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Dissertations / Theses on the topic 'English grammar'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

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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5

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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Lugoloobi-Nalunga, Maureen. "Teaching English grammar : A study of approaches to formal grammar instruction in the subject English in Swedish upper secondary school." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-65459.

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The main aim of the present study was to identify examples of practical grammar instruction methods in an EFL/ESL classroom in Swedish upper secondary school. Data was collected through classroom observations and interviews. Four interview sessions were carried out with five teachers, and twelve observations were conducted in four different English classes. There are conflicting views and attitudes towards the role and place of grammar in EFL/ESL classrooms, but the participants agreed that the main goal of grammar instruction is to help students develop communicative skills. The interview results showed that four of the participants prefer inductive approaches, while the fifth regards deductive approaches as more effective. Characteristics such as student motivation, learning style, and experiences are considered equally vital for the choice of grammar instruction and application. The grammar instruction methods chosen and discussed are based on traditional structuralism, behaviourism, and the progressive natural approaches. Consistent with previous research, an eclectic grammar instruction approach was observed that blends both implicit and explicit methods to meet different learners’ needs. The methodologies which are often practically applied include grammartranslation, audiolingualism, and content- and/or task-based instruction. Nevertheless, a communicative framework using the communicative language teaching methodologies is often in the foreground, resulting in a Systemic Functional Grammar, SFG, approach.
Huvudsyftet med den aktuella studien var att identifieraexempel på praktiska grammatikundervisningsmetoder som används i ämnet engelska som andra- och/eller främmandespråk på gymnasienivå i Sverige. Data samlades in genom klassobservationer och intervjuer. Fyra intervjusessioner genomfördes med fem lärare och det gjordes även tolv klassrumobservationer i fyra olika klasser. Deltagarna hade motstridiga åsikter och attityder angående grammatikens roll och plats i klassrummet, men de var överens om att huvudsyftet med grammatikundervisning är att hjälpa eleverna att utveckla kommunikativa färdigheter. Intervjuresultaten visar att fyra av lärarna föredrar induktiva metoder, medan den femte betraktar deduktiva ansatser som effektivare. Egenskaper såsom lärstil, elevernas motivation och erfarenheter betraktas som lika avgörande för olika metodval och tillämpning. De valda grammatikundervisningsmetoderna som diskuteras i denna uppsats baseras på traditionell strukturalism, behaviorism samt de progressiva, naturliga tillvägsgångsätten. Ett eklektiskt tillvägagångssätt som blandar både implicita och explicita metoder för att möta elevernas behov observeras, vilket är i linje med tidigare forskning. De metoder som ofta praktiskt tillämpas innefattar bland annat grammatik-översättning, audiolingualism samt innehålls- och/eller uppgiftsbaserade instruktioner. Ett kommunikativt ramverk med kommunikativa språkundervisningsmetoder är ofta i förgrunden, vilket resulterar i ett tillvägsgångsätt med fokus på systematisk funktionell grammatik, SFG.
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Grimshaw, Jane B. "English wh-constructions and the theory of grammar." New York : Garland Pub, 1985. http://books.google.com/books?id=hLJZAAAAMAAJ.

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Scott, Leslie A. (Leslie Ann). "Natural Grammar: a Painless Way to Teach Grammar in the Secondary Language Arts Classroom." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc501245/.

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Natural Grammar provides a way for the junior high or high school English teacher to draw upon students' "natural," or subconscious, knowledge of the systems and structures of spoken English. When such subconscious knowledge is conceptualized (brought to the conscious level), the students can transfer that knowledge to their writing. Natural grammar, in other words, allows the teacher to begin with what students already know, so that he or she may help students to build upon that knowledge in the context of the students' own writing. Chapters include a brief history of grammar instruction, a synopsis of the theories that contributed to the development of natural grammar, a description of natural grammar, and suggestions for implementation of natural grammar in the classroom.
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Wilcox, Karen Marie. "Defining grammar : a critical primer." Thesis, Montana State University, 2004. http://etd.lib.montana.edu/etd/2004/wilcox/WilcoxK04.pdf.

