hey left that, as they said, to 'future research', but as yet no future research seemingly has been done on that subject.
his is the contribution of this study.

Research Objective

he first step is to replicate Dulay & Burt's (1973) previous study. imes have changed. he educational system has changed. Our aim will be to test whether the 12% of syntactic errors are indeed unique, or whether their appearance is due to educational standards and particular curriculum.

Hypotheses

Our hypothesis is that educational systems generate child's comprehension and internalization of the subject. he educational system of the '70s (when the study was conducted) was quite different to that of today. Our aim will be to conduct a study that will be closely replicated on Dulay & Burt's (1973) original study. he children will be the same age. hey will be extracted from the same area. he same schools (if in existence) will be…...

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The study will follow that of Dulay & Burt (1973) in all details. Schools will be solicited for permission, and the data will be evaluated by SPSS. Parents and teachers will also be told about experiment and parents too will be solicited permission. The tabulation of errors and summarization will be done by 2 objective associates. Teachers will review results.

Source

Dulay, HC & Burt MK ( 1973) Should we teach children syntax? Language learning, 23, 245-261

In colloquial Polish speech, hyperbaton is associated with strong focus, optimally with symmetrical contrast. However, in literary prose hyperbaton can also occur with weak focus and with unfocused nonlexicals. hen presented with examples of the exclusively literary type of hyperbaton out of their literary context, native speakers of Polish either rejected them say-ing that they did not understand why the Y1 modifiers were in hyperbaton, or corrected them into colloquially acceptable hyperbata by stressing the Y1 modifier so as to induce a strong narrow focus.

Consider the following Polish examples (Giejgo 1981)

Slynnego przywitali-my j-znawce famous we greeted linguist J-zykoznaw-e przywitali-my s-ynnego linguist we greeted famous 'e greeted a famous linguist' Szynk? kupil I chleb ham bought and bread 'e bought ham and bread.'

The first example is an Y1 modifier hyperbaton, the second an Y2 modifier hyperbaton. In the third, the verb is straddled not by a noun and its modifier but…...

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Works Cited

FLASHNER, V. 1987, "The grammatical marking of theme in oral Polish narrative'," in R. Tomlin (ed.), Coherence and Grounding in Discourse (Amsterdam: John Benjamins), 131-56.

FOLEY, W.D., and VAN Jr., R.D. VALIN 1984, Functional Syntax and Universal Grammar (Cambridge: Cambridge University Press).

Giejgo, J.A. 1981. Movement Rules in Polish Syntax. Ph.D. diss., University College, London.

Friedrich, P. 1977. Proto-Indoeuropean Syntax. Butte.

, 2007, p. 314).
lthough it seems rather complex, Chomsky's innateness hypothesis is perhaps the most easily obtained explanation of children's ability to learn a language. Human beings are programmed with a whole host of cognitive abilities when they are born. We have the instinct to suck, learn how to walk without necessarily being taught, and can think without lessons in how to do so, although we may need training or a specific environment to learn how to think critically, analyze deeply, or produce philosophical arguments. Chomsky's hypothesis simply suggests that language is similar to these other innate abilities that humans can achieve through cognition. In fact, in 1973, Golinkoff noted that children's ability to comprehend and acquire language might be linked to other types of cognitive acquisition, such as the agent -- recipient relationship. Still, Chomsky's theory of language acquisition is the most commonly accepted theory regarding the subject. The…...

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Although it seems rather complex, Chomsky's innateness hypothesis is perhaps the most easily obtained explanation of children's ability to learn a language. Human beings are programmed with a whole host of cognitive abilities when they are born. We have the instinct to suck, learn how to walk without necessarily being taught, and can think without lessons in how to do so, although we may need training or a specific environment to learn how to think critically, analyze deeply, or produce philosophical arguments. Chomsky's hypothesis simply suggests that language is similar to these other innate abilities that humans can achieve through cognition. In fact, in 1973, Golinkoff noted that children's ability to comprehend and acquire language might be linked to other types of cognitive acquisition, such as the agent -- recipient relationship. Still, Chomsky's theory of language acquisition is the most commonly accepted theory regarding the subject. The theory applies to children's development of words, morphology, and sentences, or syntax. Children also develop meaning, semantics, through properties of language acquisition. But can Chomsky's innateness hypothesis alone really explain how children acquire language? Does this mean that children will acquire language in the same way whether they live with parents who encourage them in developing their linguistic skills or parents who do not see the value of this reinforcement? Considering specifically the acquisition of semantics, I argue that children's language acquisition is a combination of both nature -- or innateness -- and nurture -- or environment.

