| Papers [1-16] of 31 :: [Page 1 of 2] | | Go to page : 1 2 —> | Search results on "LEXICO GRAMMATICAL": |
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A Lexico-Grammatical Analysis, 2003.
This paper is a Lexico-Grammatical analysis of a passage from Dr. Donald L. Botten's book, "Creative Happiness" (1997), which considers the text in its social and cultural context.
2,385 words (approx. 9.5 pages), 6 sources, MLA, AU$ 106.95
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Abstract
This paper demonstrates that a lexico-grammatical analysis of textual content can provide some significant insights into how the author attempts to communicate concepts about the issues under discussion to the reader and how the reader manages to achieve an understanding of these ideas through various cultural and social components that make effective communication possible. The author points out that the world-view, which is shared by all members of a linguo-cultural community, allows the generation and comprehension in a subconscious insight process of metaphorical linguistic meanings. The paper relates that narrative frame, with Dr. Botten speaking directly to both potential clientele and clinicians in this segment of his book, "Creative Happiness", assumes the form of general and cordially delivered advice concerning what is required to better understand the problems associated with providing positive mental healthcare outcomes. Charts.
Table of Contents
Introduction
Review and Analysis
Social and Cultural Context of the Passage
Analysis of the Language of the Text at the Clause Level
Register and Genre
Activity and Object Focus: Processes, Participants, and Circumstances
Discursive Analysis of the Text and Its Context
Summary and Conclusion
From the Paper
"By culture, it is possible for the members of a speech community to orientate themselves with respect to social, moral and political values in their empirical and mental experience. Cultural categories such as Time and Space, Good and Evil, and so forth, are conceptualized in the subconscious knowledge of standards, stereotypes, mythologies, rituals, general habits and other cultural patterns. The anthropocentric approach in linguistics is focused on the elucidation of the everyday language world-picture. From this perspective, it is assumed that every language, especially with regard to its figurative meanings, is concerned with the reflection and extension of what Weisgerber called the Weltansicht, or 'world-view'."
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Pragmatics - Grammatical Constructions, 2007.
A discussion regarding construction grammar and grammatical constructions.
917 words (approx. 3.7 pages), 16 sources, MLA, AU$ 47.95
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Abstract
This paper reviews and discusses construction grammar. According to the paper, construction grammar (CxG) is a usage-based framework, and it endeavors to treat all types of expressions as equally central to capturing grammatical patterning.
Outline:
Fillmore's approach to Construction Grammar
More cognitive approaches to Construction Grammar
Towards a "Fluid" Construction Grammar
From the Paper
"A. Radical Construction Grammar (Croft): all constructions are language-specific; all categories are defined by constructions; constructions are the primitive units of language. This kind of CxG takes into account cross-linguistic factors, dealing with the internal structure of constructions. Radical CxG is non-reductionist: constructions are not derived from their parts, but the parts are derived from the constructions. Radical CxG is opposed to the idea that syntactic categories, roles, and relations are universal. Moreover, they are not only language-specific, but also construction-specific. Instead of syntactic relations, Radical CxG rather talks about semantic relations. Indeed, it is closely related to cognitive linguistics."
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Criticism Of Genesis, 2004.
This paper discusses the historical, grammatical and literary aspects of Genesis.
1,130 words (approx. 4.5 pages), 5 sources, MLA, AU$ 57.95
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Abstract
This paper discusses the historical, grammatical and literary aspects of Genesis 22:1-19. The historical analysis in this article suggests that Genesis may be myth or it may be rooted in history. At any rate, the writer claims that its religious significance surely outweighs its historical significance. The writer discusses that research on grammatical points has hopefully aided in a better understanding of the text. Further, the writer suggests that literary analysis has highlighted the development of the story, its theme and implications.
