Minggu, 27 Maret 2016

19.22 - 6 comments

COLLOCATION

What is collocation?Collocations are combinations of words which are used together with greater than usual frequency:
latest gossip adjective + noun
package holiday noun + noun
have a great time verb + adjective + noun
discuss calmly verb + adverb
completely satisfied adverb + adjective
hand in an assignment verb + preposition + noun
There is a difference between the types of lexical collocation mentioned above and:
  1. Fixed expressions with adjective / verb + dependant preposition :
rely on
interested
late for

  1. Idioms/ossified collocations where substituting any of the words is impossible:
to get out of bed on the wrong side
idiom
to shrug your shoulderscollocation

  1. Words that co-occur frequently but are not collocations:
this means that …
as a result …
although he …


Types of Collocation
  1. De-lexicalised Verbs
    De-lexicalised verbs (get, have, make, do, put, take) are important when teaching collocation because although they may have a basic meaning (make = create/manufacture, have = own/possess), they are more commonly used in combinations with nouns or other words as a chunk of meaning:
make a mistake
do your homework
take an exam

In my experience, a lot of mistakes in collocations are made with de-lexicalised verbs, probably due to L1 interference (see below).
  1. Nouns
    I feel that it is very useful to teach learners those collocations with a noun as a key word. This is because the majority of general nouns usually require further qualification:
good
 
package
 
well-paid
 
luxury
 
menial
job
expensive
holiday
boring
 
cheap
 
full-time
 
good
 

Nouns are also important because they are usually the words that carry the most meaning within a sentence.

Strong/Weak and Frequent/Infrequent Collocations
There is also a difference between strong/weak and frequent/infrequent collocations. A collocation that is frequent (e.g. a warm day) is not necessarily strong, as either word in the partnership suggests a number of other collocates:
sweater
 
bad
 
blanket
 
wedding
 
(a) warm
smile
(a)
sunny
day
hug
 
rainy
 
breeze
 
glorious
 

In the same way, a particularly strong collocation may be used very infrequently (e.g. bat your eyelashes). The most useful combination for teaching purposes, then, seems to be a combination of strong (but not completely fixed) and frequent. A strong/infrequent collocation may be worth mentioning to draw the learners’ attention to its existence, but little, if any, class time would need to be spent on collocations at the weak/infrequent end of the spectrum.
Nation also makes the point that, in a classroom situation, frequent collocations only deserve attention if: “their frequency is equal to or higher than other high-frequency words.” This puts a greater pressure on the teacher when making the decision about whether to spend time on a particular collocation. I feel that if there are enough potential frequent collocations of one of the nodes, it is worth spending some class time on:
take a
put (yourself) at
run the

risk

With the second two verbs in this example, the unpredictability of the combination is also a factor. Most learners at intermediate level or above would be familiar with all three of the verbs, but few would realise that it is possible to collocate ‘run’ and ‘risk’. Moreover, this would be a difficult collocation for learners to work out just by knowing the meaning of the individual parts, so would therefore merit some class time.

What problems do learners have with collocation, and how can we help?
1. Quantity/Arbitrariness
A major stumbling block to most learners is the fact that there are so many possible collocations and that the choice of which word to collocate with, say, a noun is completely arbitrary. This leads to the question: “Well, why is it have a coffee not drink a coffee?” and the inevitable reply (hated by teachers and students alike): “It just is.”
If students are encouraged to record collocations as they occur, they have a permanent record of which combinations are possible. Class time can be given for learners to revise and practise the collocations they have learnt (see below for suggestions) or to add new ones.
There are various ways for learners to record new collocations in their vocabulary notebooks. I have found that the most effective is to use a box format such as:
(verb)
(adjective)
(verb)
(adjective)
noun
(verb)
(adjective)

For lower level learners it might be helpful to organise their collocation boxes by topic (in the same order as their coursebooks) – jobs, family, food etc. Intermediate learners may prefer to organise by keyword – work, holiday etc – and advanced students by grammatical structure – verb + noun, noun + adjective etc. Organisation is really a matter for individual learners, though, as it should be done according to personal preference to minimise the learning burden. Learners can leave some entries in the boxes blank to be completed at a later date with other collocates that they have noticed independently.
2. L1 Transfer
Many learners expect that because they collocate something a particular way in L1, it will translate directly (and correctly) into English. A quick survey of my current learners produced the following verb + noun collocations:
English
L1 Equivalent
Literal Translation
take the car
Arabayla gittim (Turkish)
Jet autem (Czech)
Car went
Go by car
have a coffee
Prendere un café (Italian)
Minum kopi (Bahasa Indonesian)
Take a coffee
Drink a coffee
do your homework
Napsat úkol (Czech)
Write your homework
pay attention to
Stai attento (Italian)
Memberikan perhatian (Bahasa Indonesian)
Faire attention à (French)
Be attentive
Give attention to
Do attention to
go on holiday
Hu-ga jung ip-nida (Korean)
Mach Urlaub (German)
Partir en vacances (French)
Holiday doing
Do holiday
Leave on holiday

