The Cambridge Dictionary of Linguistics

Brown, Keith; Miller, Jim

doi:10.1017/cbo9781139049412

Cited by 98 publications

(44 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pidgin is not anyone's first language). The same processes are often found in imperfect adult foreign/second language learning and translation (Brown & Miller, 2013;Muysken & Smith, 2008). The marked numbers (markedness), in contrast, are normally distorted by the FL students/translator's cross-linguistic interferences of (negative interference of L1) phonology, context-based lexis, morphology, syntax, lexico-semantics (Grammatical and Lexical Collocations and Semantic Sense Relation), stylistics, discourse analysis, orthography (Kaweera, 2013;Shekhzadeh & Gheichi, 2011).…”

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 57%

“…The idea of PS, which was first proposed by the Noam Chomsky in his Universal Grammar (UG) theory, elucidated that all humans acquire the same core grammar. Nonetheless, grammars superficially differ depending on which the language a particular child is exposed to (Brown & Miller, 2013). The PS lies in the Cruxes of the unmarked numbers (Um) or unmarkedness of pidgin and the marked numbers or markedness (M).…”

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 99%

“…The word that shares its linguistic derivation with (i.e., is related to) another is, for example, the English word "father" is cognate with the German "vater (teflnet, 1998-2019)." Similarly, in pronunciation, the introduction of additional sounds in particular environments, e.g., the intrusive r found in some pronunciations where there is no 'r' in the spelling and no 'r' is generally pronounced, as in law and order [law[r] and order], Where there is an 'r' in the spelling and it is pronounced, this is known as a linking r, as in rear end [rea[r]end] (Brown & Miller, 2013). In 1962, the Polish linguist J. Kury-lowicz used "Isomorphism" to show the structural analogies between phonics and semantic units, for example, the syllable, and the sentence.…”

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 99%

See 2 more Smart Citations

“Instructing” the Cruxes of Language Errors: Diagnosing the EFL Students’ Significant Translation Errors

Telaumbanua¹

2019

IJEL

View full text Add to dashboard Cite

The study follows growing the author’s concern over the EFL students’ significant translation errors although a number of researches in the field of Error Analysis showed the equivalent/unchanged results, namely, MT and TL interferences were the major causes of the EFL students’ Writing and Translation errors. EFL students keep making errors. On the basis of the facts, the study aims at specifically instructing the cruxes of the errors, diagnosing the students’ errors and observing whether or not significant improvements were found after instructing the errors. This study entailed the use of a qualitative method design. The purposive sampling and typical sample technique were ways of selecting the population and sample. Observation and unstructured interviews were techniques of collecting the data while the 1973 Corder’s clinical elicitation; and Miles and Huberman’s flow model were techniques of analysing the data. The results of the study showed that the significant translation errors made by the 2nd-year ED class II-A students before instructing the cruxes of errors were heavily centred on MT causes, TL interferences, and Communication Strategy of Holistic strategy of Approximation and Analytical strategy of Circumlocution-based errors. The total number of these errors was 1,948. In contrast, after instructing them, it significantly decreased to 636. The decrease in the number of errors in the students’ translation positively signified that the instruction of the cruxes of the errors could deduct students’ critical English language issues from making errors. The instruction in the cruxes of the errors effectively mitigates the significant effects of the MT and TL interferences, and Communication strategy-based errors; significantly improves the students’ knowledge of the cruxes of the LLU errors in Translation, as well as qualifies the outputs of their Indonesian-English translation.

show abstract

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 57%

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 99%

Section: Mother Tongue (Mt) Interference: Interlingual Causes (Inter-c)mentioning

confidence: 99%

See 1 more Smart Citation

“Instructing” the Cruxes of Language Errors: Diagnosing the EFL Students’ Significant Translation Errors

Telaumbanua¹

2019

IJEL

View full text Add to dashboard Cite

show abstract

“…By the same token, scholars have already been trying to gain insights into the definition of a proverb. For instance, "Proverb means," say Brown & Miller (2013), "a memorable saying expressing a perceived truth or moral lesson" (p.365). If this is all, truths or moral lessons are certainly designating facts intact.…”

Section:  Backgroundmentioning

confidence: 99%

Oromo Proverbs: The Analysis of Context, Value, and Syntax

Rundassa¹

2020

IJISRT

View full text Add to dashboard Cite

The purpose of this study was to investigate the of proverbs in the act of conversations among the Oromo people. Oromo proverbs were then under close scrutiny of context, value, and syntax. In so doing, the qualitative research method that stems from realist ethnography was put to use so as to encapsulate its purpose. Afterwards, the investigation was carried out using a total of (n = 116) from the Arsi Oromo inhabited Kersa and its vicinity in Arsi zone, Ethiopia. Of this amount, thus, (n= 78 (67%), male; n = 38 (33%) female) involved voluntarily. To catch up the research agenda, purposive sampling was used as a means of selecting the participants whereby age was a requirement. In the quest, the research subsequently used three instruments: participant observation, interview, and field notes. The findings therefore hereby show that contexts and values are embedded in proverbs though their linguistic analysis entirely rely on scholarly accomplishment. In these realities are explicated three paradoxical nature of proverbs – brevity, acculturation, and social control. At last, recommendations and implications are given so that the outcomes of the study will aid in the enactments.

show abstract

“…As defined in Oxford Dictionary of English, colloquial is language used in ordinary or familiar conversation. More linguistically, it is defined as a term applied to vocabulary and grammar typical of informal style (Brown and Miller, 2013).…”

Section: Factors Triggering the Dynamic Of Usementioning

confidence: 99%

The Use of Phonetically Reduced Modals in Present-day English: A Corpus-Based Analysis

Oktavianti

2019

Engl.Lang.Teach.Educational.J

View full text Add to dashboard Cite

This paper examines the usage frequency of phonetically reduced modals (i.e. gonna, wanna, gotta) in Present-day English. It is assumed that in distinct sociolinguistic and discourse contexts, the use of reduced modals is dynamic. To collect the data, there are two corpora used in this study, Corpus of Contemporary American English and Global Web-Based English as the representatives of Present-day English. The analysis focuses on usage frequency of phonetically reduced modals over period of time, in different regions, different medium of language use, and different text types. The frequencies were further interpreted based on sociolinguistics and text genre perspective to reveal the factors triggering the dynamic of use. The results of this study show the use of reduced modals is dramatically escalating in the last decades. According to regional observation, the use of reduced modals is more frequent in the United States than in other English-speaking countries. In relation to medium of language use, reduced modals are more commonly used in spoken language than in written language. As for text type, the usage frequency of reduced modal in fiction texts is the highest compared to academic texts and news texts. Academic texts seem to avoid these linguistic units since this sort of text must obey the use of standard language in which reduced forms are less standard and more colloquial. This phonetic reduction is plausible to occur since language system and language use apply economy principle. The use of phonetically reduced modals, however, varies in different context, varies in different context, influenced by colloquialization: the more colloquial the context is, the more frequent they are. In general, language use is phonetically simplified and sociolinguistically colloquialized.

show abstract

The Cambridge Dictionary of Linguistics

Cited by 98 publications

References 0 publications

“Instructing” the Cruxes of Language Errors: Diagnosing the EFL Students’ Significant Translation Errors

“Instructing” the Cruxes of Language Errors: Diagnosing the EFL Students’ Significant Translation Errors

Oromo Proverbs: The Analysis of Context, Value, and Syntax

The Use of Phonetically Reduced Modals in Present-day English: A Corpus-Based Analysis

Contact Info

Product

Resources

About