwahab%20Mahmoud">Montasser Mohamed Abdelwahab Mahmoud</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdelwahab%20Saber%20Esawi"> Abdelwahab Saber Esawi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The language of the Qur’an has a wide range of understanding, reflection, and meanings. Therefore, translation of the Qur’an is inevitably nothing but a translation of the interpretation of the meanings of the Qur’an. It requires special competencies and skills for translators so that they can get close to the intended meaning of the verse of the Qur’an and convey it with precision. In the Arabic language, the verbal noun “AlMasdar” is a very important derivative that properly expresses the verbal idea in the form of a noun. It sounds the same as the base form of the verb with minor changes in the vowel pattern. It is one of the important topics in morphology. The morphologists divided verbal nouns into auditory and analogical, and they stated that that the verbal nouns (Masadars) originating from three-letter verbs are auditory, although they set controls for some of them in order to preserve them. As for the lexicographers, they mentioned the verbal nouns while talking about the lexical materials, and in some cases, their explanation of them exceeded that made by the morphologists, especially in their discussion of structures that the morphologists did not refer to in their books. The verb kafara (disbelief), for example, has three patterns, namely: al-kufْr, al-kufrān, and al-kufūr, and it was mentioned in the Holy Qur’an with different connotations. The verb ṣāma (fasted) with his two patterns (al-ṣaūm and al-ṣīām) was mentioned in the Holy Qur’an while their semantic meaning is different. The problem discussed in this research paper lied in the "linguistic loss" committed by translators when dealing with Islamic religious texts, especially the Qur'an. The study tried to identify the strategy adopted by translators of the Holy Qur'an in translating words that were classified as verbal nouns through analyzing the translation rendered by five translations of the Qur’an into English: Yusuf Ali, Pickthall, Mohsin Khan, Muhammad Sarwar, and Shakir. This study was limited to the verbal nouns in the Quraan that originate from three-letter verbs and have different semantic meanings. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pattern" title="pattern">pattern</a>, <a href="https://publications.waset.org/abstracts/search?q=three-letter%20verbs" title=" three-letter verbs"> three-letter verbs</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20of%20the%20Quran" title=" translation of the Quran"> translation of the Quran</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20nouns" title=" verbal nouns"> verbal nouns</a> </p> <a href="https://publications.waset.org/abstracts/144930/translation-of-the-verbal-nouns-masadars-originating-from-three-letter-verbs-in-the-holy-quran-verbal-noun-with-more-than-one-pattern-wazn-as-a-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">57</span> Phonological and Syntactic Evidence from Arabic in Favor of Biolinguistics</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Marwan%20Jarrah">Marwan Jarrah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper provides two pieces of phonological and syntactic evidence from Arabic for biolinguistics perspective of language processing. The first piece of evidence concerns the instances where a singular noun is converted to a plural noun in Arabic. Based on the findings of several research papers, this study shows that a singular word does not lose any of its moras when it is pluralized either regularly or irregularly. This mora conservation principle complies with the general physical law of the conservation of mass which states that mass is neither created nor destroyed but changed from one form into another. The second piece of evidence concerns the observation that when the object in some Arabic dialects including Jordanian Arabic and Najdi Arabic is a topic and positioned in situ (i.e. after the verb), the verb agrees with it, something that generates an agreeing inflection marker of the verb that agrees in Number, Person, and Gender with the in-situ topicalized object. This interaction between the verb and the object in such cases is invoked because of the extra feature the object bears, i.e. TOPIC feature. We suggest that such an interaction complies with the general natural law that elements become active when they, e.g., get an additional electron, when the mass number is not equal to the atomic number. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=biolinguistics" title="biolinguistics">biolinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic" title=" Arabic"> Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a> </p> <a href="https://publications.waset.org/abstracts/94202/phonological-and-syntactic-evidence-from-arabic-in-favor-of-biolinguistics" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94202.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">230</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">56</span> Semantics of the Word “Nas” in the Verse 24 of Surah Al-Baqarah Based on Izutsus’ Semantic Field Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedeh%20Khadijeh.%20Mirbazel">Seyedeh Khadijeh. Mirbazel</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoumeh%20Arjmandi"> Masoumeh Arjmandi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Semantics is a linguistic approach and a scientific stream, and like all scientific streams, it is dynamic. The study of meaning is carried out in the broad semantic collections of words that form the discourse. In other words, meaning is not something that can be found in a word; rather, the formation of meaning is a process that takes place in a discourse as a whole. One of the contemporary semantic theories is Izutsu's Semantic Field Theory. According to this theory, the discovery of meaning depends on the function of words and takes place within the context of language. The purpose of this research is to identify the meaning of the word "Nas" in the discourse of verse 24 of Surah Al-Baqarah, which introduces "Nas" as the firewood of hell, but the translators have translated it as "people". The present research has investigated the semantic structure of the word "Nas" using the aforementioned theory through the descriptive-analytical method. In the process of investigation, by matching the semantic fields of the Quranic word "Nas", this research came to the conclusion that "Nas" implies those persons who have forgotten God and His covenant in believing in His Oneness. For this reason, God called them "Nas (the forgetful)" - the imperfect participle of the noun /næsiwoɔn/ in single trinity of Arabic language, which means “to forget”. Therefore, the intended meaning of "Nas" in the verses that have the word "Nas" is not equivalent to "People" which is a general noun. