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Wulf, Herwig. "English syntax. A grammar for English language professionals." System 24, no. 3 (September 1996): 400–409. http://dx.doi.org/10.1016/s0346-251x(96)90022-6.
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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.
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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.
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Porras, Anthony. "EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 1–8. http://dx.doi.org/10.21460/saga.2020.11.7.
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The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.
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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.
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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.
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Spahiu, Isa, and Edita Kamberi Spahiu. "CONTRASTIVE ANALYSIS OF ENGLISH AND ALBANIAN ADJECTIVES." International Journal of Applied Language Studies and Culture 2, no. 1 (March 31, 2019): 17–22. http://dx.doi.org/10.34301/alsc.v2i1.14.
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Language is a systematic means of communicating by the use of sounds or conventional symbols. Learning a foreign language is never easy especially when we try to express our thought, opinions, feelings and ideas from mother language to target language. Because English is so widely spoken, it has often been referred to as a “world language” or “lingua franca’. While it is not an official language in most countries, it is currently the language most often taught as a foreign language. Since English language is taught as foreign language in our country learning its grammar is still challenging. Proper grammar is essential for learning and comprehending the second language knowing that grammar is a guide how language should be written and spoken. As basic Grammar deals with parts of speech this paper will concentrate on adjective both in English and Albanian their formation, function, degree, order and semantic classification. This seminar paper deals with contrastive analyses of English and Albanian adjectives and aims at describing and analyzing similarities and differences that exist between them. The methodology of the study is descriptive and contrastive. Even though the English and Albanian languages belong to the Indo-European family they do share similarities and differences both in morphological and syntactical terms.
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Simon-Cereijido, Gabriela, and Lucía I. Méndez. "Using Language-Specific and Bilingual Measures to Explore Lexical–Grammatical Links in Young Latino Dual-Language Learners." Language, Speech, and Hearing Services in Schools 49, no. 3 (July 5, 2018): 537–50. http://dx.doi.org/10.1044/2018_lshss-17-0058.
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Purpose This study examined the nature of the relation between language-specific vocabulary and conceptual lexical–semantic skills with grammatical abilities within and across languages in preschool Latino dual language learners (DLLs). Method Sixty-one typically developing, Spanish–English speaking DLLs from preschools serving low-income families participated in the study. Lexical, semantic, and grammar skills were assessed toward the end of the fall in both Spanish and English using normative and researcher-developed assessment instruments. Hierarchical linear regressions using baseline cross-sectional data were completed to determine the association of language-specific vocabulary and bilingual lexical and semantic abilities to grammatical skills measured by sentence repetition tasks in Spanish and English both within and across languages. Results Results from the study revealed that a considerable percentage of the variance in the grammatical ability of these Latino DLL preschoolers in both Spanish and English was explained by lexical variables in the same language (54% in English and 16% in Spanish). In the strong language (Spanish), bilingual semantic skills also played a role, explaining an additional 8% of the variance. Conceptual vocabulary was a significant predictor of English grammar in the model that excluded the language-specific vocabulary measures. Conclusions These findings suggest that grammatical skills in the Latino preschoolers examined in the study are strongly related to language-specific measures of vocabulary. In contrast, no evidence supporting the relation between vocabulary and grammar skills across languages was observed. Findings from this study provide insight into the impact of bilingual lexical–semantic knowledge on the grammatical skills of dual-language preschool children developing language abilities in their 2 languages. Clinical implications are also discussed.
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Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.
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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.
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Chisholm, William S., Stig Johansson, Per Lysvåg, and Per Lysvag. "Understanding English Grammar." Language 65, no. 4 (December 1989): 893. http://dx.doi.org/10.2307/414971.
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Covington, Michael A., and Richard Hudson. "English Word Grammar." Language 71, no. 3 (September 1995): 589. http://dx.doi.org/10.2307/416228.
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Umbach, David B., Thomas P. Klammer, and Muriel R. Schultz. "Analyzing English Grammar." Language 73, no. 1 (March 1997): 193. http://dx.doi.org/10.2307/416618.