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Chiu, Lai-wan Hazel, and 趙麗雲. "Consciousness-raising and the acquisition of grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945004.

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16

Upton, Pamela Rose. "Re-positioning the subject: trainee English teachers' constructions of grammar and English." Thesis, University of Nottingham, 2005. http://eprints.nottingham.ac.uk/10168/.

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There is a requirement, within Key Stages One to Four of the National Curriculum for English, that pupils should be taught various aspects of Knowledge About Language which draw on an explicit understanding of English grammar. Many English teachers find themselves ill-equipped to deal with grammar, not only because they have gaps in their own knowledge, but because they struggle to reconcile the teaching of grammar with the progressive philosophies which have underpinned English teaching in recent decades. A number of studies have explored the philosophies of English teaching. My aim was to examine the perceptions of trainee English teachers on grammar and its place in English teaching within the context of changing definitions of English, and specifically the National Curriculum version that they would be teaching to. A mixture of quantitative and qualitative data from questionnaire surveys and interviews enabled me to make a detailed description of trainees' prior experience of learning grammar and their feelings about teaching it. However, when I came to analyse their understandings of grammar and English, I came up against issues of interpretation and epistemology which caused me to re-think my analytical approach and my overall methodology. The problem was that questions on the meanings of grammar and English teaching had generated a complex, wide-ranging and often contradictory set of responses. I felt a conventional method of coding and analysis could not adequately reflect the intricate, shifting nature of trainee perceptions at this early stage of their apprenticeship. Allied to this were problems of epistemology: the dangers of treating data as fact at a time when the view of my respondents on teaching and on themselves as teachers were in a state of transition. My solution was to change my analytical method, to treat the data as discourse, to use discourse analysis to explore the multiple meanings of English and grammar for trainee teachers and to construct a model which could reflect the fluidity, the contradictions and the potentialities of this discourse. In this way I was able to provide evidence of a transformative process whereby trainee constructions of grammmar were broadening and becoming more compatible with their constructions of English and of themselves as English teachers, while at the same time demonstrating the contradictions and conflicts which continue to characterise subject English.
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Johansson, Andreas. "What influences students´ motivation for learning English grammar?" Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-9003.

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The aim of this paper was to investigate what influences students’ motivation for learning English grammar. As I analyzed previous research I came up with these questions: What different kinds of strategies seem to be the most motivating for the students? What kind of motivation do learners have for grammar? Are learners positive or negative towards grammar, does their motivation come from within themselves or does it come from elements outside themselves? How important is it for learners that what they study is meaningful for them? How important is the teacher – student relationship for motivation? What do learners think of Task-based teaching? What are the best ways of learning? Through a questionnaire that was given to students of two classes at a Swedish upper secondary school, I wanted to see learner’ opinions about motivation and grammar. The questionnaire was given to 54 students and of these I could use 36. Generally students were positive towards grammar and thought that the teacher-student relationship was to some extent important for learning grammar. The biggest source of motivation was to have a good grade and it was clear that they learn grammar differently. It seemed to be important for them to know why you learn something. Students thought that “teacher talking” was a good way to learn grammar but not a good way to make grammar interesting and motivational.
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Johansson, Elina, and Marija Cukalevska. "The Impact of MALL on English Grammar Learning." Thesis, Malmö universitet, Malmö högskola, Institutionen för kultur, språk och medier (KSM), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-40433.

