Dissertations / Theses: 'English language Generative grammar'

1

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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Walinska, De Hackbeil Hanna. "The roots of phrase structure : the syntactic basis of English morphology /." Thesis, Connect to this title online; UW restricted, 1986. http://hdl.handle.net/1773/8429.

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Kobele, Gregory Michael. "Generating copies an investigation into structural identity in language and grammar /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1273094861&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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4

Taylor, Joanne M. "Internal generation of the morphological priming effect?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ59207.pdf.

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5

Hjálmarsson, Guðmundur Andri. "What if? : an enquiry into the semantics of natural language conditionals." Thesis, University of St Andrews, 2010. http://hdl.handle.net/10023/949.

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This thesis is essentially a portfolio of four disjoint yet thematically related articles that deal with some semantic aspect or another of natural language conditionals. The thesis opens with a brief introductory chapter that offers a short yet opinionated historical overview and a theoretical background of several important semantic issues of conditionals. The second chapter then deals with the issue of truth values and conditions of indicative conditionals. So-called Gibbard Phenomenon cases have been used to argue that indicative conditionals construed in terms of the Ramsey Test cannot have truth values. Since that conclusion is somewhat incredible, several alternative options are explored. Finally, a contextualised revision of the Ramsey Test is offered which successfully avoids the threats of the Gibbard Phenomenon. The third chapter deals with the question of where to draw the so-called indicative/ subjunctive line. Natural language conditionals are commonly believed to be of two semantically distinct types: indicative and subjunctive. Although this distinction is central to many semantic analyses of natural conditionals, there seems to be no consensus on the details of its nature. While trying to uncover the grounds for the distinction, we will argue our way through several plausible proposals found in the literature. Upon discovering that none of these proposals seem entirely suited, we will reconsider our position and make several helpful observations into the nature of conditional sentences. And finally, in light of our observations, we shall propose and argue for plausible grounds for the indicative/subjunctive distinction.distinction. The fourth chapter offers semantics for modal and amodal natural language conditionals based on the distinction proposed in the previous chapter. First, the nature of modal and amodal suppositions will be explored. Armed with an analysis of modal and amodal suppositions, the corresponding conditionals will be examined further. Consequently, the syntax of conditionals in English will be uncovered for the purpose of providing input for our semantics. And finally, compositional semantics in generative grammar will be offered for modal and amodal conditionals. The fifth and final chapter defends Modus Ponens from alleged counterexamples. In particular, the chapter offers a solution to McGee’s infamous counterexamples. First, several solutions offered to the counterexamples hitherto are all argued to be inadequate. After a couple of observations on the counterexamples’ nature, a solution is offered and demonstrated. the solution suggests that the semantics of embedded natural language conditionals is more sophisticated than their surface syntax indicates. The heart of the solution is a translation function from the surface form of natural language conditionals to their logical form. Finally, the thesis ends with a conclusion that briefly summarises the main conclusions drawn in its preceding chapters.

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Lasfer-Kedad, Sandra. "Étude syntaxique des Wh-questions en vue de leur traduction automatique de l’anglais vers l’arabe." Thesis, Paris 4, 2014. http://www.theses.fr/2014PA040011.

