Caregivers typically use a simplified mode of the language – child-directed speech (CDS) – when addressing young children. In this study, we investigate the use of complex morphological structures ...with a word class change within a single word in Inuktitut CDS. Inuktitut is a polysynthetic agglutinative language of the Inuit–Yupik–Unangan language family spoken in arctic Quebec, which allows more than 10 morphemes per word and in which the meaning of an entire sentence can be expressed in one word. Clearly, such a complex morphological system presents special challenges for young children, which raises the question of whether caregivers shape their CDS in ways that facilitate acquisition. Using the data from mothers addressing eight Inuktitut-speaking children aged 0;11 to 3;6, we investigated whether the frequency and complexity of polysynthetic structures in CDS are dependent on the stage of the children’s linguistic development. The results demonstrate that the number and morphological complexity of the structures with a word class change increased as the children developed linguistically. The variety of nominalizers and verbalizers – the key components of such structures – also increased through the stages and were used in variation sets, which help children acquire morphological items by providing examples of use of the same morpheme in morphologically contrasting environments. These results show the presence of morphological simplification in Inuktitut CDS and demonstrate that such simplification is fine-tuned, i.e., that mothers are sensitive to their children’s level of linguistic development.
When a clause like
is rankshifted and nominalized as
, ideational grammatical metaphor (IGM) occurs. However, embedded clauses (e.g. the fact
) are also rankshifted and nominalized, but they cannot ...be regarded as IGMs. This issue of embedding has tended to be relatively under studies within the theory of systemic functional linguistics (SFL). In order to tackle this issue, we propose a principle (i.e. the full realization principle, FRP) which operates in parallel with the principle of rankshift for the identification of IGMs. Under the FRP principle, a nominalization may be full, intermediate or raw in realization, but only the full nominalization which is compressed both in meaning and form can be regarded as IGM. As a necessary supplement to the rankshift principle, FRP helps distinguish nominalizations which are IGMs from those which are not, and the issue of embedding will not be a problem any longer. This in turn offers a new perspective to the categorization of nominalization in general.
Nominalizarea verbală este un proces activ în limba română care se manifestă sistemic și cu regularitate. Aceste unități lexicale se caracterizează prin natura duală (verbală și nominală) la nivel ...morfologic, sintactic, semantic. În cadrul studiului curent ne-am propus să evidențiem unele particularități de structurare a acatistului prin intermediul substantivelor deverbale.Substantivele deverbale contribuie în mod semnificativ la procesul de construcție a textului, prin potențele lor de condensare a informației, de restrângere a frazei, capacitatea de abstractizare (la fel ca și în textul științific), dar care în textul religios are menirea, mai degrabă, de a crea un efect atemporal. Nominalizările verbale sunt parte integrantă a sistemului figurativ al textului imnografic; ele creează metafore, susțin paralelismul sintactic și, ca urmare, asigură coeziunea, în consecință - textualitatea acatistului. TEXTUAL VALENCIES OF VERBAL NOMINALISATIONS IN THE ROMANIAN AKATHISTSVerbal nominalisation is an active process in the Romanian language that manifests itself systemically and regularly. These lexical units are characterized by the dual nature (verbal and nominal) at the morphological, syntactic, semantic level. In the current study we aimed to highlight some peculiarities of structuring the akathist through deverbal nouns.Deverbal nouns contribute significantly to the process of constructing the text, through their power of condensing information, restricting the sentence, the capacity for abstraction (as in the scientific text), but which in the religious text has the purpose rather to create a timeless effect. Verbal nominations are an integral part of the figurative system of the hymnographic text; they create metaphors, support syntactic parallelism and, as a result, ensure cohesion, consequently the textuality of the akathist.
The Final-over-Final Condition has emerged as a robust and explanatory generalization for a wide range of phenomena (Biberauer, Holmberg, and Roberts 2014, Sheehan et al. 2017). In this article, we ...argue that it also holds in another domain, nominalization. In languages that show overt nominalization of VPs, one word order is routinely unattested, namely, a head-initial VP with a suffixal nominalizer. This typological gap can be accounted for by the Final-over-Final Condition, if we allow it to hold within mixed extended projections. This view also makes correct predictions about agentive nominalizations and nominalized serial verb constructions.
Türk dilleri, yapısal açıdan büyük bir benzerlik gösterse de bütün dilsel alanlarda zaman zaman küçük (bazen büyük işlev farklılıkları) ortaya çıkabilmektedir. Sözcük yapımının temelini oluşturan ...türetim işlemi de Türk dillerinde göreceli olarak farklılaşabilmektedir. Bu yazıda Özbekçe ve Türkiye Türkçesinde kılıcı ad işleminin farklı türetkenlik derecelerine ve işlev alanlarına sahip olduğu iddia edilecektir. Özbekçenin fiilden ad yapan -(u)vchi eki, Türkiye Türkçesinde kullanılan -XcX ekine göre daha çok fiile/fiil sınıfına eklenebilme gücüne sahiptir. Aynı şekilde adlardan kılıcı adlar türeten -CX / -chi eklerinin her iki dildeki türetim güçleri farklıdır. Özbekçe, Türkçe kökenli veya Farsça/Tacikçe kopya biçimbirimlerle çeşitli anlam alanlarından sözcükleri kılıcı ad olarak işaretleyerek Türkiye Türkçesinden ayrılır.