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The purpose of this paper was to explore how grammar learning in the English as a second or foreign language classroom can be improved. Our aim was twofold: (1) to investigate the possible effect of implementing Mobile-Assisted Language Learning (MALL) on students’ grammar learning in the Swedish upper secondary level education, and (2) to find out what students’ attitudes are towards such an implementation and how it can impact student motivation. We analyzed and provided an overview of ten articles relating to the subject. The results showed that the use of MALL contributed to improved grammar learning when it was used as a tool to help students analyze and reflect upon specific exercises collaboratively and to help individuals do grammar exercises and tests with a formative purpose. However, the results also showed that MALL was not beneficial if only used as an educational or communicative tool. Lastly, the results showed that students overall had a positive attitude towards the use of MALL in education, despite experiencing some technical difficulties, and that the approach further motivated students’ will to learn. Based on the results, we argued that the use of MALL in the English language classroom coincided well with the guidelines of the curriculum and syllabus for English 5, and that, if used as recommended, MALL could help improve Swedish students’ English grammar learning and their motivation.
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Drozd, Kenneth Francis. "A unification categorial grammar of child English negation." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186381.

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This dissertation is a developmental investigation of early child English negative constructions using 'no' and 'not' in an interpreted Unification Categorial Grammar (UCG). We ask (1) What is the developmental relationship between adult and child negative utterances? (2) What is the optimal characterization of the developmental correspondence between formal grammatical negative structures and their interpretive uses? and (3) How can the temporal dynamics of this developmental correspondence between form and use be rationally accounted for? A discourse analysis of child English negation reveals that young children like adult speakers use 'no' neither as a suppletive alternant for 'not' nor as an auxiliary, as is commonly assumed. Nor is the common assumption that young children use 'not' solely as a sentence negation operator true. Young children use 'no' either as a determiner in descriptive colloquial negative nps and copular np predicates, or as a metalinguistic exclamatory negation operator. 'Not' is a polycategorial negative operator used in both colloquial negatives and (internal) sentence negation. We argue that the child negation system is highly similar to the adult colloquial negation system. We present a colloquial negation fragment in which we treat the interpretation of colloquial negation as a function of model structure rather than underlying categorial structure. This is done by using contextual functions to derive different interpretive functions and making these interpretations available for translations of elliptical negatives in discourse. This approach to child language interpretation is natural to UCG where the interesting connections between categorial, semantic, and pragmatic information can be explicitly described for each well-formed expression of a (child) language. This dissertation also investigates how UCG can be exploited as a theory of language development. The Categorial Complexity Hypothesis (CCH) states that children produce the simpler categories of the target language in their utterances before they produce the more complex ones in their utterances. When applied to UCG, the hypothesis states that the progressive development in children's negative utterances follows the partial ordering of categories based on the complexity of their descriptions. We discuss two predictions made by the CCH and evaluate them using child English spontaneous speech data from three children.
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Kalyan, Siva. "Operationalising Cognitive Grammar : experimental and theoretical approaches." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/36128/.

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One of the main advantages of cognitive linguistics (and in particular Cognitive Grammar) over other approaches to the study of language structure is the fact that every descriptive construct is defined in psychological terms. This means, ideally, that any cognitive linguistic description of a word or grammatical construction constitutes a hypothesis about the mental representation of that structure. It should thus be possible to verify such descriptions, or to decide between competing analyses of a phenomenon, by experimentally testing the hypotheses that they entail. Such tests have been rare, however, due to the difficulty of operationalising many of the semantic notions used in Cognitive Grammar. The present thesis reports on attempts to operationalise and test (using questionnaires, production tasks, and reaction time measurements) four descriptive claims formulated in the framework of Cognitive Grammar: that finite complementation constructions are headed by the complement-taking predicate; that the first object in a three-argument clause is more “figure-like” than the second object; that impersonal there in an existential clause refers to the locative scene as a whole; and that non-finite clauses encourage the hearer to imagine the described event as a single gestalt, whereas finite clauses encourage them to imagine it unfolding over time. These grammatical analyses crucially involve the notions of “profiling”, “focal prominence”, and “mode of scanning”, which are central to Cognitive Grammar. None of the experiments conducted produced conclusive results, leaving open the question of whether the descriptive constructs used in the analyses are really necessary. Accordingly, the second part of the thesis presents an attempt to reconceptualise Cognitive Grammar using only descriptive constructs that are known to be easily operationalisable; in particular, giving prominence to notions from discourse pragmatics and prosodic phonology.
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Li, Kin-ling Michelle, and 李健靈. "Chinese pidgin English and the origins of pidin grammar." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45815902.