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Premièrement, ce travail de recherche a pour objet d’esquisser une étude syntaxique des wh-questions, et d’analyser les aspects de la formation des wh-questions dans deux langues différentes : l’anglais et l’arabe , dans le cadre de la Grammaire Générative et de l’Approche Minimaliste. Il sera démontré et allégué que dans les deux langues respectives, le wh-mot qui se trouve au début de la phrase interrogative est déplacé vers le [Spec, CP] et que le wh-movement est visible.Deuxièmement, cette thèse tente d’examiner et d’analyser la traduction des wh-questions de l’anglais vers l’arabe par trois systèmes de traduction automatique, employant différentes méthodes de traduction selon trois méthodes d’évaluation. Nous décrirons les problèmes liés aux différences linguistiques entre les deux langues. Ces problèmes ont une grande influence sur la qualité et l’acceptabilité de l’output. L’évaluation de l’output nous permettra de présenter les informations concernant les aspects positifs à conserver et les aspects négatifs à faire évoluer des systèmes. En se basant sur l’étude syntaxique préalable des wh-questions, nous fournirons une étude comparative qui déterminera le meilleur système quant à la qualité de la traduction et à la performance de ce système. A travers l’analyse des résultats de l’évaluation, nous spécifierons les raisons pour lesquelles le système produit des traductions de mauvaise qualité. Enfin, nous proposerons quelques recommandations qui pourraient être nécessaires aux concepteurs et aux développeurs de systèmes de traduction afin de résoudre les problèmes linguistiques et opérationnels susceptibles d’entraver le processus de traduction
Firstly, this research aims to outline a syntactic study of the wh-questions, and analyse aspects of wh-question formation in typologically two different languages: Arabic and English within the framework of Generative Grammar and Minimalist Approach. It will be shown and argued that in both languages, the wh-phrase, which is in initial position, is moved to [Spec, CP] and that wh-movement applies overtly.Secondly, the thesis attempts to discuss and analyse the translation of English wh-questions into Arabic by three machine translation systems using different methods of translation through different methods of evaluation. We describe a set of important problems related to linguistic differences between the two languages. These problems have great influence not only on the quality of the output but also on its acceptability. The evaluation of the output will help us to present a diagnostic information about where a given system succeeds or needs improvement, relative to its intended users and use based on the syntactic study of wh-questions, to provide a comparative information which allows identifying the best system with respect to the translation quality and performance, to specify through the analysis of the results of evaluation the sources of problems that are responsible for producing ill-formed translations and inadequate systems’ performance and finally to outline some recommendations that are useful for system’s designers and developers to overcome various linguistic and operational problems that might impede the translation process

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Diaconescu, Rodica Constanta. "Romanian imperatives from the perspective of generative grammar." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ45214.pdf.

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

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Thesis (D.A.)--Illinois State University, 1992.
Title from title page screen, viewed February 8, 2006. Dissertation Committee: Bruce Hawkins (chair), Irene Brosnahan, Douglas Hesse, Sandra Metts, Margaret Steffensen. Includes bibliographical references (leaves 265-284) and abstract. Also available in print.

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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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Ross, Linda. "Investigating spelling through generative instruction." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1435.

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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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Petronio, Karen M. "Clause structure in American sign language /." Thesis, Connect to this title online; UW restricted, 1993. http://hdl.handle.net/1773/8418.

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Caink, Andrew David. "The lexical interface : closed class items in south Slavic and English." Thesis, Durham University, 1998. http://etheses.dur.ac.uk/5026/.

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This thesis argues for a minimalist theory of dual lexicalization. It presents a unified analysis of South Slavic and English auxiliaries and accounts for the distribution of South Slavic clitic clusters. The analysis moves much minor cross-linguistic variation out of the syntax into the lexicon and the level of Phonological Form. Following a critique of various approaches to lexical insertion in Chomskyan models, we adapt Emonds' (1994, 1997) theory of syntactic and phonological lexicalization for a model employing bare phrase structure. We redefine 'extended projection' in this theory, and revise the mechanism of 'Alternative Realization', whereby formal features associated with (possibly null) XP may be realised on another node. Pronominal clitics are one example of Alternative Realization. We claim that the Serbian/Croatian/Bosnian clitic cluster is phonologically lexicalized on the highest head in the extended projection. The clitic auxiliaries in SCB are not auxiliaries, but the altemative realization of features in 1º without categorial specification, hence the distribution of the clitic cluster as a whole. We show how a verb's extended projection may be extended by 'restructuring' verbs, allowing clitic climbing. In Bulgarian/Macedonian, the clausal clitic cluster appears on the highest [+V] head in the extended projection, determined by the categorial specifications of the auxiliaries. In the DP, the possessive dative clitic forms a clitic cluster with the determmer, its distribution determined by the realization of the Dº feature. SCB and Bulgarian clitic clusters require a phonological host in the domain of lexicalization: phonological lexicalization into the Wackemagel Position occurs as a 'last resort'. The treatment of auxiliaries and restructuring verbs m English and South Slavic derives from their lexical entries. Dual lexicalization and bracketing of features in the lexicon allows variation in trace licensing, optional word orders, and minor language-specific phonological idiosyncrasies.