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nas" title="Nas">Nas</a>, <a href="https://publications.waset.org/abstracts/search?q=people" title=" people"> people</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20field%20theory." title=" semantic field theory."> semantic field theory.</a> </p> <a href="https://publications.waset.org/abstracts/174261/semantics-of-the-word-nas-in-the-verse-24-of-surah-al-baqarah-based-on-izutsus-semantic-field-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">55</span> Correlation between Funding and Publications: A Pre-Step towards Future Research Prediction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ning%20Kang">Ning Kang</a>, <a href="https://publications.waset.org/abstracts/search?q=Marius%20Doornenbal"> Marius Doornenbal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Funding is a very important – if not crucial – resource for research projects. Usually, funding organizations will publish a description of the funded research to describe the scope of the funding award. Logically, we would expect research outcomes to align with this funding award. For that reason, we might be able to predict future research topics based on present funding award data. That said, it remains to be shown if and how future research topics can be predicted by using the funding information. In this paper, we extract funding project information and their generated paper abstracts from the Gateway to Research database as a group, and use the papers from the same domains and publication years in the Scopus database as a baseline comparison group. We annotate both the project awards and the papers resulting from the funded projects with linguistic features (noun phrases), and then calculate tf-idf and cosine similarity between these two set of features. We show that the cosine similarity between the project-generated papers group is bigger than the project-baseline group, and also that these two groups of similarities are significantly different. Based on this result, we conclude that the funding information actually correlates with the content of future research output for the funded project on the topical level. How funding really changes the course of science or of scientific careers remains an elusive question. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase" title=" noun phrase"> noun phrase</a>, <a href="https://publications.waset.org/abstracts/search?q=tf-idf" title=" tf-idf"> tf-idf</a>, <a href="https://publications.waset.org/abstracts/search?q=cosine%20similarity" title=" cosine similarity"> cosine similarity</a> </p> <a href="https://publications.waset.org/abstracts/52236/correlation-between-funding-and-publications-a-pre-step-towards-future-research-prediction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">54</span> Identifying Necessary Words for Understanding Academic Articles in English as a Second or a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Wagman">Stephen Wagman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper identifies three common structures in English sentences that are important for understanding academic texts, regardless of the characteristics or background of the readers or whether they are reading English as a second or a foreign language. Adapting a model from the Humanities, the explication of texts used in literary studies, the paper analyses sample sentences to reveal structures that enable the reader not only to decide which words are necessary for understanding the main ideas but to make the decision without knowing the meaning of the words. By their very syntax noun structures point to the key word for understanding them. As a rule, the key noun is followed by easily identifiable prepositions, relative pronouns, or verbs and preceded by single adjectives. With few exceptions, the modifiers are unnecessary for understanding the idea of the sentence. In addition, sentences are often structured by lists in which the items frequently consist of parallel groups of words. The principle of a list is that all the items are similar in meaning and it is not necessary to understand all of the items to understand the point of the list. This principle is especially important when the items are long or there is more than one list in the same sentence. The similarity in meaning of these items enables readers to reduce sentences that are hard to grasp to an understandable core without excessive use of a dictionary. Finally, the idea of subordination and the identification of the subordinate parts of sentences through connecting words makes it possible for readers to focus on main ideas without having to sift through the less important and more numerous secondary structures. Sometimes a main idea requires a subordinate one to complete its meaning, but usually, subordinate ideas are unnecessary for understanding the main point of the sentence and its part in the development of the argument from sentence to sentence. Moreover, the connecting words themselves indicate the functions of the subordinate structures. These most frequently show similarity and difference or reasons and results. Recognition of all of these structures can not only enable students to read more efficiently but to focus their attention on the development of the argument and this rather than a multitude of unknown vocabulary items, the repetition in lists, or the subordination in sentences are the one necessary element for comprehension of academic articles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development%20of%20the%20argument" title="development of the argument">development of the argument</a>, <a href="https://publications.waset.org/abstracts/search?q=lists" title=" lists"> lists</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20structures" title=" noun structures"> noun structures</a>, <a href="https://publications.waset.org/abstracts/search?q=subordination" title=" subordination"> subordination</a> </p> <a href="https://publications.waset.org/abstracts/71236/identifying-necessary-words-for-understanding-academic-articles-in-english-as-a-second-or-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71236.