<p>The content of this essay examines high school students’ tendencies when it comes to English word use in the Swedish language. 92 students in the first and second grade were handed an inquiry for them fill out. The results and the following discussion are based on the answers’ from this inquiry. </p><p> The essay focuses on three separate areas that concerns attitude, inflection and translation.</p>

The content of this essay examines high school students’ tendencies when it comes to English word use in the Swedish language. 92 students in the first and second grade were handed an inquiry for them fill out. The results and the following discussion are based on the answers’ from this inquiry. The essay focuses on three separate areas that concerns attitude, inflection and translation.

The purpose of this study was to determine whether differences exist between the vectors of the means of inflectional endings, plural and total scores, supplied by children of the age groups three, four, five and six enrolled in selected day care centers, kindergartens and first grades in Muncie, Indiana.An additional purpose of the study was to determine whether inflectional endings were acquired gradually between ages three and six or whether the inflectional endings were acquired at a specific age between the years three and six.A total of 120 children enrolled in selected ay care centers, kindergartens and first grades located in Muncie, Indiana, were randomly selected to represent four different age groups: 3-year-olds, 4-yearolds, 5--year-olds and 6-year--olds. Each age group was represented by 30 children, 15 boys and 15 girls.The Wug Test, which measures the inflectional endings supplied by children, was the ins-crument selected for the study. The Wug Test was developed by Berko and adapted by Stickle. The adapted form of the Wug Test was used for the purposes of this study. A pilot study was conducted to determine the reliability coefficient of the adapted form of the Wug Test when administered to 30 three-year-olds. Using the Kuder Richardson Reliability #20 formula, the reliability coefficient for 16 items of the test was .691,15 for three-year-olds. There was no variance reported on item 16 of the test; however, all 17 items were used since older children were also tested. The adapted form of the Wug Test was individually administered to 120 children in a quiet room away from the general noise and possible intrusions at each site.One overall null hypothesis was tested at the .05 level of statistical significance. The hypothesis stated that no statistically significant difference exists between the vectors of the means of inflectional endings, plural and total scores, supplied by children of three, four, five and six enrolled in selected ay care centers, kindergartens and first grades in Muncie, Indiana. Statistically significant difference was found; therefore, further comparisons were made utilizing Tukey's Honestly Significant Different procedures to determine the point at which statistically significant differences existed between age groups on plural sub-scores and total scores. Statistically significant differences were found when }year-olds were compared to 6-year-olds and when 4-year-olds were compared to 6-year-olds on plural sub-scores; when 3-year-olds were compared to 5-year-olds and 6-year-olds on total scores. Children who were 4-years old differed statistically on total scores when compared to children who were 5 or 6 years old.Conclusions drawn from the findings were: children as young as 3 years old can inflect nonsense words; children seem to acquire gradually the ability to supply inflectional endings between the ages 3 and 6; all inflectional endings are not acquired by age 6; significant differences exist between the number of inflectional endings supplied by children 3 through 6 years of age on both plural sub-scores and total scores; and the general superiority that is often reported concerning the language development of girls over the language development of boys was not found when testing inflectional endings.

Whereas the noun of Švenčionėliai subdialect was analyzed in my BA paper, this thesis is the continuation of the previous work; therefore, noun is not taken into consideration. In this work more emphasis is given on the inflection and accentuation of other parts of speech in Švenčionėliai subdialect. In addition to this, this subdialect was compared to the standard Lithuanian language as well as much attention was paid on the previous works of the well known linguists (Z. Zinkevičius, A. Pakerys et al). In this study, I used authentic dialectal material which was collected from audio recordings or from notes made wile the communicating with the representatives of this sub dialect. The findings of this research suggest as follows. · All inflective parts of speech use illiatyvas as frequent as inesyvas. · Adjectives have dual number which is very rarely used: turε,jæ dù graþù su,nu. · Plural numbers are not often used, instead, people usually use cardinal numbers. Surprisingly, fractional numbers are not used at all. · Various particles are very often linked to the personal pronouns àš and tù, for example, αš / a.šei, tù / tùjei . · What concerns adverbs with the prefix –ai, in Švenčionėliai subdialect most of adverbs are formed from indirect cases. · A number of particles are used to express specification, contradistinction, interrogation and impeachment. · Prepositions are used together with 3 cases, that is, genitive (unpe.èÅus pa.dedi # tÀdu ana paru,kstÀ)... [to full text]