I. The Role of Innateness in Semantic Acquisition

Chomsky has successfully shown that innateness, or universal grammar, plays an important role of children's acquisition of semantics. The third stage in a series of language acquisition steps, the acquisition of semantics suggests, along with the acquisition of morphology and syntax, that children create grammars (Fromkin et al., 2007, 322). At a relatively young age, children begin to understand sentences, and the meanings that sentences are attempting to communicate. Fromkin et al. (2007) mention one study where children as young as 17 months demonstrated their abilities to understand the differences in the sentences, "Ernie is tickling Bert," and, "Bert is Tickling Ernie" (p. 333). In an experiment that caused a significant reaction, Bortfeld at al. (2005) demonstrated young infants' ability to segment sentences. In fact, the researchers suggested that babies as young as six months old were able to use familiar words in

Linguistics Application and eflection: Challenges of English Syntax
Passive voice: 1) "We are governed by men we have never heard of." 2) "We are given a set of tools to work with." 3) "The audience is driven by the images on the screen."

Comparatives: 1) "The more it appears on signs, the more it is accepted as normal." 2) "No one believes things are so good that they could not be better."

Logical Connectors: 1) "Therefore, there is only one way forward." 2) "Neither effective argument nor impassioned speeches will dissuade the viewer from the idea embedded in him by the image."

Modal Auxiliary Verbs: 1) "They will keep coming, one after another." 2) "One would do well to consider the ramifications of such a line of thought."

Verbal Phrases: 1) "Giving in is just the beginning of this process." 2) "The viewer does not have time to think over what is being shown."

elative Clauses:…...

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References

Freeman, D. E. and Freeman, Y. S. (2014). Essential Linguistics: What You

Need to Know to Teach Reading, ESL, Spelling, Phonics, Grammar. Chapter 6., Portsmouth, NH: Heinemann.

Krashen, S. D. (2003). Explorations in Language Acquisition and Use. Portsmouth, NH:

Heinemann.

Lasnik (2001) examined the subject of object shift and concluded that if the verb does not raise in front of the object that was shifted, the resulting sentence is grammatically incorrect. When the object shift is applied to the sentence, "Carol read a book," it becomes, "Carol a book read," or "Carol a book did read." Neither of the latter is acceptable or understandable to the recipient as written. This case casts considerable doubt on Chomsky's EPP theory to be applied in every case.

osengren (2002) argues that the EPP is not feature driven and that it does not result in the erasure of features. It is further argued that it is not directly related to the condition of being a subject. Therefore, in the case of expletives, there is no association between the subject and the expletive. osengren further argues that languages can be divided into EPP and non-EPP language.

Many…...

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References

Chomsky, N. (1995). The Minimalist Program.Cambridge, MA: MIT Press.

Chomsky (2000). Minimalist Inquiries: The Framework. Step-by-Step: Essays on Minimalist

Syntax in honor of Howard Lasnik. Martin, r., D. Michaels and J. Uriagereka (eds).

Cambridge, Mass: MIT Press.

Active Side of Infinity by Carlos Castaneda
Total Pages:

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As we open the book, we are confronted with two poems, "Syntax" and "The Other Syntax" What is the significance of syntax? It is defined as the linguistic study of how words are put together to form sentences and ultimately, to mean something. The first of these poems describes the Western view of the beginning of the universe, the Big Ban Theory. It is a linear explanation backed by equations that demands a linear progression, one in which we have constructed our world: beginnings, middles and ends. The speaker "mirrors the syntax of his "mother tongue."

"The Other Syntax," questions the first and states that there are other syntaxes. One for instance that speaks of the intensity of the experience. There are no clear-cut signposts. Thus the universe is the chariot of intensity that we can board and…...

The student jumps from one tense to another in the space of two sentences, revealing a discussion which is largely uncertain of its own chronology. Naturally, this makes the work a very unclear experience for the reader such as in the pair of sentences in the second paragraph, which declare that "A few days later 'This alarms the Crows.' Father Crows discussed the matter with the other animals that live in the banyan tree." Again, only with respect to tense changes, the pattern of error in this sentence jumps from present tense (alarms), to past tense (discussed) and then back to present (live). These examples all come from the first few sentences of the essay, and are consistently observable throughout, indicating that verb conjugation is an area of particular need for this student where written expression in concerned.
Other issues that are often encountered by ELL students will concern the…...

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References:

Christensen, L. (2003). The Politics of Correction: How We Can Nurture Students In Their Writing. The Quarterly, 25(4).