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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Chesterman, A. "Definiteness in English and Finnish." Thesis, University of Reading, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383138.

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Minow, Verena. "Variation in the grammar of black South African English." Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2009. http://d-nb.info/1001701976/04.

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Roller, Katja Martina [Verfasser], Bernd [Akademischer Betreuer] Kortmann, and Christian [Akademischer Betreuer] Mair. "Salience in Welsh English grammar : a usage-based approach." Freiburg : Universität, 2016. http://d-nb.info/1122831803/34.

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Gray, James Wesley. "Task-Based English Grammar Instruction: A Focus on Meaning." Kyoto University, 2020. http://hdl.handle.net/2433/253376.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
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Huang, G. W. "Towards a communicative English grammar course for Chinese learners." Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/19854.

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In the ELT (English Language Teaching) context there have been two interpretations of Communicative Language Teaching (CLT) - the 'weak' version (teaching for communication) and the 'strong' version (teaching through communication). This study explores the feasibility and appropriacy of introducing a weak version of CLT in ELT in general, and in English grammar teaching in particular, at the tertiary level in China. The study is an attempt to lay the foundations for the design of a communicative English grammar course for Chinese English majors, which is intended to complement a communication-oriented general (integrative) course (Li et al, 1987-1989, Communicative English for Chinese Learners), a first Chinese approach to CLT. The thesis begins with a discussion of issues in CLT: communicative competence, theories of language and learning underlying CLT, tasks and task components, communicative methodology, and syllabus design. It is pointed out that two mainstreams of CLT (i.e. syllabus-oriented and methodology-oriented) can be discerned within the weak version, which are commented on and critically assessed. There follows an examination of the current Chinese ELT situation, which not only suggests that the design of a grammar course is necessary but also reinforces the argument that the strong version of CLT is unlikely to be successful in the Chinese ELT context. The thesis then describes the design and administration of a survey of Chinese students' and teachers' perceptions of and attitudes to ELT as well as CLT and reports the results, which indicate the desirability of an approach to CLT tailored to Chinese needs. The survey was carried out in Guanzhou, a city in southern China, and suggests that a weak version of CLT is perceived as both desirable and practicable, although allowance may need to be made for the variation in educational conditions and other factors in other parts of China.
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Nicholson, Rebecca. "Teaching grammar: Australian secondary English teachers’ beliefs and practices." Thesis, Nicholson, Rebecca (2019) Teaching grammar: Australian secondary English teachers’ beliefs and practices. Masters by Research thesis, Murdoch University, 2019. https://researchrepository.murdoch.edu.au/id/eprint/55853/.

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This thesis presents an investigation into English teachers’ beliefs and declared practices in teaching grammar in Western Australian secondary schools. In doing so, this study has produced an up-to-date account of secondary school teachers’ conceptualisation of grammar, the factors they perceive influence their teaching of grammar, and their preparedness and confidence in teaching grammar. This qualitative study will extend knowledge into the beliefs of Australian secondary English teachers towards teaching grammar. Drawing on the literature review, a theoretical framework about English teachers’ beliefs and practices was created which informed data collection and analysis. Data collection was derived from semi-structured in-depth interviews with six secondary English teachers, all female, with experience in teaching Years 7 to 10 in Western Australian schools. A theory-based interview guide elicited participant’s beliefs and practices in teaching grammar. The interview transcripts were coded inductively and deductively according to the theoretical framework and the data itself to generate main themes. The findings suggest that there exists a dichotomy between the secondary teachers’ conceptualisation of grammar as “functional literacy” and their prescriptive approach to teaching grammar. Teachers felt traditional grammar teaching is “boring” and “complex” and valued grammar teaching for its association with Standard Australian English and a student’s future success. Frequent concern was expressed for their student’s limited knowledge of and disinterest in learning grammar and emphasised the importance of grammar teaching in primary school. These findings support previous research that secondary English teachers have not learnt grammar at school and lack training in teaching grammar. These findings may provide policy makers, teacher educators and practitioners with a greater understanding of the current trends in beliefs and practices towards grammar teaching in the secondary English context.
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Hinrich, Sally Wellenbrock. "A contextualized grammar proficiency test using informal spoken English." PDXScholar, 1988. https://pdxscholar.library.pdx.edu/open_access_etds/3816.