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Pinker and Prince (1988, 1994) propose that there are two separate systems involved in linguistic representation and processing; one system is rule-governed, and incorporates symbolic hierarchical linguistic representations, the other is associative with linguistic information represented in a more distributed fashion. One particular linguistic feature of English said to exemplify the principles of this dual-mechanism model is inflectional morphology. Pinker and Prince (1988; 1994) present a range of evidence showing that native speakers of English process regular inflectional items in ways that are both quantitatively and qualitatively different from irregular inflectional items. This dual-mechanism model has been largely investigated within the context of first language (L1) learning, and has received considerable support from investigations using a number of different research paradigms. Nonetheless, there have been a number of serious criticisms in that the apparent behavioural distinctions between regular and irregular inflectional items can be supported by an alternative associative system (Elman, Bates, Johnson, Karmiloff-Smith, Parisi & Plunkett, 1996). The research presented in this dissertation investigates how knowledge of second language (L2) inflectional morphology might be processed and represented. The research is grounded within the theoretical framework provided by the dual-mechanism model and evaluates whether the claims and assumptions of this model are relevant to how L2 learners process, represent and learn about inflectional morphology. Three experiments are presented which address the issues of: compounding with regular and irregular noun plurals (Experiment 1); past tense generalization with regular and irregular verbs (Experiment 2); and finally, the development of knowledge of a new inflectional paradigm (Old English noun plurals, Experiment 3). Each of these experiments provides findings which are difficult for the dual-mechanism model

Photocopy of typescript. / Thesis (Ph. D.)--University of Hawaii at Manoa, 1976. / Bibliography: leaves [408]-413. / Microfiche. / xiv, 413 leaves ill

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The current study examines aspects of the Russian language that are particularly challenging for English-speaking students. It focuses on the complexity of Russian's grammatical morphology, specifically Russian case endings. In this study, methods and theories from the field of Second Language Acquisition (SLA) are reviewed to support a study aide designed by the author to help students with the acquisition of Russian case endings. The proposed study aide consists of 24 sentences composed of high-frequency Russian words. The 24 sentences contain all regular (approximately 75) Russian case endings. The purpose of the model sentences is to teach case forms using a concrete language referent that can be manipulated during spontaneous speech. The proposed method was tested at the Missionary Training Center (MTC) in Provo, Utah to verify its validity in a formal classroom setting. Two sets of missionaries learning Russian were tested on their acquisition of Russian case forms over a period of three weeks. The control group, consisting of 34 missionaries, was tested first. This group was given the Russian case paradigm chart traditionally used at the MTC as a study aide for learning Russian case endings. The test group, consisting of 22 missionaries, was tested second. This group was given the model sentences in place of the traditional paradigm chart as a study aide for learning Russian case endings. The test-group missionaries were asked to memorize the model sentences. Each group was given a pretest on their knowledge of case forms on their first formal day of instruction. Three weeks later, they took a posttest. Missionaries from the test group were also given a quiz to test their knowledge of the model sentences. Gain scores for the two groups were analyzed statistically using a Two-way ANOVA (analysis of variance), finding the treatment for the control group (the paradigm chart) to be 0.2323 not significant, and the treatment for the test group (the model sentences) to be .0001 highly significant. This study suggests that by using model sentences as a companion to traditional case paradigms, a greater amount of case endings can be learned and retained in a shorter period of time.