Relevant bibliographies by topics / English grammar

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English grammar'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "English grammar"

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Thornbury, S. "English Grammar Today * English Grammar Today Workbook." ELT Journal 66, no. 2 (March 13, 2012): 240–43. http://dx.doi.org/10.1093/elt/ccs002.

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Pebworth, Ted-Larry. "English Grammar." Ben Jonson Journal 13, no. 1 (January 2006): 153–57. http://dx.doi.org/10.3366/bjj.2006.13.1.14.

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AARTS, BAS. "Grammatici certant Rodney Huddleston & Geoffrey K. Pullum (in collaboration with Laurie Bauer, Betty Birner, Ted Briscoe, Peter Collins, David Denison, David Lee, Anita Mittwoch, Geoffrey Nunberg, Frank Palmer, John Payne, Peter Peterson, Lesley Stirling and Gregory Ward), The Cambridge grammar of the English language. Cambridge: Cambridge University Press, 2002. Pp. xvii+1,842." Journal of Linguistics 40, no. 2 (July 2004): 365–82. http://dx.doi.org/10.1017/s0022226704002555.

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The first large-scale modern grammars of English were Quirk et al.'s A grammar of contemporary English (1972) and A comprehensive grammar of the English language (1985). It has taken 18 years for a major competitor to be published. Many linguists, especially those whose main focus is English, will have looked forward to the publication of the present book. The Cambridge grammar of the English language (henceforth CaGEL) is first and foremost the brainchild of Rodney Huddleston, whose 1984 Introduction to the grammar of English had already established itself as an important text. He was joined by Geoffrey Pullum and the other authors listed above at various points in time.
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Dr. Dhaval Purohit. "How to Teach English Grammar Effectively." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 4, no. 2 (December 10, 2022): 298–303. http://dx.doi.org/10.58213/ell.v4i2.57.

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All languages made use of by human beings in order that they can communicate either in speech or in black and white possess their own grammars. Whether it be one’s native language or second language (hereinafter referred to as the English Language), it must be having its grammar. It is like a flit-gun and its grammar is its plunger, and it is the plunger that does set and keep the flit-gun in operation. Wherefore the grammar of a language cannot be thought of as autonomous of the language. Rather it should be said that a language and its grammar are integrated and of it there is no doubt at all. This research article shall wherefore be focusing on how to effectively teach the grammar of the English language.
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Tintemann, Ute. "The Traditions of Grammar Writing in Karl Philipp Moritz’s (1756–1793) Grammars of English (1784) and Italian (1791)." Historiographia Linguistica 42, no. 1 (May 26, 2015): 39–62. http://dx.doi.org/10.1075/hl.42.1.03tin.

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Summary Until the late 18th century, authors of vernacular grammars often adopted the categories of Latin grammar to describe these languages. However, by adapting the Latin system to English, German or Italian, grammarians could succeed only in part, because these languages work in different ways. In the present paper, the author discusses the solutions that Karl Philipp Moritz (1756–1793) proposes in his Englische and Italiänische Sprachlehre für die Deutschen, textbooks for German learners. The author analyses to what extent Moritz’s grammar descriptions were influenced by the Latin model as well as by the traditions of English and Italian grammar writing that he encountered in his sources. It will be demonstrated that he translated extensively from the works of other authors: For his English textbook (Moritz 1784), he mainly used James Greenwood’s (1683?–1737) The Royal English Grammar (1737), and for Italian (Moritz 1791), he profited especially from Benedetto Rogacci’s (1646–1719) Pratica, e compendiosa istruzione circa l’uso emendato, ed elegante della Lingua Italiana (1711).
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Parinyavottichai, Chanyaporn. "The Application of Global Grammar Theory to Locative and Directional Structures in Chinese, Thai and English." MANUSYA 12, no. 2 (2009): 1–18. http://dx.doi.org/10.1163/26659077-01202001.