The aim of this study was to explore the use of nominalizations in segmented abstracts, examining their distribution and characteristics and whether they differ from traditional non-segmented ...abstracts in terms of the use of nominalizations. The study adopted a corpus-based approach, querying nominalization tokens using suffixes of nominalization, to analyse different sections of abstracts from 30 research articles in the
. Statistical analysis revealed that the Conclusions section among the four sections (Objective, Methods, Results, and Conclusions) utilized nominalizations most frequently, and a significant difference was found in the frequency of nominalizations between the four sections. The most frequently used suffixes of nominalization were -sion/-tion, followed by -ment and -ity, all of which reflected the functions of nominalization such as information condensation, cohesion construction, and agent or doer avoidance. Segmented abstracts show distinct strategies for the adoption of nominalizations in different sections. This study will contribute to English for Specific Purposes (ESP) in writing research articles.
This article presents an elaborated framework for mapping learners' development of nominalizations, one prominent realization of the linguistic resource, grammatical metaphor (Halliday, 1993; Martin, ...2008). The framework emerges from a larger, corpus-assisted analysis of the Chinese Longitudinal Learner Corpus (CLLC), 520 Chinese learner texts collected during the students' first four semesters of university (Liardét, 2013b, 2014, 2015). Over the past few decades, SFL research has provided rich descriptions of nominalizations (e.g., Halliday & Matthiessen, 1999; Taverniers, 2006); however, little has been done to empirically describe deployment quality and map learners' development ontogenetically, over time (Baratta, 2010). The proposed framework outlined in this paper seeks to identify how learners develop nominalization proficiency by accounting for intermediate realizations that may otherwise be dismissed as mistakes. These nuanced descriptions are illustrated throughout using excerpts from the CLLC and the paper concludes with pedagogical recommendations for apprenticing learners to advanced nominalization proficiency.
•Nominalization is a key resource for achieving the diverse demands of the academy.•This study presents a framework for mapping nominalization proficiency.•Intermediate markers describe the quality of the deployed nominalizations.•Logogenetic descriptors identify the effect of nominalizations on text development.•Detailed descriptions of nominalization intermediacy may inform EAP writing curricula.
The study of stance and how academic writers convey an attitude to their material and readers has become an important area of teaching research in EAP in recent years (Hyland & Guinda, 2012). A ...relatively neglected means of stance expression, however, has been the Noun Complement structure. This study examines this structure as a nominal stance construction which is associated with students' advanced academic literacy. Through a corpus-based contrastive interlanguage analysis, this study compares the use of this stance construction in argumentative essays of 366 Chinese university students (L2) with those of 82 American students (L1) of similar age and educational level. Results show that the L2 students use significantly fewer instances of this construction especially in the event, discourse and cognition types of stance nouns, which are bound up with the generic conventions of argumentative essays. But they show a propensity to invest personal affect by pre-modifying the stance nouns with attitudinal adjectives and first-person possessives. The paper discusses a number of issues raised by the research and makes pedagogical suggestions for EAP writing instruction.
•The Noun Complement structure is a powerful stance construction.•L2 students used significantly fewer instances of this construction to express stance and develop argument.•But L2 students consigned more attitudinal and personal possessive pre-modifications to the stance nouns in the construction.
Related to curriculum 2013 which is currently applied in Indonesia, students are required to learn genres and later write the text independently. One of the genre types learned at higher level of ...students, grade XII is argumentative discussion. However, they often face difficulties in delivering and elaborating their opinions and reasons in writing discussion text since they do not know exactly how to do so. Using qualitative design and Systemic Functional Linguistics analysis, this study attempts to find out the analysis result of the discussion text written by expert in which becomes the basic reference to identify the main problem found in the students’ texts which later help to discover pedagogical implication to improve their writings. The results show that the expert’s text is considered as an ideal model of discussion text. Besides, there are two problems appeared in the students’ texts in term of the situational contexts such as lack of nominalization and the absence of passive sentence. The former becomes the major problem since it is assumed to affect the appearance of the latter. The implementation of Correction Game which is integrated in the genre based approach teaching reveals as pedagogical implication.
Ideology in translation is a controversial topic because of the discrepancy between two main aspects: the “ideology of translation” and the “translation of ideology”. The former examines the ...interference of the translator in the process of translation, whereas the latter inspects the transference of the ideology in the source text (ST) to the target text (TT). This paper aims to analyze the linguistic and non-linguistic features in the English translation of Naguib Mahfouz’s Miramar (1978) to assess the transferal of the ST ideology to the TT. The underpinning approach of this paper is critical discourse analysis (CDA), a model integrating both Fowler (1991) and Fairclough (1995). The ST and TT are compared to determine if the translator successfully reflects the ST ideology and builds a bridge between the literature of “the East” and that of “the West” in a crucial period when translation from Arabic, according to Edward Said, was embargoed. The paper queries the transmission of transitivity, modality, nominalization, metaphor, and symbols by examining certain linguistic, syntactic, referential semantic, and socio-political aspects (Panda, 2013; Munday, 2016). The findings show that the tailored CDA model is effective in examining the transference of ideology; the translator, Fatma M. Mahmoud, does not interfere when conveying the Egyptian ideologies that exist in the ST. Instead, she reveals the ideological underpinnings in the ST by attaining the foregrounded information reflecting social and political ideologies.
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