Sentence structure

The article is devoted to analysing the terminology of the linguistic works of the famous Ukrainian linguist Yury Shevelyov (Sherekh). The author clarifies the ratio of native and borrowed elements in linguistic terms representing different language levels. The article takes into account the authorʼs manner of introducing terms and their borrowed equivalents into scientific texts. The frequency of use of Ukrainian terms and their borrowed counterparts has been determined. The article characterizes and classifies specifically Ukrainian and borrowed terms, considering their belonging to different language levels. The author outlines a number of linguistic terms that differ from their modern equivalents established in linguistics. Within the terms atypical for a contemporary, the author highlights terms to denote concepts of phonetics and characteristics of sounds, graphic and punctuation marks, concepts of syntax and types of sentences, in particular, word structure, groups of words, grammatical categories, ways of word formation, etc. According to the results of the research carried out on the material of Yury Shevelevʼs linguistic papers within terms with borrowed components, the author singles out terms with a component expressed by a noun (дублет, формант, еквівалент, etc.) and an adjective (атрибутивний, дублетний, релевантний / ірелевантний, контамінований, експіраторний, номінативний, пейоративний, препозитивний постпозитивний, релятивний, секундарний, фіктивний, etc.). In general, the terminology of Yury Shevelevʼs linguistic papers testifies to the famous linguistʼs desire to give preference to specifically Ukrainian terminological word forms. The terms of Ukrainian origin in his scientific idiostyle dominate in the designation of phonetic phenomena and sounds, word components, ways of word formation, parts of speech, their groups, cases and meanings, and types of simple and complex sentences. Instead, borrowed models of word formation represent nominations of groups of words according to various features and terms to denote language processes. Yuriy Shevelyov prefers the borrowed terms, denoting artistic tropes, stylistic figures and techniques. The author concludes that the largest number of terms atypical for modern linguistics are terms used to denote the concepts of phonetics, grammar, graphic and punctuation marks. Keywords: linguistic term, scientific idiostyle, specific / borrowed word, synonymous term, foreign equivalent of the term.

This paper discusses the result of analyzing the ability of undergraduate students to the difficulty of identifying simple sentences, compound sentences, complex sentences, and compound-complex sentences. A descriptive quantitative approach and a descriptive qualitative approach were used in this study. Descriptive quantitative was used to see the student score test in analyzing simple sentences, compound sentences, complex sentences, and compound-complex sentences. Descriptive qualitative was used to see the result of students’ interviews on their difficulty identifying simple, compound, complex, and compound-complex sentences. This study shows that students' ability mean score was 11.84 from 20 points, the median was 12 from 20 points, and the range was 6 (as a lower score) and 17 (the highest score) from 20 points. Most of the students still have difficulty identifying the formation of simple sentences, compound sentences, complex sentences, and compound-complex sentences. Mainly because they still don’t understand connectors in the four types of sentences, such as subordinate connectors. Therefore students are required to practice writing in order to make it easier to form a simple sentences, compound sentences, complex sentences, and compound-complex sentences.

This article explores the intensity of processing during sentence comprehension by measuring pupillary response during reading. Two experiments contrast the processing of simpler versus more complex sentences. The two more complex sentence types, object-relative center-embedded sentences and filler-gap sentences, not only take longer to process than their simpler counterparts, but they also produce a larger change in pupil diameter. We propose that the pupillary response is an indicator of how intensely the processing system is operating. The more complex sentences evoke some intense processing at the point in the sentence where a syntactic complexity is first encountered. The gaze durations at these points are elevated, indicating the immediate response to the demand of the syntactic processing. The pupil then starts to dilate, reaching a maximal diameter approximately 1.3 s later. The results from these various performance measures are integrated within a resource-limited computational model of comprehension. The paper develops a model of comprehension that includes an intensity dimension of thought, drawing a correspondence between the computational model's consumption of resources and the human pupillary response.