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This paper employs the Global Grammar theory to analyze locative and directional phrases in Mandarin, Thai and English. I use translation-equivalent sentences from Mandarin, English, and Thai to illustrate the relation between the global grammar and its derived regional grammars and to show how the translation-equivalent sentences can become partly similar and partly dissimilar to each other. This paper also shows how a language teacher of Mandarin Chinese can effectively use the relation between the Global grammar and particular grammars to help students whose native language is English and Thai to learn the syntax and semantics of any Chinese sentence.
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Fitria, Tira Nur. "Grammarly as AI-powered English Writing Assistant: Students’ Alternative for Writing English." Metathesis: Journal of English Language, Literature, and Teaching 5, no. 1 (May 18, 2021): 65. http://dx.doi.org/10.31002/metathesis.v5i1.3519.

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<p class="AbstractText">The presence of ‘Grammarly’ as one of the online grammar checkers as the impact of technology development. This paper aims to reveal an overview of ‘Grammarly’ as an AI-powered English Writing Assistant for EFL students in Writing English. This research applies descriptive qualitative research. Based on the analysis, using Grammarly software shows the performance increased. Before using Grammarly, the performance of the test score is 34 out of 100. After using Grammarly, the performance text score is 77 out of 100. This score shows the quality of writing in this text increased. The performance can be increased based on Grammarly's suggestions in a Premium account. The researcher recommends the students to use Grammarly. Grammarly is a web tool to perform grammar checks well, starting from the spelling of words, sentence structure to standard grammar. Grammarly is free, so it is recommended for students who want to check various documents or articles in English. Grammarly helps check the grammatical rule, the spelling rule in English structure, also correct errors in writing such as punctuation and capitalization. Grammarly runs on an Artificial Intelligence (AI) system, which is built to analyze English sentences relying on a set of rules. Grammarly takes context when showing corrections or suggestions, and inform the students quickly but still precisely. For accuracy, two service options available both free and paid features. Of course, the Grammarly free version still has limitations and in-service features, unlike the paid version (premium) which has full advantages and benefits, many features, and complete.</p>
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Nurhidayah, A'isyah, and Tatik Irawati. "Grammarly Through the Lens of Student Perception." Jurnal Bahasa, Sastra, dan Studi Amerika 30, no. 1 (June 30, 2024): 11. http://dx.doi.org/10.20961/jbssa.v30i1.87858.

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<p>Grammarly serves as an online grammar checker that allows users to identify and rectify errors in grammar, pronunciation, punctuation, and plagiarism. This study aims to explore students' perceptions regarding the use of Grammarly as a writing assistant in essay classes. Employing a qualitative case study approach, data were collected through questionnaires and structured interviews. The participants were English major students at Universitas PGRI Jombang enrolled in essay writing classes, with 23 students responding to the questionnaires and 4 participating in interviews. The findings indicate a positive perception among students towards Grammarly as a helpful tool for writing English essays. They appreciate its user-friendly interface, helpful advice, clear explanations, accurate grammar checks, and prompt corrections. Moreover, they find it beneficial for enhancing writing skills and boosting self-confidence, particularly in essay writing. The study also highlights Grammarly's role in facilitating learning about English grammar rules. Despite utilizing only the free version, nearly all students highly recommend Grammarly for supporting English students in essay writing. They value its straightforward feedback, which aids in understanding complex grammar issues and enables them to refine their writing while reducing common errors. In conclusion, students consider Grammarly a valuable tool for enhancing their essay writing skills. Not only does it assist in correcting grammatical errors, but it also serves as an educational resource that enriches students' understanding of English grammar. Therefore, integrating Grammarly into the essay writing curriculum can greatly benefit English students, providing them with an accessible and effective resource to improve their writing proficiency.</p>
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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.

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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*
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Garman, Michael, and Richard Hudson. "English Word Grammar." Modern Language Review 88, no. 1 (January 1993): 157. http://dx.doi.org/10.2307/3730805.

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Dissertations / Theses on the topic "English grammar"

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Norgren-Bergström, Tobias. "English Grammar Instruction in English 5 Three Swedish upper-secondary school English Teachers’ Perspectives on Grammar Instruction." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67737.