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PETERSEN, DOUGLAS B., BRENNA THOMPSEN, MARK M. GUIBERSON, and TRINA D. SPENCER. "Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment." Applied Psycholinguistics 37, no. 3 (July 20, 2015): 703–24. http://dx.doi.org/10.1017/s0142716415000211.
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ABSTRACTThis study investigated the extent to which results of English narrative intervention interacted cross-linguistically with Spanish for 73 bilingual children. We employed a quasi-experimental design, using matched-pairs random assignment for children with typically developing language and a nonrandom block design for children with language impairment. At pretest and posttest we elicited three different English and Spanish narrative retells. We conducted two 25-min, individualized narrative intervention sessions in English with the treatment group, focusing on causal subordination and story grammar. The results indicated that the English narrative intervention was efficacious for both causal subordination and story grammar. They also indicated that the typically developing children had significantly greater cross-linguistic transfer of causal subordination and story grammar than did the children with language impairment.
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Mudogo, Benard Angatia. "The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development." International Journal of English Language Studies 3, no. 3 (March 29, 2021): 01–06. http://dx.doi.org/10.32996/ijels.2021.3.3.1.
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The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.
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Kaviti, Lillian Katunge, Rebecca Oladipo, and Isaiah Ndung’u Mwaniki. "African Adaptation Processes in English." International Journal for Innovation Education and Research 4, no. 6 (June 30, 2016): 50–66. http://dx.doi.org/10.31686/ijier.vol4.iss6.556.
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The multilingual situation in Africa has led to the development of ‘hybrid’ languages in multi-lingual and multi-cultural situations. These hybrid languages are sometimes associated with urban youth born and bred in multicultural environments. In this category we place the Kenyan variety referred to as ‘Engsh’. We compared this hybrid urban language with Nigerian Pidgin English to establish whether there are any sociolinguistic similarities between the two African indigenized varieties of English. This entailed analyzing the grammar of the two varieties then scrutinizing the semantic shift processes to assess whether the languages express any African world view in terms of semantic interpretation. The significance of this study is to demonstrate the extent to which African speakers have adapted the grammar and lexicon of English (a former colonial language) to reflect their unique African speech styles and cultural experiences
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Putti, Paola Sinigaglia, and Louis G. Alexander. "Longman English Grammar." TESOL Quarterly 24, no. 2 (1990): 309. http://dx.doi.org/10.2307/3586909.
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Fennell, Sandra M., Patricia Byrd, and Beverly Benson. "Applied English Grammar." TESOL Quarterly 28, no. 1 (1994): 217. http://dx.doi.org/10.2307/3587220.
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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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Seker, Emrullah. "Multiple language learning." Global Journal of Foreign Language Teaching 6, no. 4 (November 11, 2016): 196–205. http://dx.doi.org/10.18844/gjflt.v6i4.1670.
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English is no longer seen as an extra qualification and it has become a sine qua non basic skill rather than a foreign language, resulting in the slogan English is not enough not only for second language speakers of English but also for the L1 speakers. Accordingly, in this paper, we review studies on multilingualism and simultaneous or successive learning of multiple languages and describe the languages involved in terms of their qualitative or quantitative properties by referring to accessibility, universal grammar and initial state theories, finally aiming to dissipate the terminological ambiguity in the field. In this context, based on the current theories of Universal Grammar on lexical and grammatical learning and theoretical and applied studies on multilingualism and multilingual individuals, we put forth approaches and strategies suggested for simultaneous or successive learning of multiple languages. The results obtained from the study not only contribute to the terminology but also understanding of the simultaneous and successive learning of multiple languages. Keywords: languages, learning, strategies, multilingualism.
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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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Motov, Sergei. "Teaching English grammar on linguocognitive basis." Tambov University Review. Series: Humanities, no. 179 (2019): 32–39. http://dx.doi.org/10.20310/1810-0201-2019-24-179-32-39.