Bahns argues that because of this untranslatability teachers should focus on collocations which can not be translated directly, pointing out contrasts to students instead of similarities.
If learners fail to use a correct collocation, even if their utterance is grammatically and contextually correct, their English will still sound unnatural and ‘foreign’, to the extent that their addressee may not understand them at all. Compare the following (from a selection of my learners’ written work):
He survived *very *strongly (from a Japanese student)
We *own a shopping centre (from a Swiss student)
I *took a good decision (from an Italian student)
He knows what he’s *speaking about (from a German student)
I can’t see any *problem why (from a Czech student)
If we substitute the asterisked words for miraculously, have, made, talking and reason, these utterances become more natural and nativelike.
Collocation grids can be useful in helping learners to understand which words are possible collocates and which aren’t, by simply ticking the correct combination. These grids can be made from the students’ own written (or spoken) work as a correction exercise as well as more general ones in textbooks:
 
a person
a bank
money
a car
a shop
a wallet
rob
      
steal
      

Such grids are also very useful for showing the difference in meaning or use between two or three words that appear almost the same. The grid may then be used to contrast with L1 possibilities for collocation.
3. Meaning and Noticing
Especially when dealing with text, many learners (especially those at lower levels) tend to focus on individual words that they don’t know, rather than on the collocation. This is because the usual way of noticing and recording vocabulary is to write the word (out of context and without its collocates) in a vocabulary notebook with its L1 translation. Alternatively, more advanced learners will say, “I know that word” and move on without checking for any collocates in the text. Both of these problems arise from poor learner-training: learners need to have collocations pointed out to them before they can be expected to notice them for themselves.
When working with text, it takes very little time to point collocations out to learners – or, alternatively, with higher levels or classes experienced in noticing to ask them to find collocations for themselves. In this opening paragraph , six collocations can be identified (my underlining):
When Clifford met Annie, they found one thing in common. They both love lists. So together they have written the ultimate list, a list of rules for their marriage. This prenuptial agreementitemizes every detail of their lives together, from shopping to sex. Timothy Laurence met them in Florida in the apartment they share.

Newspaper articles, opening paragraphs of books and videos of TV soap operas or sports commentaries also lend themselves to this kind of noticing activity. The advantages of using such authentic material are obvious – the language is used in a natural way and in context. However, we should be careful to choose which collocations we focus on in terms of frequency , level and suitability for our particular group of learners.
Phonology (Chunking and Linking)
A direct result of this inability to recognise collocation is that many learners (especially at lower levels) sound very stilted when speaking. There are three main reasons for this:
1. they pronounce every word with equal stress
2. they fail to notice how the sentence could be chunked
3. they don’t link the chunks together
Without a knowledge of collocation, learners are unable to chunk, link and stress longer sentences correctly, making them sound unnatural.
Even with advanced classes, choral drilling is the best way to give students extra time to work on this aspect of collocation. A demonstration on the board of where the linking and stress occurs (plus any schwas) can help students who learn more visually.

Activities to help students with collocation  
Once the collocations have been pointed out, several activities can be produced to help the students become familiar with them.

Recycling activities:
  • Matching activities in which the collocations are divided and written on separate cards:
    These can be used as the initial part of a test-teach-test approach to see what the learners already know, or to revise collocations from a previous lesson. This form of recycling is a good way to help learners remember the collocations .
  • Board races where the teacher calls out one half of the collocation and the students work in teams to write the other half on the board. This activity can be extended by asking students to suggest other possible collocates.
  • Cloze activities such as a gapped transcription of a listening text, or sentences in which half the collocation has been deleted.
Communicative activities:
I have used surveys, reports and stories with different levels of learners to practise previously-learnt collocations in context more communicatively.
With collocations organised by topic, learners can conduct a survey among their classmates and follow it up with a written or oral report. In the topic of household chores, for examples, learners survey the following:
In your house, who:

does the dishes?
makes the beds?
takes the rubbish out? (etc)
With collocations organised by key-word , learners can be given a set of cards with the collocations written on them which they have to put into some kind of chronological order. They can then use the cards to write a story :
got worse
got angry
got caught
got drunk
got shot
got in trouble
got divorced
got sick
got fat
got pregnant
got into debt
got killed

Sabtu, 12 Maret 2016

20.04 - No comments

SYMBOLS AND REFERENTS ARE TWO DIFFERENT OBJECTS

     So the second most important thing to know about symbols and
referents is that they are two different objects.

     And because they are two different objects they have two
different quality sets, each one describing the object that the
quality set belongs to.