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">53</span> Spatial Conceptualization in French and Italian Speakers: A Contrastive Approach in the Context of the Linguistic Relativity Theory</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Camilla%20Simoncelli">Camilla Simoncelli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The connection between language and cognition has been one of the main interests of linguistics from several years. According to the Sapir-Whorf Linguistic Relativity Theory, the way we perceive reality depends on the language we speak which in turn has a central role in the human cognition. This paper is in line with this research work with the aim of analyzing how language structures reflect on our cognitive abilities even in the description of space, which is generally considered as a human natural and universal domain. The main objective is to identify the differences in the encoding of spatial inclusion relationships in French and Italian speakers to make evidence that a significant variation exists at various levels even in two similar systems. Starting from the constitution a corpora, the first step of the study has been to establish the relevant complex prepositions marking an inclusion relation in French and Italian: au centre de, au cœur de, au milieu de, au sein de, à l'intérieur de and the opposition entre/parmi in French; al centro di, al cuore di, nel mezzo di, in seno a, all'interno di and the fra/tra contrast in Italian. These prepositions had been classified on the base of the type of Noun following them (e.g. mass nouns, concrete nouns, abstract nouns, body-parts noun, etc.) following the Collostructional Analysis of lexemes with the purpose of analyzing the preferred construction of each preposition comparing the relations construed. Comparing the Italian and the French results it has been possible to define the degree of representativeness of each target Noun for the chosen preposition studied. Lexicostatistics and Statistical Association Measures showed the values of attraction or repulsion between lexemes and a given preposition, highlighting which words are over-represented or under-represented in a specific context compared to the expected results. For instance, a Noun as Dibattiti has a negative value for the Italian Al cuore di (-1,91), but it has a strong positive representativeness for the corresponding French Au cœur de (+677,76). The value, positive or negative, is the result of a hypergeometric distribution law which displays the current use of some relevant nouns in relations of spatial inclusion by French and Italian speakers. Differences on the kind of location conceptualization denote syntactic and semantic constraints based on spatial features as well as on linguistic peculiarity, too. The aim of this paper is to demonstrate that the domain of spatial relations is basic to human experience and is linked to universally shared perceptual mechanisms which create mental representations depending on the language use. Therefore, linguistic coding strongly correlates with the way spatial distinctions are conceptualized for non-verbal tasks even in close language systems, like Italian and French. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20semantics" title="cognitive semantics">cognitive semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-linguistic%20variations" title=" cross-linguistic variations"> cross-linguistic variations</a>, <a href="https://publications.waset.org/abstracts/search?q=locational%20terms" title=" locational terms"> locational terms</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20spatial%20representations" title=" non-verbal spatial representations"> non-verbal spatial representations</a> </p> <a href="https://publications.waset.org/abstracts/109528/spatial-conceptualization-in-french-and-italian-speakers-a-contrastive-approach-in-the-context-of-the-linguistic-relativity-theory" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/109528.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">113</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">52</span> An Analysis of Interactional Metadiscourse Devices in Communication Arts Research Articles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Woravit%20Kitjaroenpaiboon">Woravit Kitjaroenpaiboon</a>, <a href="https://publications.waset.org/abstracts/search?q=Kanyarat%20Getkham"> Kanyarat Getkham</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This corpus analysis is a quantitative study which intended to investigate the uses of four main interactional metadiscourse devices including fourteen sub-devices in the introduction and the discussion sections of the twenty communication arts research articles taken from Online Journal of Communication and Media technologies by applying ‘AntConc’ software and PASW 18.0. The findings reveal that the three most frequently used devices in the introduction parts are attitudinal marker (adjective), booster (verb), and hedge (modal verb) while the three most frequently found devices in the discussion sections are attitudinal marker (adjective), hedge (modal verb) and booster (verb). There are nine sub-interactional metadiscourse devices among each of which significant difference exist in both introduction and discussion sections. They are attitudinal marker (adverb), attitudinal marker (adjective), booster (verb), booster (adverb), booster (adjective), hedge (modal verb), hedge (lexical verb), hedge (adverb), and hedge (adjective), while another five sub-interactional metadiscourse devices; self-mention, attitudinal marker (verb), attitudinal marker (noun), hedge (noun), and Hedge (phraseology) are found to have has no significant difference between the uses of each device in the introduction and discussion sections. The results also revealed that low and positive relationships exist among thirteen devices. One device which has no relationship with others is attitudinal marker (verb). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20analysis" title="corpus analysis">corpus analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interactional%20metadiscourse%20devices" title=" interactional metadiscourse devices"> interactional metadiscourse devices</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20arts%20research%20articles" title=" communication arts research articles"> communication arts research articles</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20technologies" title=" media technologies"> media technologies</a> </p> <a href="https://publications.waset.org/abstracts/31598/an-analysis-of-interactional-metadiscourse-devices-in-communication-arts-research-articles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31598.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">368</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">51</span> Promoting Open Educational Resources (OER) in Theological/Religious Education in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miracle%20Ajah">Miracle Ajah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the biggest challenges facing Theological/Religious Education in Nigeria is access to quality learning materials. For instance at the Trinity (Union) Theological College, Umuahia, it was difficult for lecturers to access suitable and qualitative materials for instruction especially the ones that would suit the African context and stimulate a deep rooted interest among the students. Some textbooks written by foreign authors were readily available in the School Library, but were lacking in the College bookshops for students to own copies. Even when the College was able to order some of the books from abroad, it did not usher in the needed enthusiasm expected from the students because they were either very expensive or very difficult to understand during private studies. So it became necessary to develop contextual