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This paper presents a qualitative study investigating 1) whether ESL teachers teaching English 5 in Swedish upper-secondary schools take an explicit or implicit grammar approach to grammar instruction in their lessons, and, 2) which aspects they choose to prioritise. My initial hypothesis, based on prior, personal observation was that the ESL teachers sampled in my study would reveal preferences and tendencies more closely indicative of an implicit approach, and that this would be due to their beliefs about grammar and their own experience learning grammar as students. To find out which method ESL teachers use to instruct grammar, and to inform future practice on how to teach grammar and which aspects to prioritise, three ESL teachers participated in semi-structured interviews. The findings show that, contrary to what was hypothesised, they instruct grammar with explicit-deductive approaches, and the teachers prioritise the same grammatical aspects, of which irregular verbs and tenses were identified as being the most important. These findings are discussed, and it is proposed that it is primarily a teacher’s experience from teaching grammar that influences his/her choice of teaching practice, and that it is the students’ specific needs that determine which grammatical aspects to prioritise.
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Rosta, Andrew. "English syntax and word grammar theory." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288690.

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Worth, Andrew Christopher. "English Coordination in Linear Categorial Grammar." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1451933040.

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Mayhugh, Paul W. "A Chinese-English intermediate Greek grammar." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.

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Zalewski, Jan P. Hawkins Bruce Wayne. "Redefining the global grammar towards the development of a communicatively-oriented pedagogical grammar of English as a second language /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311294.

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed February 8, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Douglas Hesse, Sandra Metts, Margaret Steffensen. Includes bibliographical references (leaves 265-284) and abstract. Also available in print.
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Jakobsson, Ina, and Emmalinn Knutsson. "Explicit or Implicit Grammar? - Grammar Teaching Approaches in Three English 5 Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34559.

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Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.
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Chiu, Lai-wan Hazel. "Consciousness-raising and the acquisition of grammar." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21161823.

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Granlund, Jessica. "Teaching English grammar : A case study of the differences and similarities between teaching English grammar to native- and non-native speakers of English in Sweden and in the UK." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-6862.

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The aim of this study is to investigate the similarities/differences in the views on and practices of grammar teaching of a Swedish teacher of English (FL – Foreign Language) and a UK teacher of English (L1 – First Language). Furthermore, the study tries to explain how the differences found in the comparison can be connected to each country’s different steering documents and to the different teaching conditions involved in teaching English to L1 learners compared to FL learners. The two participating teachers were both interviewed and observed. The results of this study show that the teachers’ grammar practices are very similar since they include explicit formal instruction both inductively and deductively, but with a focus on the latter. These are typical ‘Focus on FormS’ related practices even though both teachers want to achieve a ‘Focus on Form’ directed practice. Furthermore, both teachers use metalanguage in their teaching. The main difference between the teachers’ grammar approaches are the aims that they have with their teaching. The UK teacher aims at plain accuracy in her pupils’ written production whereas the Swedish teacher aims at developing all-round communicative abilities among her pupils. This is explained with the different accuracy-focus which each country’s steering documents hold.
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Knight, Nikita. "Theory and Practice : A comparison between English schoolbook grammar and English grammar teaching practiced in a Swedish secondary school." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45893.

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This research compares the grammar in English schoolbooks with the grammar teaching practisedin a Swedish secondary school classroom. It explores the grammar content of two Englishschoolbooks from two different levels, and whether the teacher uses other materials when teachinggrammar: language websites with grammar and vocabulary exercises, and listening, reading andwriting activities, that are different or similar to the ones in the schoolbooks. The study also looks atdifferent grammar teaching methods, Grammar-translation method, Direct method andAudiolingual method, used in the schoolbooks. Throughout the years, different methods have beenused for teaching grammar, which is why it is interesting to see which ones are used here. Thegrammar content of two English schoolbooks and the classroom observations of year eight and yearnine English lessons were analysed and compared in order to find out whether the grammarteaching affects the pupils proficiency level and accuracy in their essays. This investigation isrelevant since language teaching has become more and more focused on communication, whichmeans that accuracy has a tendency of being forgotten, even though fluency and accuracy are bothequally important in order to achieve a communicative competence.
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Boyd, Jeremy Kenyon. "Comparatively speaking a psycholinguistic study of optionality in grammar /." Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2007. http://wwwlib.umi.com/cr/ucsd/fullcit?p3273558.