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The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the struc-ture of such classes. The linguocognitive basis fits well into the communicative approach to teach-ing languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatical, the explanation of which is difficult within the traditional ap-proach to teaching. Certain aspects of English grammar, that are difficult to be taught, are being considered and the efficiency of methods of cognitive linguistics in their teaching is proven. We demonstrate the importance of considering cognitive metaphor as a mechanism that is crucial for teaching English prepositions and modal verbs. A number of practical researches, that have proven the high potential of classes, structured around linguocognitive basis, is provided. We also prove the possibility of integration of the methods of cognitive linguistics and the methods, developed within the traditional approach to language teaching. In conclusion we provide the arguments for the efficiency of teaching English grammar on linguocognitive basis.
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Rezzonico, Stefano, Ahuva Goldberg, Katy Ka-Yan Mak, Stephanie Yap, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "Narratives in Two Languages: Storytelling of Bilingual Cantonese–English Preschoolers." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 521–32. http://dx.doi.org/10.1044/2015_jslhr-l-15-0052.
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Purpose The aim of this study was to compare narratives generated by 4-year-old and 5-year-old children who were bilingual in English and Cantonese. Method The sample included 47 children (23 who were 4 years old and 24 who were 5 years old) living in Toronto, Ontario, Canada, who spoke both Cantonese and English. The participants spoke and heard predominantly Cantonese in the home. Participants generated a story in English and Cantonese by using a wordless picture book; language order was counterbalanced. Data were transcribed and coded for story grammar, morphosyntactic quality, mean length of utterance in words, and the number of different words. Results Repeated measures analysis of variance revealed higher story grammar scores in English than in Cantonese, but no other significant main effects of language were observed. Analyses also revealed that older children had higher story grammar, mean length of utterance in words, and morphosyntactic quality scores than younger children in both languages. Hierarchical regressions indicated that Cantonese story grammar predicted English story grammar and Cantonese microstructure predicted English microstructure. However, no correlation was observed between Cantonese and English morphosyntactic quality. Conclusions The results of this study have implications for speech-language pathologists who collect narratives in Cantonese and English from bilingual preschoolers. The results suggest that there is a possible transfer in narrative abilities between the two languages.
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Osatananda, Varisa, and Parichart Salarat. "The tolerance of English instructors towards the Thai-accented English and grammatical errors." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 685–94. http://dx.doi.org/10.17509/ijal.v9i3.23219.
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Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant towards both grammatical errors and the foreign accent. The third hypothesis was proved correct, that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English, so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.
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Pavlovych, Andrii. "AUSTRALIAN ENGLISH AND CANADIAN ENGLISH AS TWO EXAMPLES OF LANGUAGE DEVELOPMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 276–79. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-276-279.
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The article is devoted to the development of English in Australia and Canada. The analysis of historical, social and political prerequisites of formation of English in Australia and Canada has been conducted. The influence of extralinguistic factors on the development of English in the abovementioned countries, the universalization of vocabulary, grammar and phonetic structure of the language is described. The geographical location and lifestyle of Indigenous people and migrants had a significant impact on the development of Australian English. Concerning Canadian English, it should be mentioned that Canada is a bilingual country and French, and French, as well as American and British English, had a considerable influence on the development of language in this country.
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Oduaran, Fure. "Nouns as Lexical Heads in Urhobo English Code-Switching." English Linguistics Research 6, no. 1 (February 2, 2017): 47. http://dx.doi.org/10.5430/elr.v6n1p47.
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Two topics in the front burner of contact linguistics are bilingualism and code switching. Code switching between an indigenous language and the English language is pervasive where outer circle Englishes are spoken. Nigeria and other former colonies of Great Britain belong to this circle of Englishes. This study discusses nouns functioning as lexical heads in Urhobo/ English code switches. The switches include code switched NP[Z1] with determiner[Z2] s from Urhobo and head word[Z3] s from English; Urhobo –English complex Code switched NP with an adjective; complex CS NP with an adjective[Z4] prepositional phrase as complement. The study is premised on two theories. First is Noam Chomsky’s (1981) principles and parameters theory of transformational grammar which has been used for the analysis of the sentences. The second is Myers-Scotton’s (2002) Matrix Language Frame (MLF), which is used for distinguishing between the matrix and the embedded languages in the nominal phrasal constituents within the code switched sentences. In this study, Urhobo is the matrix language while English is the embedded[Z5] language based on matrix language frame (MLF) parameters. The study concludes that nouns functioning as lexical heads constitute part of the structural basis of Urhobo English code-switching. [Z1]NPs [Z2]determiners [Z3]words [Z4]adjective [Z5]embedded language
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Markee, Numa, John Sinclair, Stephen Bullon, Gwenyth Fox, Ramesh Krishnamurthy, Elizabeth Manning, and John Todd. "Collins COBUILD English Grammar." Modern Language Journal 75, no. 4 (1991): 522. http://dx.doi.org/10.2307/329526.
