Correct, natural language Lexis of conversational management As the communicative movement has begun to run short of ideas, there has been a resurgence of interest in traditional practices such as translation. It is my contention that translation could be renovated and made communicative. Translation does not have to be a lone, pointless struggle between student and text. Many other approaches are possible.
In fact, the suffix -ia is frequently used in Latin to name places, thus giving birth to names like Romania, Bulgaria and Australia, and -ea and -a are two other grammatical suffixes used on Latin nouns. The final -n is an adjectival suffix that turns a noun into an adjective.
They are the standard suffixes now in English. The distribution of them follows a rule that is rather neat and tidy. Basically it goes as follows: If the place name ends in -ea or a silent -e, then use -ean; If the place name ends in a vowel, then use -an; Otherwise, use -ian.
Contrastive rhetoric you have probably noticed, there are some exceptions or complications, but let us not be concerned about that here.
After all, the general picture is clear and unambiguous. You could well say that there does not seem to be a pattern geographically. But my attention turns to Italian when I give this suffix some more thought.
In Italian, -ese is a much more common suffix of nationality than in English. Recalling that Marco Polo and other Italian traders were the first Europeans to reach the Far East, it is therefore no surprise that many Asian countries use -ese.
In addition, the countries using -ese in South America are all very close to where Christopher Columbus, himself an Italian, first landed on the continent. But of course, why some countries in Africa and the Americas use the Italian suffix, while others use French or Spanish suffixes is a result of their long and complicated colonial histories.
Therefore, Icelander is normally used to denote a person from Iceland i.
However, in other Germanic languages, such as German, its usage is far more common. This is even clearer if you consider two more facts: The word German does not end in -ish, because the united nation of Germany did not exist until relatively recently.
The word German comes from a Latin word referring to the people in that region. Summary After seeing the distribution of the suffixes of nationality on a world map, and studying the origins of these suffixes, I think we should be reasonably convinced that the choice of suffix is not entirely a matter of chance or taste.
Instead, there are historical and linguistic factors which determine why one suffix is used for a certain nationality but another suffix for a second one.
But before English had gone global and applied its suffix to other nationalities, it was influenced by Latin and French.
Then, Islamic countries near the Middle East retained their Arabic -i when their names entered English. On second thought, the whole picture is just that simple.Contrastive linguistics is a practice-oriented linguistic approach that seeks to describe the differences and similarities between a pair of languages (hence it is occasionally called "differential linguistics").
This volume explores the field of contrastive rhetoric, the study of how a person's first language and culture influence his or her writing in a second language. A Contrastive Analysis of Rhetorical Patterns in English and Spanish Expository Journal Writing: A Study for Contrastive Rhetoricians, Teachers of Second Language Composition, and Translators.
on contrastive rhetoric research by Connor (). Connor states that the field experienced a paradigm shift in the s and that ‘‘(a) broader definition that considers cognitive and sociocultural variables of writing has been substituted for a purely linguistic frame-.
Contrastive rhetoric is the study of the ways in which the rhetorical structures of a person's native language may interfere with efforts to write in a second language (L2). Also known as intercultural rhetoric.
"Broadly considered," says Ulla Connor, "contrastive rhetoric examines differences and. Written by: Rossen Stoitchkov, “St. Kliment Ohridski” University of Sofia Department of Language Teaching and International Students. The paper sets out to explore the hidden potential of translation in teaching monolingual students.