materials which were affordable and understandable, though with little success. The National Open University of Nigeria (NOUN)’s innovation in the development and sharing of learning resources through its Open Course ware is a welcome development and of great assistance to students. Apart from NOUN students who could easily access the materials, many others from various theological/religious institutes across the nation have benefited immensely. So, the thesis of this paper is that the promotion of open educational resources in theological/religious education in Nigeria would facilitate a better informed/equipped religious leadership, which would in turn impact its adherents for a healthier society and national development. Adopting a narrative and historical approach within the context of Nigeria’s educational system, the paper discusses: educational traditions in Nigeria; challenges facing theological/religious education in Nigeria; and benefits of open educational resources. The study goes further to making recommendations on how OER could positively influence theological/religious education in Nigeria. It is expected that theologians, religious educators, and ODL practitioners would find this work very useful. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=OER" title="OER">OER</a>, <a href="https://publications.waset.org/abstracts/search?q=theological%20education" title=" theological education"> theological education</a>, <a href="https://publications.waset.org/abstracts/search?q=religious%20education" title=" religious education"> religious education</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/13561/promoting-open-educational-resources-oer-in-theologicalreligious-education-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13561.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">346</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">50</span> Understanding the Interactive Nature in Auditory Recognition of Phonological/Grammatical/Semantic Errors at the Sentence Level: An Investigation Based upon Japanese EFL Learners’ Self-Evaluation and Actual Language Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hirokatsu%20Kawashima">Hirokatsu Kawashima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One important element of teaching/learning listening is intensive listening such as listening for precise sounds, words, grammatical, and semantic units. Several classroom-based investigations have been conducted to explore the usefulness of auditory recognition of phonological, grammatical and semantic errors in such a context. The current study reports the results of one such investigation, which targeted auditory recognition of phonological, grammatical, and semantic errors at the sentence level. 56 Japanese EFL learners participated in this investigation, in which their recognition performance of phonological, grammatical and semantic errors was measured on a 9-point scale by learners’ self-evaluation from the perspective of 1) two types of similar English sound (vowel and consonant minimal pair words), 2) two types of sentence word order (verb phrase-based and noun phrase-based word orders), and 3) two types of semantic consistency (verb-purpose and verb-place agreements), respectively, and their general listening proficiency was examined using standardized tests. A number of findings have been made about the interactive relationships between the three types of auditory error recognition and general listening proficiency. Analyses based on the OPLS (Orthogonal Projections to Latent Structure) regression model have disclosed, for example, that the three types of auditory error recognition are linked in a non-linear way: the highest explanatory power for general listening proficiency may be attained when quadratic interactions between auditory recognition of errors related to vowel minimal pair words and that of errors related to noun phrase-based word order are embraced (R2=.33, p=.01). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=auditory%20error%20recognition" title="auditory error recognition">auditory error recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=intensive%20listening" title=" intensive listening"> intensive listening</a>, <a href="https://publications.waset.org/abstracts/search?q=interaction" title=" interaction"> interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=investigation" title=" investigation"> investigation</a> </p> <a href="https://publications.waset.org/abstracts/24209/understanding-the-interactive-nature-in-auditory-recognition-of-phonologicalgrammaticalsemantic-errors-at-the-sentence-level-an-investigation-based-upon-japanese-efl-learners-self-evaluation-and-actual-language-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24209.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">513</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">49</span> Effect of Semantic Relational Cues in Action Memory Performance over School Ages </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Farzaneh%20Badinlou">Farzaneh Badinlou</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Kormi-Nouri"> Reza Kormi-Nouri</a>, <a href="https://publications.waset.org/abstracts/search?q=Monika%20Knopf"> Monika Knopf</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Kharazi"> Kamal Kharazi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research into long-term memory has demonstrated that the richness of the knowledge base cues in memory tasks improves retrieval process, which in turn influences learning and memory performance. The present research investigated the idea that adding cues connected to knowledge can affect memory performance in the context of action memory in children. In action memory studies, participants are instructed to learn a series of verb–object phrases as verbal learning and experience-based learning (learning by doing and learning by observation). It is well established that executing action phrases is a more memorable way to learn than verbally repeating the phrases, a finding called enactment effect. In the present study, a total of 410 students from four grade groups—2nd, 4th, 6th, and 8th—participated in this study. During the study, participants listened to verbal action phrases (VTs), performed the phrases (SPTs: subject-performed tasks), and observed the experimenter perform the phrases (EPTs: experimenter-performed tasks). During the test phase, cued recall test was administered. Semantic relational cues (i.e., well-integrated vs. poorly integrated items) were manipulated in the present study. In that, the participants were presented two lists of action phrases with high semantic integration between verb and noun, e.g., “write with the pen” and with low semantic integration between verb and noun, e.g., “pick up the glass”. Results revealed that experience-based learning had a better results than verbal learning for both well-integrated and poorly integrated items, though manipulations of semantic