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Intensive college-level ESL programs typically focus on building students' academic skills in English. Yet many ESL students leave the intensive programs only to find that they cannot sufficiently comprehend conversations with native English-speaking classmates or understand freshman-level lectures. While the students frequently perceive the problem as relating to the rapid speech tempo used by native speakers, an integral part of the comprehension problem is the pervasive use of modified forms of English, commonly called reductions, contractions, and assimilations. The present research investigates whether comprehension of certain modified forms of spoken informal English can be used to measure students' level of proficiency. The research, based on an integrative approach to learning, hypothesizes that successful identification of informal forms may be as reliable and valid as standardized tests currently used to measure students' proficiency in grammar and listening comprehension. The instrument for conducting the research is a contextualized taped dialogue presented as a cloze exercise which depends on redundancy features of English in addition to knowledge of grammatical structures to help the subject reconstruct missing grammatical elements of the dialogue. Research data were not statistically significant to support the original hypothesis because of small sample size, but some general conclusions can be drawn. Conclusions and recommendations are discussed with attention to current trends toward content-based classes.
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Hu, Jiazhen. "Temporal interpretation in English." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184595.

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This dissertation investigates the interaction between the basic rules for tense interpretation, on the one hand, and temporal types of VPs or sentences, time expressions and syntactic distribution of tense forms, on the other. This dissertation proposes an analysis in which each tense form is associated with at least three time identities, the zero time point, the event time and the reference time. The zero time is defined as the time from which a situation is considered and interpreted, the event time as the time at which a situation takes place and the reference time is the time at which the situation holds and which is part of the event time under consideration. Concerning the temporal structures of situations expressed by VPs or sentences, this dissertation proposes a six-type temporal classification and treats temporal types not as atomic but as reducible to temporal features. By so doing, this dissertation brings to light the internal structure among various temporal types. Regarding the relation between tense and time expressions, this dissertation analyzes it to be one of temporal inclusion and provides a successful account of why time adverbs do not necessarily mark both ending points of a given homogeneous situation, though this is true with a nonhomogeneous situation. In accounting for tense interpretation in complement clauses, this dissertation maintains that complement tense forms and matrix tense forms can be interpreted in the same way and they differ only in the interpretation of the zero time point. In the matrix clause, tense is interpreted with respect to the speech time and, in the complement clause, tense is interpreted relative to the reference time of the matrix clause. Because the zero time is used instead of the speech time in the proposed basic tense rules, these rules are general and powerful enough to be applicable to tenses in any syntactic environment.
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McDuffie, Kristi. "Rhetorical grammar and you : a study of first-year composition papers /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524366.pdf.

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Hamrick, Phillip. "The Effectiveness of Cognitive Grammar and Traditional Grammar in L1 Pedagogy: An Empirical Test." Connect to resource online, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1212177577.

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Gaynor, Robert Lee. "Computer Grammar Checkers and ESL Writers." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4796.