From the Paper
"The story of God's command for Abraham to sacrifice his son Isaac, found in Genesis, is perhaps one of the more well-known biblical stories. Genesis may or may not be a story of actual people but most will agree that its religious meaning is more important than proof. The grammatical structure of the modern English translation of biblical Hebrew provides some difficulty to understanding the text. This paper briefly explains research conducted on grammatical points in relation to ... "
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The Cantonese ge3, 2008.
A descriptive overview of the usages of the grammatical marker ge3 in Cantonese.
5,319 words (approx. 21.3 pages), 31 sources, APA, AU$ 189.95
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Abstract
This paper explores the nature of the grammatical marker ge3 in Cantonese from a Cantonese perspective. The author describes the various constructions in which ge3 can appear, and discusses the similarities among some of these constructions. The paper organizes the researched data according to whether there is a nominal element after ge3, and according to whether the pre-ge3 element denotes a proposition or a property. The author identifies the usages of ge3 in conditionals and contrastive topic clauses as being also adnominal usages and describes the differences in phonology and usage between the predicative-ge3 and the assertive-ge3. The author concludes with the hope that the findings of this paper will provide new perspectives in the understanding of similar grammatical markers in Cantonese as well as in other languages.
Outline:
Introduction
An Overview of the Various Usages of ge3
Interaction Between Assertive-ge3 and Predicative-ge3
Similarities Between Conditionals, Contrastive Topic Clauses and Assertive Sentences
Ge3, gam2 and Demonstratives
Ge3 and gam2
Gam2 and Demonstratives
Ge3 as a Defective Indexical
Ge3 and Demonstratives
Conclusions
From the Paper
"In other words, conditionals, contrastive topic clauses and assertions are similar in that in all three cases, the constructions make the contents they denote into the shared presuppositions of all the conversation participants. In view of the fact that all these three constructions involve the use of ge3, I assume that ge3 is related to the function of making the speaker's propositions into shared presuppositions in these three constructions. In conditionals (contrastive topic clauses included), ge3 makes the pre-ge3 proposition presuppositional to all the interlocutors. Similarly for assertive-ge3, it brings the proposition denoted by the pre- ge3 sentence, which is only the speaker's presupposition at the point of utterance, into the common ground. For this reason, sentence-final ge3 yields an intersubjective 'I tell you' or 'believe me' effect."
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The Masoretes' Vowelization of God's Name, 2007.
A grammatical study into the vowelization of God's name in the Hebrew scriptures.
9,553 words (approx. 38.2 pages), 33 sources, MLA, AU$ 282.95
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Abstract
This paper discusses the vowelization of God's name in the Bible. It begins by discussing punctuation in the Bible, particularly in the Hebrew scriptures. It then compares this use of grammar to other ancient languages. It discusses the evolution of the grammatical system, leading up to the system called 'Masoretic Hebrew' punctuation at the end of the twelfth century. The paper discusses in detail the different grammatical forms of God's name, particularly the Masoretes' vowelization of His name.
From the Paper
"When Jesus Christ was on the Earth, spending his Earthly life, he would always appeal to the very words of the Old Testament, and this was taken to be indicative of the fact that Jesus Christ himself approved of this version of the text, and that it had been exactly and accurately transmitted. This Old Testament was the version that was favored and used by the ancient Jews, and it was also considered to be an extremely trustworthy version of what had been originally written by Moses. The Old Testament books as they appear in the Hebrew Bible are actually divided into three distinct groups, and they are: the Law, the Prophets, and the Writings. It was the priests that were given the innate responsibility of preserving the texts, and this was because of the fact that these individuals were considered to be the divinely appointed guardians and the teachers of the Law. (Forever Settled: A Survey of the Documents and the History of the Bible)"
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Comparative Grammar Guidelines: Split Infinitive, 2007.
This paper contrasts the definition of the grammatical term 'split infinitive' as presented in "Webster's Dictionary of English Usage", "The Guide to Canadian Language Usage" and "A Dictionary of Modern English Usage".