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Thesis (Ph. D.)--University of California, San Diego, 2007.
Title from first page of PDF file (viewed August 31, 2007). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 172-181).
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Books on the topic "English grammar"

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Collins, Peter, and Carmella Hollo. English Grammar. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-50740-2.

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Berry, Roger. English Grammar. Second edition. | New York, NY: Routledge, [2018] | Series:: Routledge, 2018. http://dx.doi.org/10.4324/9781351164962.

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Collins, Peter, and Carmella Hollo. English Grammar. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36576-6.

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English grammar. Fort Worth, TX: Harcourt College Publishers, 2001.

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Hudson, Richard A. English Grammar. London: Taylor & Francis Group Plc, 2004.

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Richard, Morris. English grammar. Toronto: J. Campbell, 1986.

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English Grammar. London: Taylor & Francis Inc, 2003.

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Rosset, Edward R. English grammar. S.l: s.n., 1999.

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Downing, Angela. English Grammar. London: Taylor & Francis Inc, 2006.

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Stacy, Magedanz, ed. English grammar. New York: Wiley, 2003.

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Book chapters on the topic "English grammar"

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Lavender, Susan, and Stavroula Varella. "English Grammar." In Grammar in Literature, 1–5. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98893-7_1.

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McCarthy, Michael. "Grammar policy, grammar politics and grammar police." In English Grammar, 145–67. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780367633677-7.

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Dita, Shirley N., Philip Rentillo, and Aldrin P. Lee. "Grammar." In Philippine English, 87–99. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429427824-9.

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Webb, Jennifer, and Marcello Giovanelli. "English curriculum." In Essential Grammar, 209–23. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003175261-12.

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Ribes, Ramón, Palma Iannarelli, and Rafael F. Duarte. "English Grammar Usage." In English for Biomedical Scientists, 10–59. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-77127-2_2.

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Jones, Robert C. "Americn English grammar." In Toward an Understanding of Language, 51. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.07jon.

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Tops, Guy A. J., and Xavier Dekeyser. "English Grammar Writing." In English Traditional Grammars, 141. Amsterdam: John Benjamins Publishing Company, 1991. http://dx.doi.org/10.1075/sihols.62.12top.

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Didau, David. "Grammar." In Making Meaning in English, 263–93. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003104162-10.

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Gramley, Stephan, Vivian Gramley, and Kurt-Michael Pätzold. "Grammar." In A Survey of Modern English, 86–131. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-5.

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Siepmann, Dirk. "Academic Grammar." In German and English, 12–105. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-2.

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Conference papers on the topic "English grammar"

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O'Kane, M., P. E. Kenne, and H. G. Pearcy. "A grammar of conversational English." In 4th European Conference on Speech Communication and Technology (Eurospeech 1995). ISCA: ISCA, 1995. http://dx.doi.org/10.21437/eurospeech.1995-297.

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Jadán-Guerrero, Janio, Juan Ramos, Hugo Arias-Flores, and Isabel L. Nunes. "Using Comics in the English Language Classroom." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002175.

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English is a language which plays an important role in the Ecuadorian society because it is used on different fields such as business, tourism, entertainment, health. English is present in Education because it is taught in most educational institutions – at primary, secondary and higher levels – giving students the opportunity to gain competencies in a second language. Unfortunately, the lack of didactic resources to teach grammar makes the English learning process difficult and boring. Therefore, the aim of this research is to develop a storytelling to learn English grammar through comics. The methodology used is the mixed method approach – qualitative and quantitative – for the data collection. The students who participated on this research took a pre-test and a post-test in order to know the perspective of comics as well as their grammar knowledge. The comics were designed in the software Paint 3D because it makes colorful presentations and it is possible to draw on the computer’s screen by using the optical pen. The comics present grammar structures in familiar contexts to motivate comics reading. After applying comics, the results showed that students improved their grammar grades and were motived to learn grammar. A secondary goal is to promote comics as an English resource to improve the learning of different English skills.
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Kang, Yinghua. "Chinese Transfer in English Grammar Teaching." In 2016 2nd International Conference on Social Science and Technology Education (ICSSTE 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsste-16.2016.54.