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SARFRAZ KHAN, JUNAID, SAIMA TABASUM, OSAMA MUKHTAR, Tahira Bano, and Maryam Iqbal. "ENGLISH LANGUAGE PROFICIENCY;." Professional Medical Journal 19, no. 02 (February 22, 2012): 172–79. http://dx.doi.org/10.29309/tpmj/2012.19.02.2004.
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Introduction: Each year, more than 30,000 students sit in the Government sponsored Entrance Test conducted by University ofHealth Sciences, Lahore for admission in Public and Private Medical & Dental Institutes of Punjab, Pakistan. Objective: In this study, we haveembarked to seek the relationship of the performance of students in the English component of the test and their sciences components scoresand how this English-Science relationship varies amongst the developed and underdeveloped districts of Punjab, Pakistan. Period: Threeyears from 2008 to 2010. Methodology: The sciences components scores of the candidates in MCAT, their scores in English portion in the testand their demographic variables were entered into Statistical Package for Social Sciences (SPSS) v.16. Parametric tests were applied.Results: Nearly 14% of the question paper tests proficiency of the candidates in the English Grammar. The students from thesocioeconomically challenged districts scored less marks in English component as well as in the sciences component of Entrance Test whencompared with the scores of the students of more developed districts (p<0.05). The difference in the mean marks of English and Sciencescomponents of the test when adjusted for weightage was higher in the socioeconomically developed districts (p<0.05). A steady improvementfrom 2008 to 2010 in the scores obtained by candidates in English component of the Entrance Test was observed (p<0.05). Conclusions: Foradmission in Medical and Dental Colleges in Punjab, candidates scoring more than 60% marks in their Higher Secondary School CertificateBoard Examination, have to sit in a uniform Entrance Test in which from the year 2008-2009, candidates from socioeconomically low districtshave performed poorly in both English component and sciences components of test in comparison to the candidates from more developeddistricts. The comparatively lower score is more significant in sciences components of test. The lower scores of the less developed districts,candidates can not therefore be attributed to their low proficiency in the English language but rather to a lower general educational performance.
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Sobel, Carolyn, Sidney Greenbaum, and Randolph Quirk. "A Student's Grammar of the English Language." Language 68, no. 3 (September 1992): 658. http://dx.doi.org/10.2307/415812.
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Huddleston, Rodney, Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. "A Comprehensive Grammar of the English Language." Language 64, no. 2 (June 1988): 345. http://dx.doi.org/10.2307/415437.
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Beauvais, Paul J., Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik. "A Comprehensive Grammar of the English Language." College Composition and Communication 38, no. 2 (May 1987): 225. http://dx.doi.org/10.2307/357731.
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Aitchison, Jean, Rodney Huddlestone, and Geoffrey K. Pullum. "The Cambridge Grammar of the English Language." Modern Language Review 98, no. 3 (July 2003): 803. http://dx.doi.org/10.2307/3738393.
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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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Azmi, Mohd Nazri Latiff, Lidwina Teo Pik Ching, Norbahyah Binti Jamaludin, Muhammad Nur Haziq Bin Ramli, Muhammad Habibbullah Bin Razali, Muhammad Ammar Yasser Bin Amram, and Kauselya A/P Jayakumar. "THE COMPARISONS AND CONTRASTS BETWEEN ENGLISH AND MALAY LANGUAGES." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 209. http://dx.doi.org/10.25134/erjee.v4i2.335.