895 words (approx. 3.6 pages), 3 sources, MLA, AU$ 45.95
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Abstract
This paper explains that, by analyzing the similar and contrasting definitions of the use of the split infinitive, the reader can realize how different guides use different objectives to impart a meaning to various grammatical terms. The author points out that, in discussing the split infinitive, the "Webster Guide" makes a faulty assumption that popular literature and various theorists have defined the syntactical usage with a far wider meaning. The paper concludes that the definitions of the split infinitive as a misnomer appear logically and grammatically adequate in the "Webster Guide"; while the "Canadian Guide" provides a more detailed explanation of usage within certain styles of speech and writing. The paper includes several quotations.
From the Paper
"In this manner, the term is being nullified since it does not really represent a technical "splitting" of the infinitive within a technical usage format. The appurtenant aspect of the infinitive provides a grammatical explanation of why the "Webster Guide" does not agree that the term is valid in language other than slang. However, the "Guide to Canadian English Usage" tends to propose that, although a split infinitive may not be a correct form of writing, it can still be seen as a definitive explanation for syntactical alignment of these words within a social and standardized written context:"
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Chinese Address Terms, 2001.
This paper looks at the actual use of Chinese address terms in various interpersonal relations, the grammatical status of the terms of address, and the condition(s) for their occurrence in Chinese.
3,220 words (approx. 12.9 pages), 100 sources, MLA, AU$ 133.95
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Abstract
This paper lexamines Chinese address terms, their grammatical nature, usage, history of their use, similarities to other languages, and the social dynamics involved in their use. Through the examination of exact terms, the author demonstrates to the reader, the different ways that these terms can be used, depending upon the audience being addressed.
From the Paper
"The extension of kinship terms to non-kin persons like categories 6 and 7 has the goal in Chinese communities of socializing the young into respect for their elders and care for their young. Wu says, ?extending the family relationships to outsiders thus fulfills the goal of ?one family under the sky? (tianxia yijia)? (1989).Used by the speaker of these terms implies that the rules of behavior are extended to the addressee; or they might even by said to be imposed upon the addressee. If the addressee feels uncomfortable, he can decline the term of address applied to him in this particular relationship. This can happen when the addressee is genuinely modest or when he senses some degree of insincerity in the act. Usually the socializer who confers the address-form is a parent or a caretaker of the child (Hong 1991). But the same discomfort can occur when the term is inconsistent with the addressee?s sense of camaraderie."
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The U.S. Declaration of Independence, 2006.
This paper analyzes the U.S. Declaration of Independence from the standpoint of word choice, grammatical structure and the progression of argument, all of which affect the meaning of this document.
3,340 words (approx. 13.4 pages), 1 source, MLA, AU$ 138.95
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Abstract
This paper explains that Thomas Jefferson chose each word of the U.S. Declaration of Independence with care and committees revised it with prudence, giving the nation with a very carefully planned, meticulously executed statement, which is extremely effective in its brevity, clarity and logical progression. The author points out that the very first word, "when", implies that the statement to follow is inevitable; the framers of this declaration could have used the word "if" but this (1) would diminish the drive of the sentence by making the later "dissolving" of political bands uncertain and (2) would make the action of declaring independence an option rather than a duty. The paper relates that the second paragraph showcases the simple logical progression of Thomas Jefferson's brilliance and serves as the moral and philosophical grounds for separation and for the colonists duty to throw off an oppressive government. Several quotations.
From the Paper
""To assume" has a double meaning in its usage in the above paragraph. To assume can mean to presuppose something (here it is the separate and equal station that the colonies felt that they had a right to enjoy). Also, the word assume means to take responsibility upon one's self. It is a statement directed toward the colonies' rights to enjoy a separate and equal status, and their willingness, even eagerness to take on whatever responsibility that may entail. If the Declaration of Independence is to be viewed from the vantage that it was written, then it would be appropriate to assume that the Nature's God referred to in this passage is, in fact, the deist God. The very fact that the word Nature comes before Nature's God suggests the subordinate role of God in the everyday world."