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Buriyevna, Kadirova Marguba. "THE PRINCIPLES OF TEACHING ENGLISH GRAMMAR." In TEACHING FOREIGN LANGUAGES IN THE CONTEXT OF SUSTAINABLE DEVELOPMENT: BEST PRACTICES, PROBLEMS AND OPPORTUNITIES. ISCRC, 2023. http://dx.doi.org/10.37547/geo-21.

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This article revealed in the complex approach to teaching foreign languages paying attention to its main language skills. Each of the activities is described in details with presenting the goals and results of using them.
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Utari), Aisyah Ririn Perwikasih. "Friendly English Grammar Teaching for Young Learners." In The 2nd International Conference 2017 on Teaching English for Young Learners (TEYLIN). Badan Penerbit Universitas Muria Kudus, 2017. http://dx.doi.org/10.24176/03.3201.05.

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Catana, Elisabeta simona. "E-LEARNING INCENTIVES FOR IMPROVING THE ENGINEERING STUDENTS’ACCURACY IN ENGLISH FOR WORK PURPOSES AND ONLINE PROFESSIONAL COMMUNICATION." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-121.

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Overcoming the challenges of the 21st century multicultural society whose protagonists have to master an international language of communication such as English for work purposes in a multinational, for professional online communication with foreign interlocutors, we emphasize the necessity to encourage e-learning in controlled situations at university in the English language courses and seminars for engineering students in order to raise their awareness that focusing on grammar accuracy should be their top priority for advancing their knowledge of English for their future career, future life and, last but least, for their high quality well-rounded education. This paper argues for the importance of a particular and intense focus on e-learning for improving the engineering students' English grammar accuracy in the English language seminars in a technical university, emphasizing the following aspects: 1) e-learning plays a motivational role in developing the students' English language knowledge for work purposes in our 21st century multicultural society; 2) using and developing new internet resources for advancing the students' knowledge of English grammar and vocabulary are a must as a very good knowledge of English grammar results in logical, coherent and cohesive verbal and written discourses in English for work purposes. Having analysed the engineering students' needs for professional real-life and online communication in general and technical English for a future career, this paper shows that by encouraging e-learning in order to motivate the students to enhance their knowledge of English grammar by solving online grammar exercises, getting involved in communication activities on the online platforms, doing their homework, the students will develop their English speaking, reading, listening and writing skills, proving their linguistic competence in English. That is why this paper will present: 1) the e-learning incentives for improving the students' English language accuracy; 2) the engineering students' perspective on the importance of focusing on e-learning and blended learning for developing their English grammar knowledge in the English language seminars in a technical university; 3) a methodological approach to teaching advanced English grammar to engineering students by means of traditional learning and e-learning.
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Busack, Eirini. "Are digital learning paths sufficient for learning/practising English grammar? Views of secondary school pupils." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia: Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16945.

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This study aims to investigate 80 grade 6–10 secondary school English as a Foreign Language (EFL) learners’ opinions in Germany about the extent to which they consider Digital Learning Paths (DLPs) sufficient for acquiring or refreshing their English grammar knowledge. The learners were given one to two grammar-focused DLPs, depending on their grade and language level, to complete during their English classes. Upon completion, learners participated in an online survey. Research data were collected in October 2022 using an online survey. Interestingly, results from 80 learners showed that for half of the respondents, the DLPs were sufficient to learn or practise English grammar, but the second half of the respondents indicated that they would prefer DLPs to be integrated into grammar lessons at school. This is because these learners prefer to have additional explanations from the teacher. This case study shows that it can help promote DLPs as an alternative teaching method and encourage EFL teachers to deliver their English grammar lessons in a more engaging and sustainable format.
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Prolo, Carlos A. "Generating the XTAG english grammar using metarules." In the 19th international conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1072228.1072381.

