METALOGIC: THE REVIVAL OF LOGIC

As shown in the article, a single-level matrix of two-dimensional binarity represents 4 modes of time, 4 phases of genesis, 4 letters of the genetic code. The two-level matrix allows you to represent codons, 16 psychotypes, 16 tenses of the English verb, supergenesis. The three-level matrix gives triplets of the genetic code and a model of the conscious mind. For three universal paradigms of binarity, the logics of Boole, Lukasiewicz and metalogic were built, but the latter are still not used in computers. You need the CrossWord program instead of Word.

An Analysis on Newly Introduced English Verb in Oxford English Dictionary in 2016-2018: Levin’s Taxonomy of Verb Classification and Verbnet

Levin (1993) argues that the behaviour of verbs is determined by word meaning which is directly linked to the expression and interpretation of its argument. Based on this statement, Levin classified verbs into 48 classes and VerbNet, an English verb lexicon was created based on the extension of Levin’s taxonomy of verb classification (VC). Therefore, this study presents the classification of the updated English verbs of 2016 to 2018 in the online version of the Oxford English Dictionary (OED) to examine the relevance of Levin’s VC and VerbNet in the recently added repertoire of verbs. In Addition, the study seeks to find out the new verb classes introduced in this study. This study uses a mixed-method to identify and classify the verbs. To conclude, this study found that both classifications were applicable and relevant in 14 new main verb classes introduced to classify the verbs that did not belong to Levin’s VC and VerbNet. Hence, this contributes to the body of knowledge as the newly introduced verb classes could be used based on the given semantic and syntactic conditions.

Automatic Detection of Grammatical Errors in English Verbs Based on RNN Algorithm: Auxiliary Objectives for Neural Error Detection Models

With the rapid development of neural network technology, we have widely used this technology in various fields. In the field of language translation, the research on automatic detection technology of English verb grammatical errors is in a hot stage. The traditional manual detection cannot be applied to the current environment. Therefore, this paper proposes an automatic detection technology of English verb grammatical errors based on recurrent neural network (RNN) algorithm to solve this problem. Firstly, the accuracy and feedback speed of traditional manual detection and recurrent neural network RNN algorithm are compared. Secondly, a detection model which can be calculated according to grammatical order combined with context is designed. Finally, when the output verb result is inconsistent with the original text, it can automatically mark the error detection effect. The experimental results show that the algorithm model studied in this paper can effectively improve the detection accuracy and feedback efficiency and is more applicable and effective than the traditional manual detection method.

Does L2 Proficiency Impact L2-L1 Transfer While Reading L1 Collocations? Evidence From Behavioral and ERP Data

Multi-word expressions (MWEs) are fixed, conventional phrases often used by native speakers of a given language (L1). The type of MWEs investigated in this study were collocations. For bilinguals who have intensive contact with the second language (L2), collocational patterns can be transferred from the L2 to the L1 as a result of cross-linguistic influence (CLI). For example, bilingual migrants can accept collocations from their L2 translated to their L1 as correct. In this study, we asked whether such CLI is possible in native speakers living in the L1 environment and whether it depends on their L2 English proficiency. To this end, we created three lists of expressions in Polish: (1) well-formed Polish verb-noun collocations (e.g., ma sens – ∗has sense), (2) collocational calques from English (loan translations), where the English verb was replaced by a Polish translation equivalent (e.g., ∗robi sens – makes sense), and, as a reference (3) absurd verb-noun expression, where the verb did not collocate with the noun (e.g., ∗zjada sens – ∗eats sense). We embedded the three types of collocations in sentences and presented them to L1 Polish participants of varying L2 English proficiency in two experiments. We investigated whether L2 calques would (1) be explicitly judged as non-native in the L1; (2) whether they would evoke differential brain response than native L1 Polish equivalents in the event-related potentials (ERPs). We also explored whether the sensitivity to CLI in calques depended on participants’ level of proficiency in L2 English. The results indicated that native speakers of Polish assessed the calques from English as less acceptable than the correct Polish collocations. Still, there was no difference in online processing of correct and calques collocations as measured by the ERPs. This suggests a dissociation between explicit offline judgments and indices of online language processing. Interestingly, English L2 proficiency did not modulate these effects. The results indicate that the influence of English on Polish is so pervasive that collocational calques from this language are likely to become accepted and used by Poles.