President has an authority to establish policies in order to run the government, one of which is through Keputusan Presiden Republik Indonesia (Indonesian Presidential Decree). As written documents, the Decrees have language development which can be seen from the writing patterns. Therefore, this study aims to examine the writing patterns of Decrees from time to time to support forensic linguistic study, such as document forgery analysis. We took sixteen Presidential Decrees from 1945 to 2018 as the data then analyzed them by using qualitative method. The data were obtained from the National Archives of the Republic of Indonesia and the official website of the Cabinet Secretariat of the Republic of Indonesia (www.sipuu.setkab.go.id). This study indicates that language development in Indonesian Presidential Decrees is found in the structure of the Decrees, diction, and sentence structure. On the Decree structure, 1945 and 1946 Decrees contain one long sentence to explain the intent, whereas in the 1947—2018 Decrees, intents are elaborated in several clauses. Additionally, there are various types of diction used in the consideration sections. On the syntax, various types of sentences can be found in the Decrees. 1940s Decrees contain simple sentences and complex sentences while 1950s—2010s Decrees contain simple sentences, complex sentences, compound sentences, and mixed sentences.

This study aims to: (i) analyze the tree diagram structure of sentence patterns found in the data source, (ii) analyze the types of translation shifts of sentence patterns in the translation process from source language into target language. The novel entitled “Buddha” is a non-fiction book by Karen Armstrong. It tells about an examination of the life, times, and lasting influence of Siddharta Gautama with core tenets of Buddhism introduced throughout history. This research focuses on The Syntax Analysis and Its Translation Found on Sentence Patterns in the Novel entitled “Buddha”. This study aims at analyzing the tree diagram structure and the types of translation shifts found in the novel entitled “Buddha”. The analysis uses the theory of sentence patterns from Quirk and Greenbaum and the theory of translations shift proposed by Catford. The process of collecting data was started by reading the entire data source to understand the story in the novel entitled “Buddha” and observe the data of sentence patterns that can be taken from the story entitled “Buddha”. In the method of collecting data, the data source was read to find out complex sentences and simple sentence found in the story. The finding of the research is that there are seven sentence patterns that are translated by applying unit shift. The researcher uses the theories to support this research. Those are syntax, types of sentences, sentence pattern, tree diagram, and relevant previous studies. Syntax is stated as one of the branches that focus on the sentence structure. This research study uses theory of translation shift proposed by Catford

Clause as a grammatical category has been at the centre of attention throughout most of the history of linguistics in Vietnam and has caused a lot of troubles for analysis and interpretation. Great efforts have been made to shed light on this matter. There is, however, no consensus among Vietnamese linguists on clause analysis and interpretation because each of them seems to work on clause analysis in a variety of approaches using different frameworks. In this paper, we aim at investigating some major contemporary approaches to the analysis of the Vietnamese simple clause with our critical appraisals of each approach toprovide readers with an overview of Vietnamese clause studies. The study reveals that at present structuralapproaches influenced by European and American structuralists such as Saussure and Bloomfeld, andfunctional approaches influenced by Dik’s functional grammar and Halliday’s systemic functional grammarseem to be the dominant grammatical models for the analysis of the Vietnamese simple clause.

The purpose of this study is to examine a native speaker's interaction with young learners in an English class to determine (1) what types of sentences she used in instructing young learners and (2) what tenses she used in giving instruction and asking questions while teaching young learners in the classroom. The researcher used the qualitative descriptive technique in order to perform the investigation. The information was gathered via class observation, including recording three meetings' worth of teaching and learning activities. After that, the tape was transcribed to analyze the data. The participants were a native English speaker and young learners from grade two primary students. The study's results reveal that the native speaker used various phrase types in her instruction, including simple, compound, complex, and compound-complex sentences. However, the most type of sentence she used is a simple sentence followed by a compound-complex and complex sentence. A minor type of sentence she used is a compound sentence. She also used three distinct tenses during her teaching. They exist in the present, the past, and the future. The most type of tenses she used was present and future tense. She almost rarely used past tense.

In Mandarin Chinese, there exists such adverbial clause as “Li Zhen cuicuide zhale yipan huashengmi” (Li Zhen fried a dish of peanuts crispy), in which the adverbial modifies the predicate verb but semantically orients to the object. This kind adverbial clause can be formulated as “NPs+APo+De+VP+NPo=NP+VP+O and O is characterized by the adverbial”. The object-oriented adverbial clause is a mismatched syntax-semantics phenomenon, with the mapping between form and meaning distorted. Many previous studies have proposed not fully identical analyses for the syntactic distribution, pragmatic motivation and constraints. However, few researches have made syntactic and semantic analyses from the perspective of event structure in the framework of formal linguistics, which leaves wide space for further study.Event structure theory is adopted in this paper to make analysis of object-oriented adverbial clauses in event semantics perspective. This paper aims to examine the syntactic structure from the perspective of event semantic structure and explore how event structure is represented in syntactic structure of object-oriented adverbial clause.