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English and Malay languages are categorized as popular languages in the world. However, both languages underwent different history and composition. This study investigates the languages in terms of history, phonology, loanwords, grammar, morphology and semantics. The purposes of studying the comparisons and contrasts of both languages are not only to analyze the uniqueness of the languages but also to identify the process of understanding the languages especially the view of second language learners. It is found that two languages come from different background; somehow they share similar characteristics such as the vowels sounds, loanwords and semantics. However, the learners face difficulty in learning both languages especially in pronunciations and spelling.Keywords: English language, Malay language, history of language
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McWhorter, John. "What happened to English?" Diachronica 19, no. 2 (December 31, 2002): 217–72. http://dx.doi.org/10.1075/dia.19.2.02wha.
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Summary It has become widely accepted that English has undergone no interruption in transmission, its paucity of inflection treated as a random loss paralleled in Scandinavian. This paper argues that English has in fact lost more of the Proto-Germanic inheritance than any other Germanic language including Afrikaans. These losses extend far beyond inflection: where other Germanic languages overtly mark a given feature, in a great weight of cases English leaves the distinction to context. While there are no grounds for treating English as a “creole”, the evidence strongly suggests that extensive second-language acquisition by Scandinavians from the eighth century onwards simplified English grammar to a considerable extent. Résumé On accepte que l’anglais est une langue qui s’est transmise sans heurts, et que la disparition quasi-totale de sa flexion n’est qu’un changement aléatoire, que l’on retrouve également dans les langues scandinaves. Dans cet article, on soutient qu’en fait, l’anglais est la langue qui a éliminé le plus de traits du germanique commun, surpassant même l’Afrikaans. Parmi ces traits éliminés, on ne compte pas que la flexion: là où d’autres langues germaniques marquent de façon obligatoire divers traits, dans un nombre déterminant de cas l’anglais laisse ces distinctions au contexte. Bien qu’il n’existe aucune raison de qualifier l’anglais de “créole”, tout porte à croire que l’apprentissage à grande échelle de l’anglais par des scandinaves à partir du huitième siècle a considérablement simplifié la grammaire de l’anglais. Zusammenfassung Es ist mittlerweile allgemein anerkannt, dass die englische Sprache sich ohne Bruch entwickelte, wobei man davon ausgeht, dass der Verlust der Flexionsendungen wie auch im Skandinavischen rein willkürlich vonstatten ging. Dieser Aufsatz zeigt, dass die englische Sprache tatsächlich aber mehr von ihrem protogermanischen Erbe verloren hat, als jede andere germanische Sprache, eingeschlossen Afrikaans. Diese Verluste beziehen sich auf weit mehr als die Flexion. Wo andere germanische Sprachen ein bestimmtes Merkmal ausdrücklich kennzeichnen, überlässt die englische Sprache in vielen Fällen dem Kontext die Unterscheidung. Obwohl es keinerlei Anhaltspunkt gibt, Englisch als Kreolsprache zu betrachten, gibt es Beweise, die eindeutig darauf hinweisen, dass die englische Grammatik im Zuge des Zweitsprachenerwerbs der Skandinavier, die seit dem 8. Jahrhundert nach Großbritannien strömten, erheblich vereinfacht wurde.
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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.
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Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.
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Reid, Lawrence A., and Carl Ralph Galvez Rubino. "Ilocano Dictionary and Grammar: Ilocano-English, English-Ilocano." Oceanic Linguistics 41, no. 1 (June 2002): 238. http://dx.doi.org/10.2307/3623336.
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Ansaldo, Umberto. "The Asian typology of English." English World-Wide 30, no. 2 (June 11, 2009): 133–48. http://dx.doi.org/10.1075/eww.30.2.02ans.
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This paper looks at the emergence of Asian English varieties in terms of the evolution of new grammatical features. I propose that, in order to reach a thorough understanding of how the unique combination of grammatical features that define specific Asian Englishes come about, we must approach these features from a typological and evolutionary perspective which allows us to contrast them not only with Standard English varieties but also with the Asian languages with which these come into contact. As restructured vernaculars, Asian English varieties are de facto contact languages, and, as such, evolve as a consequence of selection of features from a multilingual pool. In this pool, features of Asian varieties play a significant role in determining the output grammar and must therefore be appreciated in their own right. In order to illustrate these points, I introduce an evolutionary view of contact language formation, and I present a set of features typical of Singlish, which are all instances of replication of Asian, not English, features
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Syarif, Hermawati. "LINGUISTICS AND THE ENGLISH LANGUAGE INSTRUCTION." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 10, no. 1 (July 3, 2016): 50. http://dx.doi.org/10.24036/ld.v10i1.6328.
