Conception of Personal Pronouns in a Multi-Racial Society/CONCEPTION DES PRONOMS PERSONNELS DANS UNE SOCIÉTÉ MULTI-ÉTHNIQUE
Bibliographic record
Abstract
Abstract Learning grammar for most people especially ESL learners is a daunting and difficult task. It is especially true in Malaysia where students find English grammar difficult to comprehend. Interference from major ethnic groups' mother tongues play a great influence in shaping the students' attitudes and understandings of the English grammar including personal pronouns. This study tried to ascertain which aspects of personal pronouns that multi- ethnic students find most difficult and it hypothesized that different ethnic groups will produce different results. Even though all groups had the basic knowledge in using personal pronouns, they got confused when it came to having object pronouns taking the role of what they thought as an acceptable and common everyday usage of subject pronouns. One problematic area faced by the students in the use of personal pronouns was deciding on the correct pronoun to refer to plural third person (neuter) antecedents. There was a significant difference in the performance of a pronouns elicitation task between ethnic groups of students. Key words: Personal Pronouns; ethnic groups; Malaysia; mother tongue; ESL learners Resume: Pour la plupart des gens, notamment pour ceux qui apprennent l'anglais en tant que la deuxieme langue, la grammaire est une tâche epuisante et difficile. C'est particulierement vrai en Malaisie, ou les etudiants trouvent que la grammaire anglaise est difficile a comprendre. L'ingerence de la langue maternelle des principaux groupes ethniques a une grande influence sur le faconnement des attitudes des eleves et leur comprehension de la grammaire anglaise, y compris les pronoms personnels. Cette etude a tente de determiner les aspects des pronoms personnels les plus difficiles pour les eleves multi-ethniques et il est cense que chez les differents groupes ethniques, on obtiendra des resultats differents. Meme si tous les groupes avaient les connaissances de base dans l'utilisation des pronoms personnels, ils deviendront troubles quand les pronoms objects jouent le role de ce qu'ils ont pense comme l'usage acceptable, quotithen et commun des pronoms sujets. L'un des problemes rencontres par les etudiants dans l'utilisation des pronoms personnels a ete de choisir le pronom correct pour se referer a la troisieme personne au pluriel (neutre) antecedents. Il y avait une difference significative entre les groupes ethniques des eleves. Mots-Cles: pronoms personnels; groupes ethniques; Malaysia; mother tongue; ESL learners 1. INTRODUCTION Generally, grammar is not known as the most likeable subject because of many reasons. This is especially common in the Malaysian scenario where many students apparently do not find this area of the English language as interesting and straightforward. In addition, interference from the internalized grammar of the mother tongues of the major ethnic groups in Malaysia (Bahasa Melayu, Tamil , Mandarin, Cantonese, Hakka etc) plays a very important role in shaping the student's attitudes and understandings of the English language and its perceived grammar complexity. An aspect of English grammar that Malaysian students are often struggling on is pronoun. This study focused on the subject and object personal pronouns as each of them had several forms which could cause confusions especially if the usage was different from personal pronouns utilized in Malaysian students' mother tongues. The purposes of the study were to identify which aspect of personal pronouns that ESL learners in Malaysia had problems with and whether there was a significant difference in the performance of a pronoun elicitation task between different ethnic groups. 2. MATERIALS AND METHODS This study was not an in-depth study of subject and object personal pronouns and their usage among all Malaysian students. It was nevertheless a selection of subject and object pronouns usage by a very small sample. It is also important to note that this study was restricted as due to inequality number of distributions of students according to their ethnic groups (Malay, Indian and Chinese) in class. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".