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The use of word processors has become common in writing instruction for students of English as a second language (ESL). Recent developments in microcomputer technology have increased the number of "tools" or writing aids that are incorporated into word processing programs. Among these are computer style and grammar checkers, programs that attempt to identify and diagnose stylistic, grammatical, and mechanical problems in writing. This study examines the suitability of commercial grammar checking programs for use by ESL writers through descriptive analysis of program features and evaluation of accuracy. The programs evaluated are Grammatik 5, Microsoft Word 6.0 and Correct Grammar (both using CorrecText as an underlying system), and Right Writer 6.0. The principal issues explored in the descriptive analysis are comparative ease-of-use, the nature of diagnostic advice and tutorial information, and modification capabilities of each program. The analysis shows that grammar checking programs that are part of word processing programs (e.g., Word Perfect and Microsoft Word) are easier to use, but lack key components that permit modification of advice messages and tutorial information, or addition of new error patterns. The evaluation of accuracy examines program performance in terms of error types the programs were designed to identify in relation to errors common in ESL writing. In a test of sample sentences, the overall accuracy rate for the most successful program, Grammatik 5, was only 50%. Microsoft Word and Correct Grammar were second with 42%; Right Writer 6.0 was the weakest, with a score of 25%. Program accuracy was substantially reduced in analysis of a sample student essay. Microsoft Word and Correct Grammar performed best, but with only 21% accuracy. The score of Grammatik 5 was reduced to 17%, and that of Right Writer 6.0 to 13%. This suggests that student writing contains a larger number of errors the programs cannot identify than do the test sentences. In addition, sentences in the essay contained multiple errors, while most of the test sentences contained only one error. Low accuracy rates might be improved by rule modification features of standalone versions of programs such as Grammatik 5 and Correct Grammar.
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Mai, Hwai-min Aminah. "Grammar pedagogy and the task-based curriculum Hong Kong teachers' beliefs and practices /." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3196347X.

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Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

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Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.
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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Hankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning." Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.

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As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed:  • In what ways is CALL used in teaching grammar?  • Are any of the different ways of using CALL more successful than others?  • What are the students’ reactions to using CALL as a means of learning grammar?  The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching.
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Adhikari, Bidhya. "A brief description of contrastive Nepali and English grammar items." Berlin Viademica-Verl, 2006. http://deposit.ddb.de/cgi-bin/dokserv?id=2788659&prov=M&dok_var=1&dok_ext=htm.

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Fang, Chengyu. "Robust practical parsing of English with an automatically generated grammar." Thesis, University College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.430746.

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García, de la Maza Casilda. "The grammar, semantics and productivity of the English middle construction." Thesis, University of Cambridge, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.614663.

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Ambati, Bharat Ram. "Transition-based combinatory categorial grammar parsing for English and Hindi." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/20404.