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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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Cheung, Ki-shun Antonio, and 張祺舜. "Processing factors in language comprehension and production: the case of Cantonese dative constructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37227099.

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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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Elesseily, Nagat Hassan. "Subject extraction from embedded clauses in standard Arabic." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25385.

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Standard Arabic exhibits 'that trace' effect in one instance in the extraction of the subject from an 'anna' clause while the extraction of the object and the subject of an 'an' clause may be extracted freely in the formation of WH-question. The extraction of the subject of an 'anna' clause may not be extracted unless the extracted position is marked by a clitic on the complementizer 'anna'. If the clitic appears in place of the moved NP in an 'an' clause it renders the sentence ungrammatical. The adoption of the Government and Binding Framework, Chomsky (1981), (1982) and in particular Case Theory, Government theory and the Empty Category Principle (ECP) enable us to explain this distinct behaviour in the extraction of the subject of an 'anna' clause and show that the appearance of the clitic is predicted by the proposed analysis. It is argued that the clitic appears in the extraction of the subject of an 'anna' clause in order to properly govern the trace left by the extracted subject, and so as not to violate ECP. Since verbs are proper governors in SA, extraction of the subject of an 'an' clause must apply from a governed position. In fact this is exactly what our analysis predicts. Since 'an' is not a case assigner and since we are assuming that government and case are assigned only to the right, AGR and verb preposing are obligatory in an 'an' clause to assign case to the subject NP. Therefore extraction of the subject leaves a trace properly governed by the verb. In the extraction of the subject of an 'anna' clause on the other hand, since 'anna' is a case assigner and assigns a cusative case to its subject, AGR and verb preposing may not apply. Thus, the extraction of the subject leaves a trace which is not properly governed in violation of ECP, and the clitic must appear in order to properly govern the trace left by movement.
Arts, Faculty of
Linguistics, Department of
Graduate

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LIU, HSIAO-MEI. "A CATEGORIAL GRAMMAR ANALYSIS OF CHINESE SEPARABLE COMPOUNDS AND PHRASES (SYNTAX, SEMANTICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183896.

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The lexicon of modern Chinese is composed mainly of disyllabic compound words; some of the compounds are separable, while others are not. Hindered by problems with the definition of the Chinese word and by the concept of separate grammatical levels on which morphological, syntactic and semantic processes occur, previous linguistic studies have been unable to fully account for the separability of some compounds and for the relationship of compound separability to phrase separability. This dissertation finds that, with morphemes having the same syntactic association with other morphemes that words or phrases have with other words or phrases, categorial rules logically explain the common syntax of Chinese words and phrases. In categorial grammar analysis based on the work of Ajdukiewicz (1935), Montague (1974), Partee (1972; 1975), and Bach (1983; 1984), categories are determined by functions associating the expressions in component sets, and syntactic operations build categories up into larger derived categories according to specified functor-argument relations. In the present analysis of Chinese, to the set of the non-verb general category belong morphemes, words and phrases whose form classes are not verbs and which are generic names. Argument expressions, both compound words and verb phrases which belong to this category, combine with the intransitive/non-verb general functor to form the IV category. Rules operating by concatenation, cliticization and wrapping account for the occurrence of resultative expressions, aspect markers, and expressions of time duration or time frequency between the components of separable compounds. Further, the hierarchy of thematic roles devised by Jackendoff (1972) is applied to account for cases in which the functors in IV combine with more than one argument. In this way, an analysis which combines principles of morphology, syntax and semantics is able to account for the identity of compound and phrase separability and derive grammatical sentences for the language.

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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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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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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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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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Liu, Kristina. "Evidence for implicit learning of color patterns and letter strings from a study of artificial grammar learning /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7585.