relational cues can moderate the enactment effect. In addition, children of different grade groups outperformed for well- than poorly integrated items, in flavour of older children. The results were discussed in relation to the effect of knowledge-based information in facilitating retrieval process in children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=action%20memory" title="action memory">action memory</a>, <a href="https://publications.waset.org/abstracts/search?q=enactment%20effect" title=" enactment effect"> enactment effect</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge-based%20cues" title=" knowledge-based cues"> knowledge-based cues</a>, <a href="https://publications.waset.org/abstracts/search?q=school-aged%20children" title=" school-aged children"> school-aged children</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20relational%20cues" title=" semantic relational cues"> semantic relational cues</a> </p> <a href="https://publications.waset.org/abstracts/92008/effect-of-semantic-relational-cues-in-action-memory-performance-over-school-ages" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92008.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">275</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">48</span> Meaning Interpretation of Persian Noun-Noun Compounds: A Conceptual Blending Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahareh%20Yousefian">Bahareh Yousefian</a>, <a href="https://publications.waset.org/abstracts/search?q=Laurel%20Smith%20Stvan"> Laurel Smith Stvan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Linguistic structures have two facades: form and meaning. These structures could have either literal meaning or figurative meaning (although it could also depend on the context in which that structure appears). The literal meaning is understandable more easily, but for the figurative meaning, a word or concept is understood from a different word or concept. In linguistic structures with a figurative meaning, it’s more difficult to relate their forms to the meanings than structures with literal meaning. In these cases, the relationship between form and figurative meaning could be studied from different perspectives. Various linguists have been curious about what happens in someone’s mind to understand figurative meaning through the forms; they have used different perspectives and theories to explain this process. It has been studied through cognitive linguistics as well, in which mind and mental activities are really important. In this viewpoint, meaning (in other words, conceptualization) is considered a mental process. In this descriptive-analytic study, 20 Persian compound nouns with figurative meanings have been collected from the Persian-language Moeen Encyclopedic Dictionary and other sources. Examples include [“Sofreh Xaneh”] (traditional restaurant) and [“Dast Yar”] (Assistant). These were studied in a cognitive semantics framework using “Conceptual Blending Theory” which hasn’t been tested on Persian compound nouns before. It was noted that “Conceptual Blending Theory” could lead to the process of understanding the figurative meanings of Persian compound nouns. Many cognitive linguists believe that “Conceptual Blending” is not only a linguistic theory but it’s also a basic human cognitive ability that plays important roles in thought, imagination, and even everyday life as well (though unconsciously). The ability to use mental spaces and conceptual blending (which is exclusive to humankind) is such a basic but unconscious ability that we are unaware of its existence and importance. What differentiates Conceptual Blending Theory from other ways of understanding figurative meaning, are arising new semantic aspects (emergent structure) that lead to a more comprehensive and precise meaning. In this study, it was found that Conceptual Blending Theory could explain reaching the figurative meanings of Persian compound nouns from their forms, such as [talkative for compound word of “Bolbol + Zabani” (nightingale + tongue)] and [wage for compound word of “Dast + Ranj” (hand + suffering)]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cognitive%20linguistics" title="cognitive linguistics">cognitive linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20blending" title=" conceptual blending"> conceptual blending</a>, <a href="https://publications.waset.org/abstracts/search?q=figurative%20meaning" title=" figurative meaning"> figurative meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian%20compound%20nouns" title=" Persian compound nouns"> Persian compound nouns</a> </p> <a href="https://publications.waset.org/abstracts/172903/meaning-interpretation-of-persian-noun-noun-compounds-a-conceptual-blending-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/172903.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">77</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">47</span> Determiner Phrase in Persian</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reza%20Morad%20Sahraei">Reza Morad Sahraei</a>, <a href="https://publications.waset.org/abstracts/search?q=Roghayeh%20Kazeminahad"> Roghayeh Kazeminahad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Surveying the structure of NP in Persian, this article tries to show that most of NP constituents are either independent of each other or they are dependent to Determiner Phrase (=DP). The writer follows a uniform minimal analysis to illustrate the structural position of relevant constituents of DP, including Possessive Phrase, Ezafat Phrase and Quantifier Phrase, under the tree diagram. The most important point of this article is the claim that NP is mostly one of the dependents of DP. Hence, the final section of the article deals with and analyzes the structure of DP in Persian. The DP analysis undertaken in this article has some advantages. It can explain the internal relevance of all DP constituents and provides them all a uniform analysis. Also, the semantic importance of Persian genitive marker and its role in parsing is borne out. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=determiner%20phrase%20%28DP%29" title="determiner phrase (DP)">determiner phrase (DP)</a>, <a href="https://publications.waset.org/abstracts/search?q=ezafat%20phrase%20%28Ezaf%20P%29" title=" ezafat phrase (Ezaf P)"> ezafat phrase (Ezaf P)</a>, <a href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29" title=" noun phrase(NP)"> noun phrase(NP)</a>, <a href="https://publications.waset.org/abstracts/search?q=possessive%20phrase%20%28PossP%29" title=" possessive phrase (PossP)"> possessive phrase (PossP)</a>, <a href="https://publications.waset.org/abstracts/search?q=quantifier%20phrase%20%28QP%29" title=" quantifier phrase (QP)"> quantifier phrase (QP)</a> </p> <a href="https://publications.waset.org/abstracts/24662/determiner-phrase-in-persian" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24662.