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Gainutdinova, Alsu, and Rezida Mukhametzyanova. "GRAMMAR THROUGH GAMES IN UNIVERSITY ENGLISH CLASSES." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1906.

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Komleva, Elena, Evgeniya Gorshkova, Anastasiya Koblova, and Irina Turetskova. "INNOVATIVE METHODS OF TEACHING ENGLISH GRAMMAR FUNCTIONALLY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1306.

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Reports on the topic "English grammar"

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Hinrich, Sally. A contextualized grammar proficiency test using informal spoken English. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5700.

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Коваленко, Г. С., and А. Д. Подвінська. Розвиток граматичних навичок на уроках з англійської мови у школярів основної школи за допомогою навчальних інтернет-програм. Криворізький державний педагогічний університет, 2020. http://dx.doi.org/10.31812/123456789/5999.

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Статтю присвячено використанню навчальних iнтернет-програм на уроках англiйської мови для розвитку граматичних навичок в учнiв основної школи. Розроблено план-конспект уроку з англiйської мови у 7 класi на тему “City features”, пiдтему “Quantifiers” з використанням мобiльних додаткiв “Johnny Grammar’s Word Challenge” та “Oxford English Grammar and EnglishListening”.
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ARUTYUNYAN, D. D. GRAMMAR ANALYSIS AS A MEANS OF NOTIONAL FUNDAMENTALS CREATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-43-50.

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The article is devoted to the analysis of the Passive Voice to search for the learners’ language mistakes. Analysis of the Passive Voice definition, given by different linguist, is performed. The causes of notional difficulties, the ways of notional fundamentals creation for the learners of English are presented.
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Ledermann, Anna Christine. Collective nouns in the Green Line and Access series : Comparing textbook language with natural usage data. Otto-Friedrich-Universität, 2023. http://dx.doi.org/10.20378/irb-95288.

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.

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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.62.

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Carney, Stephanie M., Michael D. Hylland, William R. Lund, and Robert Ressetar. Guide for the Preparation of Reports for the Utah Geological Survey, Fourth Edition. Utah Geological Survey, February 2024. http://dx.doi.org/10.34191/c-137.

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Throughout its history, the Utah Geological Survey (UGS) has strived to produce reports of the highest technical and editorial quality. To achieve that end and establish the basis for a certain degree of uniformity among the various publication series of the UGS, the first edition of the Guide for the Preparation of Reports for the Utah Geological Survey (the Guide) was published as UGS Circular 85 in 1992. The Guide was updated, revised, and published as a second edition (Miscellaneous Publication 03-7) and third edition (Circular 105) in 2003 and 2012, respectively. This fourth edition of the Guide retains much of the original text of the previous editions but incorporates revisions and additional text to address moving the technical review process into the digital age. Hardcopy review was not feasible during the COVID-19 pandemic and new review procedures regarding digital documents have since been adopted. Additionally, in 2021 the Data Management Program was created to address the increase in web applications and therefore the Website section has been substantially revised. Appendix B, Disclaimers for Use in UGS Publications, has also been revised by consolidating disclaimers having similar text and function, reducing the number from 11 to 7 disclaimers. Finally, various minor revisions reflect the ongoing evolution of English grammar and style.
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Communicative English Language Grammar (intermediate level). OFERNIO, 2017. http://dx.doi.org/10.12731/ofernio.2017.22606.

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The MRC Writing, Publication and Style Guide. Vientiane, Lao PDR: Mekong River Commission Secretariat, November 2021. http://dx.doi.org/10.52107/mrc.qx5yo4.

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The MRC Writing, Publication and Style Guide contains guidance on common problems of English grammar, spelling, hyphenation, capitalization, document referencing, in-text citations, and bibliography organization. First published in 2007, this second edition of the Guide is intended for creators of MRC’s documents and publications, including MRC Secretariat’s staff members and consultants as well as external users who need a style guide.
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