Manley, J. (1988). Telling lies efficiently: terminology and the microstructure in the bilingual dictionary. in: Jensen Hyldgaard (ed.), 281-302.

obert Graves lived from 1895 to 1985, and was a novelist, poet as well as a translator of the English Language. obert Graves has been a vivacious author, and has won acclaim as an author of the accounts of the First World War, in his book called 'Good bye to all that' republished in 1957. His poetry about the First World War he was recognized as being one of the sixteen Great War poets in 1985. These poets were honoured on the slate stone that was unveiled in Westminster Abbey's Poet's Corner as an edifice respecting their contribution to the narration of the war.
Through his life span, obert Graves has worked on various aspects in literature, ranging from autobiographical accounts, to historical novels. His works also include translations of Greek mythology as well as historical novels such as King Jesus, I and the Golden Fleece. obert Graves's memoirs particularly his…...

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References

Brown, Keith and Jim Miller. Concise Encyclopedia of Syntactic Theories. . New York: Elsevier Science, 1996.

Campbell, Donna M. Regionalism and Local Color Fiction, 1865-1895. . Washington: Literary Movements. Dept. Of English, Washington State University., n.d.

Carnie, Andrew. Syntax: A Generative Introduction. Oxford: Wiley-Blackwell, 2006.

Freidin, Robert and Howard Lasnik. Syntax. Critical Concepts in Linguistics. . New York: Routledge, 2006.

Gustav Klimt Lesson Plan
Central Focus

"Describe the central focus and purpose for the content you will teach in the learning segment".

Students will learn the art of Gustav Klimt, which will assist in creating the work of art that will resemble Klimt's style. Moreover, students will be introduced to the Gustav Klimt's artwork focusing on his love for cats. (Weidinger, 2007).Students will also learn their artistic style and utilize their patterns and shapes to fill up their works. Moreover, students will continue to build and develop the basic skill sets utilizing art tools such as paint, glue, scissors, and oil pastels. Students will also learn how to utilize the line variation, stylized form, symbol, color, and media variety with the ability to create their "Tree of Life". Moreover, the lesson plan will assist students to learn about cool and warm colors incorporating them into the artistic styles of Gustav Klimt. (Smith, 1998).

"Given…...

The Lord will lead one to safety always. One can simply believe in something higher to get the meaning of this; it doesn't have to be Jesus. Psalm 127, contrarily is confusing because it states that unless the Lord builds the house, it is built in vain. This seems to be more literal, but I do get the idea. Unless the people building the house are doing it with the love of the Lord in their hearts, or building it for him, then what is the point?
Didactic poetry can be quite comforting as seen in Psalm 23 or it can be much too literal and seen as both confusing and condescending. Psalm 127 isn't very instructive spiritually speaking, unlike Psalm 23.

Updated Proverb: A broken toe can hurt, but a broken heart can kill.

Metaphors: Obscure or Illuminate? Didactic literature with its use of metaphors can sometimes obscure the message, as…...

Database Developer (based on job I worked on).
Syntax and Semantic Analysis

-- The Syntax errors involved misuse of keywords.

The Semantic errors involved misuse of columns and tables - there were incompatible data types.

To elaborate, the syntax refers to the structure of the program and syntactic analysis checks for errors in aspects like spelling or whether ibraces are missing in which case the program would fail syntactically.

Semantic errors, on the other hand refer to the essential meaning of the content -- whether it all makes sense and whether it is accurate (for instance writing "the sun rises in the west") is a semantic error for this is incorrect. I would have to ascertain that all data placed in tables and columns was accurate in both context and form.

b. Query Transformation

I transformed the query into simplified and standardized format based on relational algebra. Some query transformations need to be costed in order…...

The result is a translation that fails either to satisfy the impulse for Arab audiences to appreciate the nuance of one of Shakespeare's great tragedies or to create a work that resonates with Arab-speaking audiences.
In many ways, the challenges of translating this type of work are far greater than standard translations between the two distinct linguistic traditions. This is because of core structural differences that lead to common syntax errors. According to Nakhallah (2010), "English-Arabic translation difficulties also result from differences in word order between the syntax of the two languages." (Nakhallah, p. 2)

Such is to say that the reverse order of subject and verb between the two languages leads to a bevy of translation errors and produces works that are often garbled and inferior. The consequence may simply be a low quality reading experience for the Arabic reader attempting to take in a piece of English-written work or…...

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Works Cited:

Academic Supervisor. (2011). Grammatical Problems in Translation. Slideshare.net.

Enani, M. (2006). On translating Shakespeare into Arabic. Al-Ahram Weekly Online.

Kehal, M. & Atamna, E. (2010). Problems in English Arabic Translation of Reference Pragmatic Aspects. People's Democratic Republic of Algeria: Ministry of Higher Education and Science Research.