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Linguistics as the scientific study of language has very crucial role in running language instruction. Changes in language teaching-learning method reflect the development of linguistic theories. This paper describes how the three broad views of linguistic theories, namely traditional grammar, generative grammar, and functional grammar work in relation to English language teaching and learning. Since both linguistics and language learning have the same subject to talk about, the knowledge of the language, then, is the core. Linguistic features analyzed are on the levels of Phonology, Morphology, Syntax, Semantics and Discourse as the basic components, supported by Psycholinguistics and Sociolinguistics. In relation to language teaching and learning, especially English, such knowledge on the English language gives learners the chance to apply in social communication and in any occasion. The use depends on the viewing of linguistic theories (English) in certain era, which reflects the need of learners in using English. It is assumed that the more linguistic competence someone has, the easier he/she can run his/her instructional activities. As the consequence, in the English language learning, the syllabus designer should notify the mentioned levels of linguistic components while constructing English instructional materials, methods, and evaluation based on the stage of learners to avoid misunderstanding in use. In this case, English instructors/teachers should also update their linguistic competence, especially on Psycholinguistic and Sociolinguistic points of view. Key words/phrases: linguistics, English, language instruction, linguistic competence
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Ilgūnaitienė, Ramunė Vitalija. "Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude." International Linguistics Research 4, no. 2 (April 19, 2021): p1. http://dx.doi.org/10.30560/ilr.v4n2p1.
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Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.
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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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Kim, Hyun Sook, and Rodney Huddleston. "English Grammar: An Outline." TESOL Quarterly 23, no. 4 (December 1989): 693. http://dx.doi.org/10.2307/3587546.
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Beresova, Jana. "Using English as a gateway to Romance language acquisition." Global Journal of Foreign Language Teaching 6, no. 1 (August 1, 2016): 28. http://dx.doi.org/10.18844/gjflt.v6i1.571.
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The paper focuses on Romance language acquisition through English acquired as the first foreign language. A conscious approach to relations between languages enables learners, who acquired certain knowledge, attitudes and skills while learning one language, to learn other languages more easily. Research is based on contrastive analysis of two Romance languages – French and Spanish – and their relations to English. Learning those two Romance languages was carried out through the knowledge of some principles of how languages function and are related to each other. The analysis of vocabulary and grammar focuses on similarities between the three mentioned languages, emphasising the level of intensity in similarity on one hand, and possible problems related to spelling, pronunciation and meaning on the other hand. The research supports the idea of language plurality in education, and the necessity to help learners construct and continuously broaden and deepen their own plurilingual competence. Keywords: pluringuialism; multilingualism; FREPA; contrastive analysis;
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Pellin, Tommaso. "The introduction of English grammar studies into China in the 19thcentury." Histoire Epistémologie Langage 41, no. 1 (2019): 79–96. http://dx.doi.org/10.1051/hel/2019007.
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During the first half of the 19th century, Protestant missionaries based in China started teaching some English to the students attending their schools; in the second half of the century Chinese scholars opened their own language schools and wrote their grammarbooks of English.This contribution describes four of the grammarbooks for English that marked milestones in that period: Morrison’sA Grammar of the English Language(1823), Lobscheid’sChinese-English grammar(1864), Cáo Xiāng’sYīngzìrùmén(1874), and Wāng Fèngzǎo’sYīngwén jǔyú(1878). Its aim is to sketch the lines of the introduction of some of the key terms for grammar, within the theoretical framework of the phenomenon of grammatization of Chinese: the mutual influence from contemporary grammatical studies of Chinese and other languages will be highlighted.
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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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Peng, Yanghua. "Scholastic Grammar in College English Teaching." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 191. http://dx.doi.org/10.5539/ijel.v7n4p191.
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The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.