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Second Language Learning, 1994.
Sociocultural & linguistic influences of SLL & effects on teaching & teacher's role, emphasizing communicative over grammatical approach. Research, feedback, models and techniques.
3,600 words (approx. 14.4 pages), 21 sources, AU$ 184.95
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From the Paper
" Introduction
Snow (1993) has noted that most of the people in the world are at least somewhat bilingual; many others are multilingual. In other words, most people have learned at least one language in addition to their native language. Lambert (1990) has introduced an important distinction in bilingualism, one that has implications for the field of second language learning.
Specifically, Lambert (1990) states that there are two kinds of bilingualism. The first is additive bilingualism in which an individual acquires proficiency in a second language with no loss in his or her first language; in other words, both languages are associated with prestige and respect much as are people in Quebec, Canada who speak both English and French.
The second kind of bilingualism is subtractive bilingualism.."
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Modifying Phrases, 2006.
A grammatical analysis of adjectives and adverbs.
1,381 words (approx. 5.5 pages), 2 sources, MLA, AU$ 67.95
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Abstract
This paper discusses how adjectives and adverbs are used to enhance the English language. There is a focus on narrative writing and how modifying clauses are used (and misused) in prose. It provides concise examples of each issue discussed and explores the implications put forth by each.
From the Paper
"One of the most interesting (and misused) areas in English grammar is that of modifying clauses. These groups of words create subtle changes in a piece of writing and lend a richness and depth that otherwise would not be apparent. There are two types of modifiers: adjectives and adverbs. These two areas create a myriad of opportunities for the alteration and enrichment of a piece of narration. Modifying phrases, unfortunately, lend themselves to misuse in many instances. The results of this misuse, often labeled "misplaced modifiers" can often be quite humorous when read in context."
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Diminutives in Romance Languages, 2004.
A paper on the uses of diminutives in Romance languages, and the effects of missing diminutives on the English language.
1,125 words (approx. 4.5 pages), 3 sources, MLA, AU$ 57.95
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Abstract
This paper explains that speakers of a language such as English in which the grammatical diminutive plays an insignificant part, the fact that other languages use the diminutive so frequently can seem rather quaint. The paper goes on to say that the diminutive is a highly useful grammatical structure, one that speakers of languages without a diminutive have to compensate for in various often less than elegant ways. This paper examines the grammatical diminutive in the Romance languages.
From the Paper
"For speakers of a language such as English in which the grammatical diminutive plays an insignificant part, the fact that other languages use the diminutive so frequently can seem rather quaint. But the diminutive is, in fact, a highly useful grammatical structure, one that speakers of languages without a diminutive or with an anemic diminutive, as is the case in English, have to compensate for in various (often less than elegant) ways. This paper examines the grammatical diminutive in the Romance languages. We should begin by defining the grammatical..."
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Teaching Grammar - Focus on 'Aspect', 2006.
An examination of the 'aspect' feature of English grammar and how this is taught.
2,427 words (approx. 9.7 pages), 6 sources, APA, AU$ 107.95
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Abstract
This paper examines the grammatical errors evident in a fictional letter from "Betula" to "Andrea". The paper explains that although the grammatical mistakes (in the letter) are varied, the paper focuses primarily on the letter's problem of incorrect 'aspect', and attempts to analyze how Betula's grammatical aspect problems can be categorized and corrected. The paper also explains the types of tense expressed under 'aspect'.
Table of Contents:
Introduction
What is Aspect?
Types of Tense Expressed Under Aspect
Analysis of Betula's Essay in Terms of Aspect
Conclusion
From the Paper
"In laymen's terms, aspect is really the grammatical aspect of a verb, which characterizes the temporal flow of one's writing. However, it is different from the concept of "tense" alone: although tense describes whether an action or event has occurred in the past, present, or future, aspect determines whether it happened only once, whether it happens continually without stopping, whether it happens on an intermittent basis or whether it continues to happen now (Lynch). An example of different aspects are the statements "I skip" and "I am skipping", both of which lend to different interpretations of tense."