Nakhallah, a.M. (2010). Difficulties and Problems Facing English Students at QOU in theTranslation Process from English to Arabic and Their solutions. Al-Quds Open University.

Throughout the poem, the use of past tense active verbs places the poem in a strange sort of disconnected yet impassioned context, reinforcing the idea that the poem is a chant of sorts. This is most apparent, of course, in the repeated "I have been her kind."
There is perhaps no element in the poem that contributes to the tone more than the imagery. This changes significantly from stanza to stanza, and so is also the main organizational criteria of the poem. The imagery moves from spooky and evil in the first stanza to a more benign and warm but still secretive magic in the second, with pictures of "worms and elves," and resolves in the open light of a cart ride in the third stanza, revealing woman finally in her…...

The imagery she uses also reflects the pain that she experiences as she envisions the murder about to take place and the fact that she too will killed: she speaks of Clytemnestra as a lion: "Vengeance broodeth still, a lion's rage, which goes not forth to kill / But lurketh in his lair, watching the high hall…" Then she speaks of her as a wolf and as a serpent. The imagery is repeatedly of deadly animals, culminating in this terrible prophecy: "Some Skylla, deep / Housed in the rock, where sailors shriek and die, / Mother of Hell blood-raging, which doth cry / On her own flesh war, war without alloy…" Cassandra equates the revenge that Clytemnestra seeks with the revenge that the Greeks sought against Paris at Troy. War follows war -- even when peace is supposed and expected.

The narrative voice of Agamemnon is undisturbed by Cassandra's prophecy of…...

" The differences in these two lines seem to be only a matter of syntax but in actuality, it also differs in the meaning. The King James Bible version makes it seem like the Lord is making the individual do something, as if by force or obligation, while the Puritan version states that the Lord causes the individual to do something, as if out of their own will. This alone relays the message that faith itself is driving the action, not a perceived obligation.
Another distinction between the two translations can be found with the lines "Surely goodness and mercy shall follow me all the days of my life: / and I will dwell in the house of the Lord forever" (King James Bible) and "Goodness and mercy surely shall / all my days follow me. / and in the Lord's house I shall / dwell so long as days shall…...

1. Analyzing the use of figurative language in WIDA language assessments
2. Exploring the role of syntax and sentence structure in WIDA writing prompts
3. Investigating the inclusion of literary devices in WIDA reading passages
4. Discussing the importance of vocabulary acquisition in WIDA language development
5. Examining the integration of cultural elements in WIDA language arts tasks
6. Evaluating the effectiveness of incorporating multimedia resources in WIDA language assessments
7. Comparing the language skills developed through WIDA assessments with traditional language arts instruction
8. Exploring the connection between WIDA language proficiency levels and academic achievement in language arts
9. Investigating the impact of language arts instruction on....

1. The Neurobiological Basis of Schizophrenia: Exploring the Complexities of Brain Abnormalities

- Investigate the structural and functional brain abnormalities associated with schizophrenia, including alterations in neurotransmitter systems, connectivity, and neural circuitry.
- Discuss the role of genetic and environmental factors in shaping these brain abnormalities and their contribution to the development of schizophrenia.
- Explore the potential links between neuroinflammation, immune dysfunction, and the pathophysiology of schizophrenia.

2. Hallucinations and Delusions: Unraveling the Subjective Experiences in Schizophrenia

- Analyze the phenomenology of hallucinations and delusions, examining their characteristic features, content, and impact on the individual's subjective reality.
- Explore the neurobiological mechanisms underlying these psychotic....

Language Development Essay Topics

1. The Role of Caregivers in Language Acquisition

How do caregivers' language input, interaction, and scaffolding contribute to infants' and young children's language development?
What are the effects of different types of caregiver-child interactions on language acquisition?
How can interventions targeting caregivers improve the language development of children with language delays?

2. The Influence of Socioeconomic Status on Language Development

How does children's socioeconomic status impact their language development?
What are the underlying factors that mediate this relationship?
What can be done to mitigate the negative effects of socioeconomic disparities on language development?

3. The Development of Bilingualism

What....

The Transformative Power of Low-Code Programming: Empowering Citizen Developers in the Digital Age

In the era of rapid technological advancements, the ability to develop software has become increasingly critical. However, the traditional path to programming expertise, through complex coding languages and years of study, has proven to be a barrier for many aspiring developers. Low-code programming, an innovative approach, is revolutionizing the software development landscape by democratizing access to programming and empowering non-technical individuals with the ability to create powerful applications. This essay delves into the transformative power of low-code programming and its profound impact on citizen developers, the unsung heroes....