Hittite attests a set of complex sentences in which (mostly) relative clauses (other subordinate clauses are also attested) appear in linear syntax to be within another subordinate (usually conditional, rarely temporal) clause or main clause. The relative clause can be preceded by a very limited array of constituents from the matrix clause, e.g., mān ‘if’ or the quotative particle ⸗wa(r). There are also examples which attest the conditional subordinator and the irrealis particle in two positions simultaneously, at the left edge of the whole sentence and in the conditional clause (= main clause for the relative clause). I provide a fine-grained descriptive and structural analysis of the structure and show that the type cannot be explained as bare indefinites, embedded relative clauses or parenthetic clauses. It is shown that, structurally, the sentences containing subordinate (mostly relative) clauses within other clauses are heterogenous and of three types. The difference lies in the elements that precede the relative clause and in the structure of the sentences, whereby a standard Hittite relative clause adjoins at different heights. All three types display the same mismatch between prosodic domains and syntax/semantics—the constituent that is part of the main clause from the semantic and syntactic perspective is prosodically part of the relative clause. Since there is a clause boundary delimiting the end of the subordinate clause within the main clause, it makes sense to treat the surface structure as a distinct taxonomic unit, which is correspondingly labelled a mismatch sentence. The new evidence allows us to obtain a fuller understanding of the Hittite left periphery than was previously possible. It thus offers an important window into hitherto unrecognized aspects of the underlying structure of the complex sentence in Hittite.

Amharic is a Semitic language which is characterized in its syntax by subordination and in its morphology by synthesis. Four different investigations are described which attempt to identify areas of difficulty of comprehension experienced by Ethiopians in the use of Amharic. Comprehension may be defined in terms of the ability to comprehend and to retain the information conveyed by a sentence, as ability to perceive and project grammatical structure in the context of an incomplete sentence, and as the ability to generate a sentence of specified structure by a process of translation. The testing procedures examine these concepts of comprehension, particular attention is given to the influence on comprehension of sentence length, sentence type, information load and sentence structure, and to the conditions under which the pendent nominative appears. It is concluded that although such features as sentence length, information load and sentence type may adversely affect sentence comprehension the decisive influence is that of sentence structure. The feature of suspense is identified as a specific factor inhibiting comprehension. The study also suggests that there is, at present, a decided preference for the simple verbal form rather than the compound form, a preference which is not to be attributed to lack of ability in Amharic.

The problems of studying complex sentences, considered in the field of traditional syntax of Kyrgyz linguistics, are studied from different points of view and are not fully scientifically justified, which can be traced in general textbooks, scientific and theoretical works. Therefore, the relevance of the article is due to the need to study the issues of complex sentences in the framework of the syntax of the Kyrgyz language. In addition, some scientists note that the issue we are considering is still controversial among scientists. For example, the scientist M. V. Muratalieva, in her scientific work on “Complex Sentences in the Kyrgyz language”, published in the 1980s, identifies the main types of complex sentences and examines the differences between them. The paper describes the relationship between equal simple sentences that have independent semantic meanings as part of a compound sentence, and also considers the relationship between the main sentence and one or more subordinate clauses. The author sets the main goal of the study to study the possibility of using a simple sentence as part of a complex sentence separately, the presence of simple sentences in their structure and structure of features that distinguish them from complex sentences, and as a result, comes to the conclusion that it is unacceptable to separate individual parts of a complex sentence, thereby excluding the possibility of using and considering them outside of complex sentences. Thus, simple sentences in a compound sentence are closely interrelated with each other, forming a unity not only in semantic terms, but also in structural terms.

This volume is dedicated to exploring the crossroads where complex sentences and information management – more specifically information structure and reference tracking – come together. Complex sentences are a highly relevant but understudied domain for studying notions of IS and RT. On the one hand, a complex sentence can be studied as a mini-unit of discourse consisting of two or more elements describing events, situations, or processes, with its own internal information-structural and referential organization. On the other hand, complex sentences can be studied as parts of larger discourse structures, such as narratives or conversations, in terms of how their information-structural characteristics relate to this wider context. The book offers new perspectives for the study of the interaction between complex sentences and information management, and moreover adds typological breadth by focusing on lesser studied languages from several parts of the world.