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John 6: A Review and Discussion, 2008.
This paper is a literature review concerning the testimonies of John the Baptist in the fourth Gospel as an influential history of Christian theology. Specifically the paper looks at Chapter 6 within the Book of Signs.
19,130 words (approx. 76.5 pages), 41 sources, APA, AU$ 360.95
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Abstract
The New Testament contains many witnesses to Jesus Christ, but the testimonies of John in the Fourth Gospel have been among the most influential in the history of Christian theology. In the more than eighteen centuries since its compilation, the Fourth Gospel has been the source of intense interest on the part of those who would better understand how the followers of Jesus came to believe that he was the true Son of God and how and why Jesus accomplished his mission on earth. This study provides a review of the peer-reviewed and scholarly literature concerning the gospel of John, including a survey of the academic literature on the subject since 1948, a description of emerging themes and an assessment of how John 6 is situated within the Gospel. A discussion of Chapter 6 within the Book of Signs and the literary structure of John 6 is followed by a structural analysis of John 6 as a general unit and an analysis of John 6:69 in particular. Finally, a discussion of the context of John 6:69 within the Bread of Life Discourse is followed by a grammatical analysis, a colometric presentation and an interpretation of John 6:69 in the concluding chapter.
Outline:
"The Holy One of God" (John 6:69)
A Survey of the Academic Literature since 1948
Emerging Themes
Situating John 6 within the Gospel
Chapter 6 within the Book of Signs
Literary Structure of John 6
Structural Analysis of John 6 as a Unit
Analysis of John 6:69
John 6:69 Context within the Bread of Life Discourse
John 6:69 Grammatical Analysis Colometric Presentation and Interpretation
From the Paper
"Conversely, those who believe in Jesus believe in the one who sent him (12:44). The christological claim of the Fourth Gospel, then, has become so identified with its theological claim that it is no longer possible to speak of Jesus apart from the one who sent him, and it is no longer possible to speak of God apart from the Son whom the Father sent into the world. In a footnote, Matera also notes that, "This establishment of Jesus as Son of God does not mean that he became the Son of God at the Resurrection. Rather, it signifies his messianic enthronement as the Son of God, as the phrase en dynamei ("in power") indicates. Previous to his resurrection, Jesus was, as the Markan Gospel insists, the hidden Messiah. But once raised from the dead, he is enthroned as God's royal Messiah, the Son of God, so that who he was is now apparent."
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Who and Which in Bulgarian and English, 2006.
Examines problems of number and gender transfer when translating "who" and "which" from Bulgarian into English.
4,983 words (approx. 19.9 pages), 8 sources, MLA, AU$ 182.95
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Abstract
There are a number of problems that a translator might come upon when translating wh- words from Bulgarian into English. This paper looks at "who" and "which" in particular. Why is there a problem? In English, "who" and "which" do not take grammatical markers for gender and number, while in Bulgarian they do . In English and Bulgarian, gender is grammaticalized differently. This particularity is sometimes considered a problem for certain translations from Bulgarian, and more specifically, when gender seems of importance to the Bulgarian text. This paper deals with the notions of grammatical and semantic gender only because the former exists in Bulgarian and the latter is used in English. This paper begins with some preliminary remarks, exposing the differences between Bulgarian and English when it comes to number and gender markings. Some translation examples are discussed in more detail in the section entitled "Examples". It must be pointed out that the paper investigates only one side of the problem, where Bulgarian is the source language and English is the target language. Back translation is not discussed here. The main focus is on how gender itself is produced and translated. Following paragraphs clarify what gender is in both languages and what problems translators might encounter if they choose to transfer a gendered reference from Bulgarian into English.