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">584</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">46</span> Error Analysis of English Inflection among Thai University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim">Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Toby%20J.%20Gibbs"> Toby J. Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The linguistic competence of Thai university students majoring in Business English was examined in the context of knowledge of English language inflection, and also various linguistic elements. Errors analysis was applied to the results of the testing. Levels of errors in inflection, tense and linguistic elements were shown to be significantly high for all noun, verb and adjective inflections. Findings suggest that students do not gain linguistic competence in their use of English language inflection, because of interlanguage interference. Implications for curriculum reform and treatment of errors in the classroom are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=interlanguage" title="interlanguage">interlanguage</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=inflection" title=" inflection"> inflection</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=Thai%20students" title=" Thai students"> Thai students</a> </p> <a href="https://publications.waset.org/abstracts/12225/error-analysis-of-english-inflection-among-thai-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12225.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">466</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">45</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">44</span> Peabody Picture Vocabulary Test in Indian ESL Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vijaya">Vijaya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports the results of a study that measures the level of receptive vocabularies using the Peabody Picture Vocabulary Test (PPVT) in an ESL context. PPVT is a popular standardized test used to measure the vocabulary level of L1 learners. In this study, PPVT was administered to fourteen 9 to 11 year old Indian ESL learners from the fifth standard from a school in Hyderabad. Their performance is compared with the age appropriate performance of L1 learners. Their performance on noun versus verb items is also compared. The results are discussed concerning the learning goals set by the National Council for Educational Research and Training (NCERT) position paper on Teaching of English in India. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=national%20council%20for%20educational%20research%20and%20training" title="national council for educational research and training">national council for educational research and training</a>, <a href="https://publications.waset.org/abstracts/search?q=India" title=" India"> India</a>, <a href="https://publications.waset.org/abstracts/search?q=PPVT" title=" PPVT"> PPVT</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquistion" title=" second language acquistion"> second language acquistion</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary%20acquisition" title=" vocabulary acquisition"> vocabulary acquisition</a> </p> <a href="https://publications.waset.org/abstracts/57814/peabody-picture-vocabulary-test-in-indian-esl-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57814.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">299</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">43</span> A Pragmatic Reading of the Verb "Kana" and Its Meanings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manal%20M.%20H.%20Said%20Najjar">Manal M. H. Said Najjar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arab Grammarians stood at variance with regard to the definition of kana (which might equal was, were, the past form of “be” in English). Kana was considered as a verb, a particle, or a quasi-verb by different scholars; others saw it as an auxiliary verb; while some other scholars categorized kana as one of the incomplete verbs or (Afa’al naqisa) based on two different claims: first, a considerable group of grammarians saw kana as fie’l naqis or an incomplete verb since it indicates time, but not the event or action itself. Second, kana requires a predicate (xabar) to complete the meaning, i.e., it does not suffice itself with a noun in the nominal sentence. This study argues that categorizing the verb kana as fie’l naqis or an incomplete verb is inaccurate and confusing since the term “incomplete” does not agree with its characteristics, meanings, and temporal indications. Moreover, interpreting kana as a past verb is also inaccurate. kana كان (derived from the absolute action of being كون) is considered unique and the most comprehensive verb, encompassing all tenses of the past, present, and future within the dimensions of continuity and eternity of all possible actions under “being”. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title="pragmatics">pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=kana" title=" kana"> kana</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=Arab%20grammarians" title=" Arab grammarians"> Arab grammarians</a>, <a href="https://publications.waset.org/abstracts/search?q=meaning" title=" meaning"> meaning</a>, <a href="https://publications.waset.org/abstracts/search?q=fie%E2%80%99l%20naqis" title=" fie’l naqis"> fie’l naqis</a> </p> <a href="https://publications.waset.org/abstracts/153560/a-pragmatic-reading-of-the-verb-kana-and-its-meanings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153560.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">93</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">42</span> Critical Discourse Analysis of Xenophobia in UK Political Party Blogs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nourah%20Almulhim">Nourah Almulhim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper takes a critical discourse analysis (CDA) approach to investigate discourse and ideology in political blogs, focusing in particular on the Conservative Home blog from the UK’s current governing party. The Conservative party member’s discourse strategies as the blogger, alongside the discourse used by members of the public who reply to the blog in the below-the-lines comments, will be examined. The blog discourse reflects the writer's political identity and authorial voice. The analysis of the below-the-lines comments enables members of the public to engage in creating adversative positions, introducing different language users who bring their own individual and collective identities. These language users can play the role of news reporters, political analysts, protesters or supporters of a specific agenda and current socio-political topics or events. This study takes a qualitative approach to analyze the discriminatory context towards Islam/Muslims in ' The Conservative Home' blog. A cognitive approach is adopted and an analysis of dominant discourses in the blog text and the below-the-line comments is used. The focus of the study is, firstly, on the construction of