DAILY VERBS: TEACHING ENGLISH VERB TENSES THROUGH A SIMPLE VIDEO GAME

This study introduces an educational game called “Daily Verbs” which teaches verb tenses to second language learners. The mechanics of the game is simple. The player moves a sprite through daily tasks and to each task there is a sentence attached stating the relevant tense. In the game, the researcher made use of Stephen Krashen’s principles of second language acquisition, namely, the acquisition vs. learning hypothesis, the affective filter, and the monitor hypothesis. Their manifestation in the game is explained in this study. Besides, the researcher made extensive use of John Gee’s 13 principles of learning embedded in video games. Their evidence in the game is also explained in the study. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0871/a.php" alt="Hit counter" /></p>

Directional Idioms in English and Welsh: A Usage-Based Perspective on Language Contact

The English verb-particle construction or phrasal verb (pv) has undergone dramatic semantic extensions from the expression of literal motion events (the ball rolled down the hill) – a pattern known as satellite-framing – to idiomatic figurative uses (the company will roll out a new plan) where selection of the particle is motivated by Conceptual Metaphors. Over the course of its long contact with English, Welsh – also satellite-framed with literal motion events – has extended the use of its verb-particle construction to replicate even highly idiomatic English pv s. Through a case study of ten metaphorical uses of up and its Welsh equivalent, we argue that this dramatic contact outcome points to the convergence by bilingual speakers on a single set of Conceptual Metaphors motivating the pv combinations. A residual Celtic possessive construction (lit. she rose on her sitting ‘she sat up’) competes with English-like pv s to express change of bodily posture.

A parametric approach to the acquisition of syntax

Three case-studies, using longitudinal records of children's spontaneous speech, illustrate what happens when a child's syntax changes. The first, examining acquisition of English verb-particle constructions, shows a near-total absence of commission errors. The second, examining acquisition of prepositional questions in English or Spanish, shows that children (i) may go as long as 9 months producing both direct-object questions and declaratives with prepositional phrases, before first attempting a prepositional question; and (ii) at some point, abrubtly begin producing prepositional questions that are correctly formed for the target language. The third case study shows that in children acquiring English, the onset of verb-particle constructions occurs almost exactly when that child begins using novel noun-noun compounds. After a discussion of the implications for the nature of syntactic knowledge, and for the mechanisms by which it is acquired, two examples are presented of as-yet untested acquisitional predictions of parametric proposals in the syntax literature.

Identifying the Old English exponent for the semantic prime LIVE

The aim of this article is to identify the Old English exponent for the semantic prime LIVE following the principles of the Natural Semantic Metalanguage theory (Wierzbicka 1996, Goddard & Wierzbicka 2002, Goddard 2011). The methodology applied in the study is based on previous research in Old English semantic primes. In these terms, a search for those Old English words conveying the meaning of the semantic prime LIVE is made. This search selects the verbs (ge)buan, drohtian, (ge)eardian, (ge)libban, and wunian as candidate words for prime exponent. Then, these verbs are analysed in terms of morphological, textual, semantic, and syntactic criteria. With this purpose, relevant information on these words has been gathered from different lexicographical and textual sources in Old English, such as the Dictionary of Old English, the Dictionary of Old English Corpus, and the lexical database of Old English Nerthus. After the analysis of these verbs, the conclusion is drawn that the Old English verb (ge)libban is selected as prime exponent, as it satisfies the requirements proposed by each criterion.

Is structural priming between different languages a learning effect? Modelling priming as error-driven implicit learning

To test whether error-driven implicit learning can explain cross-language structural priming, we implemented three different models of bilingual sentence production: Spanish-English, verb-final Dutch-English, and verb-medial Dutch-English. With these models, we conducted simulation experiments that all revealed clear and strong cross-language priming effects.One of these experiments included structures with different word order between the two languages. This enabled us to distinguish between the error-driven learning account of structural priming and an alternative hybrid account which predicts that identical word order is required for cross-language priming. Cross-language priming did occur in our model between structures with different word order. This is in line with results from behavioural experiments.The results of the three experiments reveal varying degrees of evidence for stronger within-language priming than cross-language priming. This is consistent with results from behavioural studies.Overall, our findings support the viability of error-driven implicit learning as an account of cross-language structural priming.