Table of Contents:
Introduction
Preliminary Remarks on Gender and Number in English and Bulgarian
Who and Which in English
Who and Which in Bulgarian
Examples
Conclusions
Bibliography
From the Paper
"In the extra-linguistic world, gender is a physiological phenomenon connected with the structure of some living beings. There are objects with no sex (inanimate) and others with sex (animate). The category of sex has two exponents (male and female). These facts can be reflected in language since gender markings in a given language are, on the first place, categories established through our contact with the natural differences between the sexes and between what we have called "the animate" and "the inanimate". Thus, the linguistic exponent of sex has the following grammatical and/or lexical correspondences in English:
1 M / he male (animate) boy, father, John, etc.
2 F / she female (animate) girl, mother, Mary, etc.
3 N / it O gender (inanimate/undetermined) cat, stone, table, baby (if sex unknown)"
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Polish Syntax, 2006.
This paper discusses the Polish language and provides an introduction to the syntax of Polish.
3,020 words (approx. 12.1 pages), 5 sources, APA, AU$ 127.95
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Abstract
In this article, the writer looks at the Polish language which like other Slavic languages, represents an inflecting, or fusion type of language, in which single grammatical morphemes combine several functions: case, gender, and number in noun forms; person and number in verb forms. The writer claims that the Polish grammatical system closely parallels that of Russian.
Contents:
Introduction
Syntax in Polish Literature
Consider the Following Polish Examples (Giejgo 1981)
The Study and Results
Works Cited
From the Paper
"Because Polish retains a rich inflectional system, morphology is the main device for expressing syntactic distinctions. Word order has grammatical functions only to a limited extent, and hence it can serve other purposes, namely, it performs pragmatic functions. Deviations from the standard (unmarked) SVO order serve the purposes of topicalization; and combined with focal stress, word order expresses special emphasis on certain elements, in a way independent from discourse structure. Furthermore, the rich inflectional system makes it possible to apply ellipsis to a much larger extent than in English. Passive participles are used in passive voice constructions. In spoken language, however, these have a limited range of use, as word order flexibility is sufficient for expressing focus, and a number of subjectless active constructions can be used for subject downgrading. Those occurring in spoken language typically involve perfective participles, used in order to refer to a resulting end state of some action, performed by an unspecified agent which is either unknown or evident or simply irrelevant. These cannot be called truncated passives, as full passives are practically never used. They are rather a subclass of attributive sentences making statements about objects."
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A Lesson Plan Utilizing the Scientific Inquiry Model, 2007.
A lesson plan, predicated upon the scientific inquiry model, that asks students to consider how human beings impact the mating and feeding habits of wildlife whose ecosystems suddenly are disrupted by human waste.
890 words (approx. 3.6 pages), 1 source, APA, AU$ 45.95
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Abstract
The paper relates that the lesson plan presented seeks to employ the scientific inquiry model to foster rational, rigorous and inductive thought and to facilitate the ability of students to communicate about technical/environmental matters in a second language. The author points out that the class will enter the room to find a poster depicting seagulls or other marine wildlife mired in an oil spill, which emphasizes the dangers of human pollution. The paper includes a step-by-step procedure for the lesson. The author states that the student observations will be assessed for grammatical fluency, for descriptiveness, for answering all of the questions posed by the instructor and the amount of detail devoted to answering each question.
Table of Contents:
Abstract
Expectations/Opportunities
Pre-assessment/Student Accommodations
Resources
Lead-in
Step-by-Step Procedure
Assessment/Evaluation
From the Paper
"As part of their observations, students will be asked to answer the following questions: "what happens when one particular area is cleaned up and another area is not?" (The class has brought garbage bags to clean up some areas which are especially hard-hit by pollution while leaving others alone for longer-term observation). "What happens to the soil and vegetation of areas that have been polluted and littered with garbage?" "
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