     For example the picture of the cow is made of paper, made with
ink, made with a photographic process, is basically two dimensional
and exists in a book.

     That's a symbol, it has qualities and it is an object which
exists.

     The referent is a real cow, its made out of skin and bones and
blood and teeth and eats grass and goes moo!

     So you can see that that the two different objects have two
different quality sets.
 

     3.) SYMBOLS AND REFERENTS HAVE DIFFERENT QUALITY SETS
 
     So the third thing to know about symbols and referents is that
some of the qualities of the symbol will not exist in the referent at
all.  And some of the qualities of the referent will not exist in the
symbol at all.

     For example the picture of the cow is made of paper and ink, and
yet there is no paper or ink in the real cow.
 
     The real cow is made out of blood and bone.  The picture of the
cow is not.

     So each one of these objects has qualities that are unrelated to
the other object.

     Yet the picture of the cow looks very much like the actual cow,
they have 'geometrical congruence or simiarity'.

     Technically congruence means identical in shape and size, while
similar means same shape but different size.  We use the two terms
interchangably through out this lecture.

     Also the paper that the picture is printed on has 'substance' and
so does the real cow.  Both have mass and weight etc.

     Thus there will often be qualities between symbol and referent
that belong to both symbol and referent.
 

     4.) SOME OF THE QUALITIES OF THE SYMBOL ARE MAPPED TO QUALITIES
OF THE REFERENT.
 
     The fourth thing to know about symbols and referents is that some
of the qualities of the symbol are mapped to some of the qualities of
the referent.  In other words some of the qualities of the symbol are
used to refer to some of the qualities of the referent.

     The quality in the symbol that is mapped to the quality in the
referent may be two very different qualities.  It is not the
similarity in qualities that matters but consistency of mapping and
use.
 
     In this way the symbol can be used to refer to the referent, not
just in a dumb way where symbol refers to referent, but in a more
meaningful way in which the symbol's qualities point directly to the
referent's qualities.

     For example in the picture of the cow there is a pictogram of a
cow, of Daisey in particular.  Its a space time drawing, with color,
black and white spots, outlines, projected in two dimensions, that has
a one to one general spatial correspondance to what Daisey actually
looks like.  We call this geometrical congruence between symbol and
referent.

     In this case it is pretty easy to look at the symbol and tell
what it symbolizes because a certain subset of the symbol's qualities
are very related to a subset of the referent's qualities.
 

     5.) SYMBOLS CAN HAVE PICTURE FORM AND DATA CONTENT

     The fifth thing to know about symbols and referents, is that
symbols can have pictogramness or picture form, and they can also have
data content.

     For example the word 'cow' certainly doesn't look like a cow, and
certainly doesn't have a lot of data in it that would tell you what a
cow might be.

     It's an arbitrary symbol.

     However a picture of a cow has both picture form and data
content.

     Picture form means there is a one to one correspondance between
some part of the symbol, the picture of the cow, and the actual
referent.  Picture form means the same thing as geometrical
congruency.

     Data content means that contained in the symbol either in its
picture form or in some other form is encoded data that will tell you
something specific and true about that referent.

     For example a hologram film plate of a cow has very low picture
form but very high data content about the cow.  The data content can
be extracted from the hologram film plate and in fact turned back into
picture form with lasers shining through it at just the right angle.

     A digital photograph of the cow, that is turned into one's and
zero's and then encrypted has zero picture form, but again the data
content remains very high and can be recovered from the data form.

     A scientific tome without pictures or diagrams about the cow is
also a symbol for the cow.
 
     Such a book, being all printed words, has a very high density of
symbols which in themselves have very little picture form or data
content.  The word 'cow' tells you nothing about the referent, but
once connected to a memory bank that understands what cow refers to,
the data content can again be extracted that properly decribes the
referent.

     So the word 'cow' is low picture form and low data content.
 
     A book about the cow is low picture form and high data content.

     A photographic picture of a cow is high picture form and high
data content.

     So in summary symbols can have very high picture form, very high
data content, or both or neither.

     In general however high picture form implies high data content
as long as the picture form is geometrically congruent to the
referent.

 
     6.) SYMBOLS AND REFERENTS ALWAYS HAVE A CAUSAL PATHWAY BETWEEN
THEM.
 
     The sixth thing to know about symbols and referents is that there
is always a causal pathway between them.  For example if you take a
photograph of a cow, clearly light bounces off the cow, comes into the
camera lens, affects the silver crystals on the film, and it gets
developed, and the film is a direct causal result of physical
interactions in the physical universe that can be traced back from the
film surface to the cow and the photons bouncing off the cow from the
sun.

     Even if someone a million years ago invents the word 'cow' to
refer to the general class of cows, there still had to be at some
point a causal pathway between the actual cow and the fact the person
one way or another, directly or indirectly, came up with a word 'cow'
to represent it.  If there were no causal connections between the cow
and the person, the person would never have had a need or cause to
invent a word to refer to it.