self/ collective national identity in comparison to Muslim identity, highlighting the in-group and out-group construction. Second, the type of attitudes, whether feelings or judgments, related to these social actors as they are explicated to draw on the social values. Third, the role of discursive strategies in justifying and legitimizing those Islamophobic discriminatory practices. Therefore, the analysis is based on the systematic analysis of social actors drawing on actors, actions, and arguments to explicate identity construction and its development in the different discourses. A socio-semantic categorization of social actors is implemented to draw on the discursive strategies in addition to using literature to understand these strategies. An appraisal analysis is further used to classify attitudes and elaborate on core values in both genres. Finally, the grammar of othering is applied to explain how discriminatory dichotomies of 'Us' Vs. ''Them' actions are carried in discourse. Some of the key findings of the analysis can be summarized in two main points. First, the discursive practice used to represent Muslims/Islam as different from ‘Us’ are different in both genres as the blogger uses a covert voice while the commenters generally use an overt voice. This is to say that the blogger uses a mitigated strategy to represent the Muslim identity, for example, using the noun phrase ‘British Muslim’ but then representing them as ‘radical’ and ‘terrorists'. Contrary to this is in below the lines comments, where a direct strategy with an active declarative voice is used to negatively represent the Muslim identity as ‘oppressors’ and ‘terrorists’ with no inclusion of the noun phrase ‘British Muslims’. Second, the negotiation of the ‘British’ identity and values, such as culture and democracy, are prominent in the comment section as being unique and under threat by Muslims, while in the article, these standpoints are not represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=xenophobia" title="xenophobia">xenophobia</a>, <a href="https://publications.waset.org/abstracts/search?q=blogs" title=" blogs"> blogs</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20discourse%20analysis" title=" critical discourse analysis"> critical discourse analysis</a> </p> <a href="https://publications.waset.org/abstracts/168961/critical-discourse-analysis-of-xenophobia-in-uk-political-party-blogs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168961.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">41</span> Text Similarity in Vector Space Models: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Shahmirzadi">Omid Shahmirzadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Lugowski"> Adam Lugowski</a>, <a href="https://publications.waset.org/abstracts/search?q=Kenneth%20Younge"> Kenneth Younge</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Automatic measurement of semantic text similarity is an important task in natural language processing. In this paper, we evaluate the performance of different vector space models to perform this task. We address the real-world problem of modeling patent-to-patent similarity and compare TFIDF (and related extensions), topic models (e.g., latent semantic indexing), and neural models (e.g., paragraph vectors). Contrary to expectations, the added computational cost of text embedding methods is justified only when: 1) the target text is condensed; and 2) the similarity comparison is trivial. Otherwise, TFIDF performs surprisingly well in other cases: in particular for longer and more technical texts or for making finer-grained distinctions between nearest neighbors. Unexpectedly, extensions to the TFIDF method, such as adding noun phrases or calculating term weights incrementally, were not helpful in our context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=big%20data" title="big data">big data</a>, <a href="https://publications.waset.org/abstracts/search?q=patent" title=" patent"> patent</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20embedding" title=" text embedding"> text embedding</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20similarity" title=" text similarity"> text similarity</a>, <a href="https://publications.waset.org/abstracts/search?q=vector%20space%20model" title=" vector space model"> vector space model</a> </p> <a href="https://publications.waset.org/abstracts/102930/text-similarity-in-vector-space-models-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102930.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">175</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">40</span> Creation of Processes for a Safety Element Out of Context for an Actuator Circuit Control Module</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20Noun">Hassan Noun</a>, <a href="https://publications.waset.org/abstracts/search?q=Christian%20Urban-Seelmann"> Christian Urban-Seelmann</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20Abdelfattah"> Mohamed Abdelfattah</a>, <a href="https://publications.waset.org/abstracts/search?q=Guillaume%20Zeller"> Guillaume Zeller</a>, <a href="https://publications.waset.org/abstracts/search?q=Rajesh%20G."> Rajesh G.</a>, <a href="https://publications.waset.org/abstracts/search?q=Iryna%20Mozgova"> Iryna Mozgova</a>, <a href="https://publications.waset.org/abstracts/search?q=Roland%20Lachmayer"> Roland Lachmayer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several modules in automotive are usually modified and adapted for various project-specific applications. Due to a standardized safety concept, high reusability is accessible. A safety element out of context (SEooC) according to ISO 26262 can be a suitable approach. Based on the same safety concept and analysis, common modules can reach high usability. For developing according to a module out of context, an appropriate and detailed development approach is required. This paper shows how to derive these development processes for platform modules. Therefore, the detailed approach to the safety element out of context is derived. The aim is to create a detailed workflow for all phases of the development and integration of any kind of system modules. As an application example, an automotive project for an actuator control module is considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=functional%20safety" title="functional safety">functional safety</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20processes" title=" engineering processes"> engineering processes</a>, <a href="https://publications.waset.org/abstracts/search?q=system%20engineering" title=" system engineering"> system engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20engineering" title=" electronic engineering"> electronic engineering</a> </p> <a href="https://publications.waset.org/abstracts/149662/creation-of-processes-for-a-safety-element-out-of-context-for-an-actuator-circuit-control-module" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149662.