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Nwala, Michael Alozie. "Aspects of the Grammar of Past Tense and the Present Perfective Aspect in English and Echie: A Contrastive Account." AFRREV IJAH: An International Journal of Arts and Humanities 9, no. 1 (April 28, 2020): 80–86. http://dx.doi.org/10.4314/ijah.v9i1.8.
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The absence of a parallel equivalence in the grammar of past tense and perfective aspect in English and Echie is significantly responsible for the errors that occur in the related sentences of the Echie second language learners of English. This article is a contrastive analysis of the grammar of past tense and present perfect tense in English and Echie and it highlighted the structural specifics of each of the languages. Using the descriptive research design, the data for this study were gathered through the primary sources (ten competent native speakers of Echie were interviewed) and the secondary sources (examples generated from textual materials). Our description showed a complete range of morphological differences in past tense and present perfect tense of English and Echie as seen in the use of 1st, 2nd and 3rd persons singular and plural respectively. The paper concludes that the parametric variation in the past tense and perfective aspect of English and Echie languages show that every language is unique in some sort.
Key Words: Contrastive, grammar, tense, parametric, descriptive, interference; language.
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Stringer, David. "EMBEDDED WH-QUESTIONS IN L2 ENGLISH IN INDIA." Studies in Second Language Acquisition 37, no. 1 (August 27, 2014): 101–33. http://dx.doi.org/10.1017/s0272263114000357.
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This corpus study brings a second language (L2) research perspective, insights from generative grammar, and new empirical evidence to bear on a long-accepted claim in the World Englishes literature—namely, that inversion with wh-movement in colloquial Indian English is obligatory in embedded clauses and impossible in main clauses. It is argued that this register of Indian English is a L2 variety, functioning as part of a multilingual code repertoire, but that syntactic universals apply to first and second languages alike. Despite recent attempts at formalization, this distribution should be unattested, as such a grammar would fall outside the constraints of Universal Grammar and would contradict proposed discourse-pragmatic principles of natural language. A Perl program was created to search the Indian subcorpus of the International Corpus of English (Greenbaum, 1996) for relevant distributional patterns. Results reveal that wh-inversion in Indian English operates in the same way as in other varieties: It is robustly attested in main clauses and appears only occasionally in embedded clauses where syntactic and pragmatic conditions allow; it is obligatory only with interrogative complementizer deletion. Thus, contrary to the standard account but commensurate with recent corpus studies, users of English in India exhibit knowledge of universal constraints in this domain.
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HUDSON, RICHARD, and JOHN WALMSLEY. "The English Patient: English grammar and teaching in the twentieth century." Journal of Linguistics 41, no. 3 (November 2005): 593–622. http://dx.doi.org/10.1017/s0022226705003464.
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In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is not only to document these changes, but also to explain them. We suggest that the decline of grammar in schools was linked to a similar gap in English universities, where there was virtually no serious research or teaching on English grammar. Conversely, the upsurge of academic research since the 1960s has provided a healthy foundation for school-level work and has prevented a simple return to old-fashioned grammar-teaching now that grammar is once again fashionable. We argue that linguists should be more aware of the links between their research and the school curriculum.
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Conrad, Susan. "Register in English for Academic Purposes and English for Specific Purposes." Register Studies 1, no. 1 (April 26, 2019): 168–98. http://dx.doi.org/10.1075/rs.18008.con.
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Abstract Susan Conrad, Professor of Applied Linguistics at Portland State University (USA), contributes this article on the applications of register research to English for Academic Purposes (EAP) and English for Specific Purposes (ESP). Her research focuses on topics including academic register variation, discipline-specific language, student and workplace writing, and grammar and writing pedagogy. Since the 1990s, her work has advocated for and exemplified the ways in which register-based descriptions can facilitate language teaching, including building awareness of register variation in learners and novice writers themselves. This focus is illustrated in her book Real Grammar: A Corpus-Based Approach to English (Conrad & Biber 2009, Pearson Longman), which takes many of the major register-based patterns of variation in English grammar (described in the Longman Grammar of Spoken and Written English, Biber et al. 1999) and translates them into practical grammar lessons for language learners, making explicit how grammar use is mediated by register. Her applied focus is also evident in her work as Principal Investigator for the Civil Engineering Writing Project <http://www.cewriting.org/>. The project, funded by the National Science Foundation, addresses the writing needs of Civil Engineering students through corpus-based register comparisons (of university student writing, practitioner workplace writing, and published academic writing), applying the results to the development and evaluation of pedagogical materials that improve students’ preparation for writing in the workplace.