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Given a natural language sentence, parsing is the task of assigning it a grammatical structure, according to the rules within a particular grammar formalism. Different grammar formalisms like Dependency Grammar, Phrase Structure Grammar, Combinatory Categorial Grammar, Tree Adjoining Grammar are explored in the literature for parsing. For example, given a sentence like “John ate an apple”, parsers based on the widely used dependency grammars find grammatical relations, such as that ‘John’ is the subject and ‘apple’ is the object of the action ‘ate’. We mainly focus on Combinatory Categorial Grammar (CCG) in this thesis. In this thesis, we present an incremental algorithm for parsing CCG for two diverse languages: English and Hindi. English is a fixed word order, SVO (Subject-Verb- Object), and morphologically simple language, whereas, Hindi, though predominantly a SOV (Subject-Object-Verb) language, is a free word order and morphologically rich language. Developing an incremental parser for Hindi is really challenging since the predicate needed to resolve dependencies comes at the end. As previously available shift-reduce CCG parsers use English CCGbank derivations which are mostly right branching and non-incremental, we design our algorithm based on the dependencies resolved rather than the derivation. Our novel algorithm builds a dependency graph in parallel to the CCG derivation which is used for revealing the unbuilt structure without backtracking. Though we use dependencies for meaning representation and CCG for parsing, our revealing technique can be applied to other meaning representations like lambda expressions and for non-CCG parsing like phrase structure parsing. Any statistical parser requires three major modules: data, parsing algorithm and learning algorithm. This thesis is broadly divided into three parts each dealing with one major module of the statistical parser. In Part I, we design a novel algorithm for converting dependency treebank to CCGbank. We create Hindi CCGbank with a decent coverage of 96% using this algorithm. We also do a cross-formalism experiment where we show that CCG supertags can improve widely used dependency parsers. We experiment with two popular dependency parsers (Malt and MST) for two diverse languages: English and Hindi. For both languages, CCG categories improve the overall accuracy of both parsers by around 0.3-0.5% in all experiments. For both parsers, we see larger improvements specifically on dependencies at which they are known to be weak: long distance dependencies for Malt, and verbal arguments for MST. The result is particularly interesting in the case of the fast greedy parser (Malt), since improving its accuracy without significantly compromising speed is relevant for large scale applications such as parsing the web. We present a novel algorithm for incremental transition-based CCG parsing for English and Hindi, in Part II. Incremental parsers have potential advantages for applications like language modeling for machine translation and speech recognition. We introduce two new actions in the shift-reduce paradigm for revealing the required information during parsing. We also analyze the impact of a beam and look-ahead for parsing. In general, using a beam and/or look-ahead gives better results than not using them. We also show that the incremental CCG parser is more useful than a non-incremental version for predicting relative sentence complexity. Given a pair of sentences from wikipedia and simple wikipedia, we build a classifier which predicts if one sentence is simpler/complex than the other. We show that features from a CCG parser in general and incremental CCG parser in particular are more useful than a chart-based phrase structure parser both in terms of speed and accuracy. In Part III, we develop the first neural network based training algorithm for parsing CCG. We also study the impact of neural network based tagging models, and greedy versus beam-search parsing, by using a structured neural network model. In greedy settings, neural network models give significantly better results than the perceptron models and are also over three times faster. Using a narrow beam, structured neural network model gives consistently better results than the basic neural network model. For English, structured neural network gives similar performance to structured perceptron parser. But for Hindi, structured perceptron is still the winner.
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McClure, Ellah Sue. "Six middle school language arts teachers' beliefs about grammar and their teaching of grammar while participating In a professional learning community." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11122006-225340/.

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Thesis (Ph. D.)--Georgia State University, 2006.
Title from title screen. Dana L. Fox, committee chair; Lori N. Elliott, Laurie B. Dias, Mary P. Deming, Marti Singer, committee members. Electronic text (201 p.) : digital, PDF file. Description based on contents viewed July 11, 2007. Includes bibliographical references (p. 184-194).
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Russell, Graham. "Verbal ellipsis in English coordinate constructions." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328355.

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Fischer, Klaus. "Investigations into verb valency : contrasting German and English." Thesis, University of Wales Trinity Saint David, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683145.

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Leech, Frances Anne. "A dual approach to the robust parsing of natural English language." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301822.

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Abdullah, Khaled. "The analysis and classification of English idioms : with special reference to the comprehension of English idioms by advanced Syrian learners of English." Thesis, Birmingham City University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263386.