We can find many reading books for low grade elementary school (SD) age in bookstores. However, these books have not been equipped with the sentence structure used. Therefore, a study is needed to determine the structure of the sentence structure used. The purpose of this study is to find out the sentence structure in the 2019 literacy reading book for elementary students published by the Language Development and Development Agency in 2019. According to Indonesian Standard Grammar, the sentence structure in question is the type of sentence based on the number of clauses, the type of predicate, the category of syntax, and completeness of the elements. In this paper, the intended sentence structure is only limited by the sentence structure based on the type of predicate. The research method uses a qualitative descriptive approach, namely by noting the sentence structure of fourteen 2019 literacy reading books for elementary school students to see the type of predicate. The results of the study are expected to be able to show the types of sentence structure in the 2019 literacy reading books for elementary students. The results of this study are also expected to be used as a reference for teachers. parents, and book writers in selecting and writing appropriate reading books for elementary school-aged children.

Sentence structure and punctuation are core to the effective communication of ideas in written text. When writers use sentence structure and punctuation that makes sense, the reader is able to focus their attention on the ideas being communicated. When sentence structure and punctuation do not make sense, the reader has to read around the text to cobble together the intended meaning. For example, readers might have to re-read the text, read back and forwards across phrases and clauses to decipher references and lexical chains, slow down their reading rate, sometimes consciously superimpose standard sentence structure and punctuation, or choose to overlook some chunks of text that don’t seem to fit. Successful middle years writers write with the reader in mind. This chapter begins by introducing a quick-write prepared by a thirteen year boy in response to a stimulus about homelessness. We consider the role of sentence structure and punctuation for this young writer as he moves beyond the quick-write phase. The next section discusses the term ‘standard’ in the phrase standard sentence structure and punctuation, and why we deliberately shun the term ‘correct’. We also consider the situation where a writer deliberately plays with language through the strategic use of highly controlled non-standard sentence structures and punctuation. Ironically, this instance of non-standard sentence structures and punctuation is highly effective at achieving its communicative purpose. The two forms of grammar used in the Australian Curriculum (AC): English (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2018) and the metalanguage (technical terms) that students will use for talking about the structure of written text are overviewed. Specially, we introduce the appraisal framework to explain the difference between traditional and functional grammar, and transitivity analysis to describe the parts of a clause. Different clause and sentence types and the forms of punctuation that are commonly used in the middle years of schooling are outlined. The final part of the chapter overviews some principles for teaching writing in the middle years of schooling, finishing with a three-stage pedagogical orientation that explains the changing roles for students and teachers. Various sections of the chapter include opportunities for the reader to pause, ponder and take action.

This comprehensive study investigates the crucial role of clauses in English sentence structure, primarily focusing on the distinction between independent clauses and dependent clauses. This research explores how these two types of clauses function as essential components in forming sentence structures, facilitating the expression of complex ideas and effective communication. The investigation reveals that independent clauses possess the ability to position alone as thorough sentences, while dependent clauses depend on independent clauses on the context and meaning. The study identifies various types of dependent clauses and examines how they contribute to more complex sentence structures. Furthermore, this research highlights the importance of subordinating conjunctions in introducing dependent clauses and establishing logical relationships within sentence structures. By elucidating the functions of independent and dependent clauses, this study provides valuable insights into the formation of effective sentence structures. The research demonstrates how the strategic use of independent and dependent clauses, along with the appropriate utilization of subordinating conjunctions, can enhance the quality and complexity of sentence structures. This analysis offers a deeper understanding of sentence structure mechanisms, contributing to broader linguistic theories and applications. The study emphasizes the critical role of clause analysis in developing strong writing skills and effective communication. The results indicate that a solid understanding of independent clauses, dependent clauses, and the use of subordinating conjunctions is crucial in creating varied and expressive sentence structures. This study contributes significantly to the considerate of sentence structures in English, underscoring the importance of independent clauses, dependent clauses, and subordinating conjunctions in language learning, teaching, and research. The study concludes that mastery of various clause types and the ability to combine them effectively are key to enhancing language proficiency and communication skills.