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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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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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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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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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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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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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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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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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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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Polzenhagen, Frank. "Cultural conceptualisations in West African English : a cognitive-linguistic approach /." Frankfurt am Main [u.a.] : Lang, 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016163259&line_number=0004&func_code=DB_RECORDS&service_type=MEDIA.

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Kansa, Metee. "Body part-related metaphors in Thai and English." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259310.

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The study of body part metaphors provides a convenient way to examine human conceptual structuring because we start from what we as humans share. This study collected and compared Thai and English body part metaphors: one hundred and eighty-four English body part expressions and four hundred and eighty-eight Thai body part expressions were considered.The data are discussed in terms of the body part involved, the underlying conceptual metaphors, and syntactic and morphological form. The data show that basically, Thai and English share many conceptual metaphors, and there are a number of equivalent expressions in both languages, such as hua-hoog [head-spear] `spearhead', and waan-caj [sweet-heart] `sweetheart.' Furthermore, it was found that most body part metaphors are built on three different aspects of body parts: physical constitution, location and nature of involvement. In some contexts, more than one of these bases is involved in the same expression.Other similarities include sharing some of the same morphological and syntactic forms, using the same body parts; relative frequency of individual body parts; having completely equivalent expressions, and having pairs of opposite expressions. Differences involve having some different morphological and syntactic forms; the number of conventional body part metaphors found in translation-equivalent texts, with Thai having many more than English; a difference between the two languages in distribution across written vs. spoken texts; having similarly glossed expressions with different metaphorical meanings; level of markedness for an otherwise equivalent expression; and degree of explicitness in the components of an expression.Finally, applications of the findings to the teaching of English to Thai speakers and vice versa are discussed. I conclude that systematic attention to the bases of metaphorical expressions to facilitate learning is to follow the time-proven practice of linking the old to the new.
Department of English

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Caissie, Roland. "English verb phrase grammar prototypes for speakers of other languages : a cognitive approach to facilitate second language English composition /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9351.

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Gestel, Frank C. van. "X-bar grammar attribution and predication in Dutch /." Dordrecht, the Netherlands ; Riverton, N.J. : Foris Publications, 1986. http://catalog.hathitrust.org/api/volumes/oclc/17700176.html.

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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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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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Chae, Hee-Rahk. "Lexically triggered unbounded discontinuities in English : an indexed phrase structure grammar approach." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1235744035.

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Iida, Eri. "Hedges in Japanese English and American English medical research articles." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99723.

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The present study analysed the use of hedges in English medical research articles written by Japanese and American researchers. The study also examined the relationship between Japanese medical professionals' employment of hedges and their writing process. Sixteen English medical articles: eight written by Japanese and eight by Americans were examined. Four of the Japanese authors discussed their writing process through questionnaires and telephone interviews.
The overall ratio of hedges in articles written by the two groups differed only slightly; however, analyses revealed a number of specific differences in the use of hedges between the groups. For example, Japanese researchers used epistemic adverbs and adjectives less frequently than the American researchers. The results were discussed in relation to the problems of nonnative speakers' grammatical competence, cultural differences in rhetorical features, and the amount of experience in the use of medical English.

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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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Mbeje, Audrey N. "The function of demonstratives in Zulu and English : a contrastive study with pedagogical implications." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247891.

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Morris, Paul Edmund Neuleib Janice. "Moving grammar from the margins exploring an integrated and constructivist approach to teaching microstructure /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867071&SrchMode=1&sid=6&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178892538&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2006.
Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Janice Neuleib (chair), Paula Ressler, Ronald Strickland. Includes bibliographical references (leaves 182-192) and abstract. Also available in print.

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Pocock, Simon James. "Prepositions, syntax and the acquisition of English as a foreign language." Thesis, University of London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243437.

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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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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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Pederson, Mark John. "Usability evaluation of grammar formalisms for free word order natural language processing /." [St. Lucia, Qld], 2000. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16187.pdf.

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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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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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Dissertations / Theses on the topic 'English language Generative grammar'

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