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The study deals with English idioms from a pedagogical point of view. It draws attention to the fact that the use of idioms in a language is such a widespread phenomenon that we cannot continue to ignore them especially in disciplines such as language teaching and language learning. The study attempts to analyse the phenomenon of idioms diachronically and synchronically; to explain the process of idiom comprehension by foreign learners. The subjects of the study were Syrian undergraduates of English, who were largely unaware of the use of idioms among native speakers of English, since the foreign-language teaching system did not provide the chance where learners could be in frequent contact with the native speakers of the foreign idiom. The first stage of the research presents a brief swvey of some perspectives on idioms as a linguistic phenomenon. It begins with an examination of earlier views of idioms. At the end of this stage, a working definition of the idiom is suggested. The second stage smve)(S processes of idiom formation and explains how idioms have been dealt with in psycholinguistics and sociolinguistics, revealing the procedures for processing and understanding idioms. The third stage is empirical and the goal of which is to demonstrate how English idioms pose a problem in the process of teaching them to foreign learners. The fourth stage of the research is concerned with analysing idioms synchronically. The view maintained at this stage is that the relationship between idiomatic expressions and their meanings is not arbitrary, since these idiomatic meanings can be attained through an appeal to conceptual metaphor theories and the semantic constraint approach. The fifth stage is dedicated to the analysis of the findings which resulted from the investigation in the previous stages. Following on from this analysis, some suitable methods and effective activities for teaching English idioms to foreign learners are proposed. In brie£: the research on idioms in this study could prove fruitful in inspiring potential applications in pedagogy and language learning; in lexicography; in translation; and in computational linguistics.
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Wade-Woolley, Lesly A. (Lesly Ann). "For-to complements in Appalachian English." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59236.

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This thesis investigates the phenomenon of for-to complements in several dialects, focusing primarily on Appalachian English, though Belfast English and Ottawa Valley English are also examined. Following Chomsky's Government and Binding theory, we develop an analysis of for-to that predicts the distribution of for-to complements based on the requirements of Case, and the varieties of licit movement of features allowed by each dialect. To do this, we propose a Revised Case Filter which requires functional categories bearing Case features to discharge Case. We also show that the features of functional categories can move either by head movement (allowing movement of to into for) or by feature transmission (allowing for to move into to).
Each of these mechanisms generates a specific range of well-formed for-to complements; the distribution of these complements can be predicted by the ways in which the dialects allow features to move. Appalachian English and Ottawa Valley English allow head movement of features only, while Belfast English allows features to move via head movement and feature transmission. Thus for-to complements are more wide-spread in Belfast English than in the other for-to dialects. Standard English, which does not allow features to move unless they are accompanied by lexical material, does not exhibit for-to complements at all.
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Witkowska-Stadnik, Katarzyna Hawkins Bruce Wayne. "Variability in interlanguage as a result of imagery alternatives a case study /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219090.

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Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed January 5, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Sandra Metts, Janice Neuleib, Margaret Steffensen. Includes bibliographical references (leaves 180-190) and abstract. Also available in print.
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Azad, Yusef. "The government of tongues : common usage and the 'prescriptive' tradition, 1650 to 1800." Thesis, University of Oxford, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303455.

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50

An, Youngjae. "Crossover effects in second language acquisition : a view from German-English and Korean-English interlanguage grammar." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20573/.

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This thesis investigates first languages (L1) influence on second language (L2) acquisition of long-distance wh-movement and related constraints governed by Universal Grammar. It thus seeks to integrate L2 syntactic knowledge into L2 knowledge at the syntax-semantics interface in order to find out more about the nature of L2 acquisition, thesis extends its body of research into L2 processing at the syntax-semantics interface. That being so, it allows us not only to explore an ultimate issue of whether L2 speakers have access to Universal Grammar but also to consider how grammar and meaning interact in real time. To this end, this thesis examines crossover phenomena in L2 English, by speakers of German and Korean. A series of experiments are employed in this research: an acceptability judgement task, a truth-value judgement task, and a self-paced reading task. Experiment 1 investigates whether L2 speakers have acquired syntactic knowledge of long-distance wh-movement in English. This experiment, in particular, examines whether L2 speakers are sensitive to locality conditions on wh-movement. Experiment 2 identifies whether semantic knowledge is facilitated by syntactic knowledge in L2 acquisition. Experiment 3–4 examine whether L2 speakers make use of syntax-semantics interface knowledge during online processing. The findings from Experiment 1–4 suggest that that L1 does not influence acquisition and processing of L2.
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