     And so that symbol 'cow' invented by the caveman still has a
causal heritage, a causal pathway, back to an actual cow or mental
imagine of a cow in the mind of the person using the symbol.

     Thus where ever there is a symbol that refers to a referent,
there must have been some causal pathway, either direct or indirect
between the original referent and the symbol.

     From this we conclude that if there is no causal pathway between
two objects, they can not be symbol and referent to each other.

     And if they are symbol and referent to each other, there
must be a casual pathway between them.

     So there we have said something very odd, and the astute reader
will notice that the following definition of symbol and referent is a
superset of the normal language usage.
 
     We are going to assert by definition that any two objects which
are causally related to each other are symbol and referent to each
other.  The referent is the earlier event and the symbol is the later
event.

     Notice that when two objects (events) are causally related to
each other, the symbol always contains some data in its final state
about that causal relationship between the symbol and the referent.
Some data content is transfered between referent and symbol everytime
there is a causal event.

     This is called a data transfer via causal imprint.

     In any two objects that are causally related to each other, the
after object is the symbol for the before object which is the
referent, and the after object contains a data 'imprint' on its state
that contains data content about the nature of before object.

     The symbol is imprinted with data content about the referent.

     In the case of arbitrarily chosen symbols chosen by man to refer
to objects, such as the word cow, the data imprint is not so obvious.
It isn't obvious that we can learn about what a cow really is by
looking at the word 'cow'.

     The data transfer has either been interrupted between referent
and symbol, lost to antiquity, or dropped below the noise floor.
 
     But in the case of symbols that are directly and intimately
causally connected to an immediately prior referent event, the data
imprint on the symbol is embodied in the very nature and state of the
symbol after the event occurs.

19.43 - No comments
Selamat datang di blog saya thenew jimmy

Berikut adalah data data dii saya.
Nama saya jimmy julius hutabarat,saya lahir di pekanbaru tepatnya tanggal 07 juni 1995 saya tinggal di pekanbaru bersama orang tua saya mempunyai enam saudara kandung terdiri dari tiga perempuan dan tiga laki-laki .

Hobby saya bermain main bola dan membaca komic.keseharian saya setiap harinya kerja dan belajar tekadang saya refreshkan diri pergi keluar kota untuk menenangkan diri mehilangkan penat yang ada ckckck....biar dibilang anak MTMY gitu...haha..
Beikut adalah data jejang sekolah yang penah saya tempuh, dulunya saya pernah SD di SDN 007 Tampan PEKANBARU, SMP N 18 PEKANBAR,SMK N 5 PEKANBARU disini saya mengambil jurusan otomotif,kebetulan saya hoby juga modifikasi motor dan memperbaiki mesin motor atau mobil,anehnya lagi ni gan saat ini saya menempuh pendidikan kuliah mengambil keguruan bahasa inggris kan aneh tu kan gan and sist  apa sangkut paudnya coba bahasa inggris sama otomotif,       tapi saya  punya feeling waktu mengambil juusan ini saya bisa suksess amienn...

Motifasi  dan visi saya adalah mecerdaskan kehidupan bangsa karna saya tau pemerataan pendidikan di indonesia saat ini sangatlah tidak merata,saya ingin merakan pendidikan di indonesia tanpa pandang bulu,agama atau ras.

sekian dulu artikel dari saya mungkin artikel yang saya post di blog ini bisa bermanfaat bagi teman-teman semua amieenn... misalnya kawan kawan mau bertanya silahkan di koment di bawah ok.

18.59 - No comments

THE BRANCHES OF SEMANTICS

METAPHOR

Metaphor is "a figure of speech containing an impliedcomparison, in which a word or phrase ordinarily andprimarily used of one thing is applied to another”
– one thing in common: a situation is compared to areal thing, although the situation is not actually thatparticular thing.

 Traditional positions on the role of metaphor :

– Classical (can be traced back to Aristotle)

• a kind of decorative addition to ordinary plainlanguage
• a rhetorical device to be used at certain times to gaincertain effects
• a departure from literal language, detected asanomalous by the hearer

– Romantic (18th/19th century view of imagination)

• is integral to language and thought as a way ofexperiencing the world.
• all language is metaphorical
• there is no distinction between literal and figurative

Theoretical aspects :

• Approaches– many approaches and theories aboutmetaphors (interdisciplinary       subject)– involved not only in grammar andsemantics, but :
• Historical linguistics
• Categories of thought
• Poetic language
• Rhetoric
• Ethics

Theoretical aspects :

• Metaphors in Cognitive Semantics
– Extension of the Romantic view
–Although metaphors are everywhere inlanguage, not all language is        metaphorical

• Features of metaphors (not anomalous)
– Conventionality (novelty)