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Rahayu and Nurfajriah Basri. "Mother-Tongue Interference in Learning English in English Meeting Club." FOSTER: Journal of English Language Teaching 2, no. 3 (August 8, 2021): 387–97. http://dx.doi.org/10.24256/foster-jelt.v2i3.48.
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Interference is a phenomenon that occurs in a society when learning a new language and bilingualism is one of the causes why interference is. Interference occurs mostly because the speakers who have more than one language used to interact with one another. This study aimed to describe the kind of interference errors made by learners of English in English Meeting of disorders caused by the mother tongue. This study used qualitative method which its subject was taken from participants of English Meeting. The collecting of data used audio recording which was converted into transcription. The results showed that interference errors committed by English language learners' is generally influenced to phonetic refers to speech sounds, lexical interference to the level of words and grammar disorder refers to the rules of grammar in language. This is due to the fact that the speaker Indonesia experienced a huge obstacle when trying to use English as the target language as first language learners have mastered. The source of the difficulties is based on the level difference between the Indonesian system and the English systemKeywords – Interference, Bilingualism, Interference errors
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Ardila, Alfredo, Mónica Rosselli, Alexandra Ortega, Merike Lang, and Valeria L. Torres. "Oral and written language abilities in young Spanish/English bilinguals." International Journal of Bilingualism 23, no. 1 (July 19, 2017): 296–312. http://dx.doi.org/10.1177/1367006917720089.
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Purpose: The purpose of this study was to compare oral and written language abilities in English and Spanish of young bilinguals residing in the USA. Methodology: Sixty-two participants (mean age = 23.7; SD = 3.50), consisting of 42 bilinguals (born of Spanish-speaking parents) and 20 English monolinguals, were administered a battery of 15 language tasks. Analysis: Bilinguals were divided into two groups: (a) US-born (simultaneous bilinguals who had been exposed to English and Spanish since birth and educated primarily in English) and (b) Latin American-born (early sequential bilinguals who were educated in Spanish and English, although exposed to Spanish at birth and to English before the age of 10). Findings: Higher lexical ability was demonstrated in English compared to Spanish in bilinguals. Performance in grammar tests of the two languages was inconsistent. Reading/writing ability in English was similar for participants born in the USA and in Latin America; however, participants who were born in Latin America had significantly higher scores for Spanish reading/writing tasks. When comparing performance in English tests, it was found that scores for bilingual participants were similar to those of English monolinguals. Originality: The current study directly compares oral and written language abilities in two subgroups of young Spanish/English bilinguals. Three language dimensions are studied: lexicon/grammar; oral/written language; and language knowledge/language use. Implications: Our results suggest that bilingualism does not interfere with normal linguistic ability in English. Limitations: The current study was carried out in a specific bilingual context. Generalization of these results should be done with caution.
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James, Allan R. "English as a visual language." English Text Construction 7, no. 1 (April 28, 2014): 18–52. http://dx.doi.org/10.1075/etc.7.1.02jam.
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The present article develops a theoretical framework for the analysis of the semiotics of the English of mixed-language texts as are found worldwide in various domains of public and private communication. The social meaning of such anglography, it will be argued, must be interpreted as a result of the bi-modality (verbal and visual) of its material realisation. Drawing on a range of relevant contexts (e.g. ‘linguistic landscapes’, print advertising, print journalism and social communication via the digital media), the article proposes an integrated framework of analysis, incorporating and expanding tenets of both Systemic Functional Grammar and Critical Discourse Analysis, which shows that the employment of ‘English as a visual language’ directly enhances the social semiotic impact of such texts by mediating between them as linguistic products and social events. Close empirical analysis of representative texts (public signage, print ads and private e-communication) illustrates the proposed theory at work.