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">144</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">39</span> On the Comprehension of English Compound Nouns by Arabic-Speaking EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdel%20Rahman%20Altakhaineh">Abdel Rahman Altakhaineh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamma%20Alaghawat"> Mohamma Alaghawat</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiba%20Alhendi"> Hiba Alhendi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports an investigation of the comprehension of English compound nouns by sixty Arabic-speaking English Foreign Language (EFL) learners majoring in English at the University of Jordan, Amman. The investigation focused on the problems that these learners may encounter in understanding certain types of compounds and their ability to use their L1 compound noun knowledge to produce the meaning of L2 compound nouns. Participants whose English proficiency level was advanced underwent a test to identify the meaning ofan underlined compound without using a dictionary. Theresponses to the three different types of compounds were analyzed usingTwo-Way repeated measures ANOVA, and the results showed that there were different endocentric and exocentric compound responses within subordinative compounds, with a statistically significant difference between the two in favor of endocentric compounds. We argue that the endocentric, especially subordinative endocentric compounds,weremore easily understood due to its representative nature, i.e., because the head represents the meaning of the whole compound. The study concludes with pedagogical implications for teaching compound nouns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=morphology" title="morphology">morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=compounding" title=" compounding"> compounding</a>, <a href="https://publications.waset.org/abstracts/search?q=SLA" title=" SLA"> SLA</a>, <a href="https://publications.waset.org/abstracts/search?q=arabic-speaking%20EFL%20learners" title=" arabic-speaking EFL learners"> arabic-speaking EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/156868/on-the-comprehension-of-english-compound-nouns-by-arabic-speaking-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156868.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">106</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">38</span> Foregrounding Events in Modern Sundanese: The Pragmatics of Particle-to-Active Voice Marking Shift</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rama%20Munajat">Rama Munajat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Discourse information levels may be viewed from either a background-foreground distinction or a multi-level perspective, and cross-linguistic studies on this area suggest that each information level is marked by a specific linguistic device. In this sense, Sundanese, spoken in Indonesia’s West Javanese Province, further differentiates the background and foreground information into ordinary and significant types. This paper will report an ongoing shift from particle-to-active voice marking in the way Sundanese signals foregrounding events. The shift relates to decades of contact with Bahasa Indonesia (Indonesia’s official language) and linguistic compatibility between the two surface marking strategies. Representative data analyzed include three groups of short stories in both Sundanese and Bahasa Indonesia (Indonesian) published in three periods: before 1945, 1965-2006, and 2016-2019. In the first group of Sundanese data, forward-moving events dominantly appear in particle KA (Kecap Anteuran, word-accompanying) constructions, where the KA represents different particles that co-occur with a special group of verbs. The second group, however, shows that the foregrounded events are more frequently described in active-voice forms with a subject-predicate (SP) order. Subsequently, the third offers stronger evidence for the use of the SP structure. As for the Indonesian data, the foregrounding events in the first group occur in verb-initial and passive-voice constructions, while in the second and third, the events more frequently appear in active-voice structures (subject-predicate sequence). The marking shift above suggests a structural influence from Indonesian, stemmed from generational differences among authors of the Sundanese short stories, particularly related to their education and language backgrounds. The first group of short stories – published before 1945 or before Indonesia's independence from Dutch – were written by native speakers of Sundanese who spoke Indonesian as a foreign language and went through the Dutch education system. The second group of authors, on the other hand, represents a generation of Sundanese native speakers who spoke Indonesian as a second language. Finally, the third group consists of authors who are bilingual speakers of both Sundanese and Indonesian. The data suggest that the last two groups of authors completed the Indonesian education system. With these, the use of subject-predicate sequences to denote foregrounding events began to appear more frequently in the second group and then became more dominant in those of the third. The coded data also signify that cohesion, coherence, and pragmatic purposes in Particle KA constructions are intact in their respective active-voice structure counterparts. For instance, the foregrounding events in Particle KA constructions occur in Sentence-initial KA and Pre-verbal KA forms, whereas those in the active-voice are described in Subject-Predicate (SP) and Zero-Subject active-voice patterns. Cross-language data further demonstrate that the Sentence-initial KA and the SP active-voice structures each contain an overt noun phrase (NP) co-referential with one of the entities introduced in a preceding context. Similarly, the pre-verbal KA and Zero-Subject active-voice patterns have a deleted noun phrase unambiguously referable to the only one entity previously mentioned. The presence and absence of an NP inform a pragmatic strategy to place prominence on topic/given and comment/new information, respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title="discourse analysis">discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=foregrounding%20marking" title=" foregrounding marking"> foregrounding marking</a>, <a href="https://publications.waset.org/abstracts/search?q=pragmatics" title=" pragmatics"> pragmatics</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20contact" title=" language contact"> language contact</a> </p> <a href="https://publications.waset.org/abstracts/124753/foregrounding-events-in-modern-sundanese-the-pragmatics-of-particle-to-active-voice-marking-shift" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124753.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">138</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=noun%20phrase%28NP%29&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>