Relevant bibliographies by topics / English language, grammar, comparative

Contents

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

Academic literature on the topic 'English language, grammar, comparative'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "English language, grammar, comparative"

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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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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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Dai-hong, CHENG, and PAN Cui-qiong. "A Comparative Study of the Negative Transfer of Mother Language in English Grammar Teaching." IRA International Journal of Education and Multidisciplinary Studies 13, no. 3 (December 14, 2018): 41. http://dx.doi.org/10.21013/jems.v13.n3.p2.

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<p>It is the normal phenomenon that Chinese students’ English grammar learning may badly be influenced by mother language transfer. Especially the negative transfer must hinder the students’ progress in English learning. How to overcome the negative transfer becomes very crucial. This paper analyzes the negative transfer effects on English grammar teaching from the comparative perspectives of part of speech and sentence structure between English and Chinese, which provides enlightenment for students' English grammar learning, and also provides feasible countermeasures for teachers’ English grammar teaching in such way as to promote students' comprehensive English ability.</p>
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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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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (March 22, 2012): 43–60. http://dx.doi.org/10.1075/hl.39.1.04rut.

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Summary This paper focuses on Dutch grammar-writing in the 18th century so as to put the linguistic works of Robert Lowth (1710–1787) in an international, comparative perspective. It demonstrates that certain characteristics of the “Lowthian” approach to grammar and of 18th-century English linguistics in general are parallelled by similar developments in the history of Dutch linguistics. The transition from normative grammar to prescriptive grammar which characterises the English late 18th century has a counterpart in the Dutch development from ‘civil’ to national grammar. Lowth’s recognition of different stylistic levels with corresponding levels of grammatical acceptability has a Dutch counterpart as well. The transition towards prescriptivism and the relevance of different stylistic levels are closely connected, which is exemplified by a case study on the treatment of adnominal inflection in 18th-century grammars of Dutch.
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Medeiros, Carolina Lacerda. "A AQUISIÇÃO DA POSIÇÃO DO VERBO EM INGLÊS E ALEMÃO: UM ESTUDO COMPARATIVO | THE ACQUISITION OF VERBS IN ENGLISH AND GERMAN: A COMPARATIVE STUDY." Estudos Linguísticos e Literários, no. 54 (January 12, 2016): 8. http://dx.doi.org/10.9771/ell.v0i54.18104.

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<p><strong>Resumo:</strong> A literatura que discute a sintaxe do verbo nas línguas naturais em geral assume que as línguas V2 são aquelas em que o verbo flexionado ocupa a segunda posição na sentença, sendo a primeira posição ocupada por qualquer outro elemento. O alemão, assim como outras línguas germânicas, é caracterizado como uma língua de tipo V2. O inglês, por outro lado, não apresenta a ordenação de constituintes segundo a qual o verbo obrigatoriamente ocupa a segunda posição na sentença, tendo sido considerado uma língua V2 apenas em seu período arcaico. Este artigo procura fazer um breve estudo comparativo analisando a fala de duas crianças, uma adquirindo o alemão e uma adquirindo o inglês britânico, em diferentes momentos (1;9 até 3;3). Com base na tipologia de Vikner (1995) temos como objetivo verificar até que ponto as duas línguas se assemelham, no âmbito da sintaxe, e em que momento passam a se comportar como línguas distintas no que respeita à posição do verbo uma vez que, linearmente, o inglês apresenta o verbo em segunda posição nas sentenças simples. Como hipótese, temos que um ponto decisivo para a diferenciação das duas gramáticas seria a aquisição de encaixadas. Desse modo, a criança que adquire o alemão começaria a apresentar traços de uma gramática V2 a partir do momento em que adquire sentenças encaixadas, dado que, diferentemente do inglês, esta língua não apresenta verbo em segunda posição nas subordinadas. A criança adquirindo o inglês, por outro lado, mantém a ordem V2 linear nas encaixadas. O <em>corpus </em>utilizado neste trabalho é oriundo da base CHILDES e pode ser acessado <em>online</em>. O quadro teórico se baseia na noção de Gramática de Chomsky (1985), convencionada como Língua-I, que remete à possibilidade de se gerarem estruturas linguísticas e não, por exemplo, a um certo inventário de estruturas. Tais possibilidades são limitadas pela Gramática Universal, parte das faculdades inatas do ser humano, que dispõe de princípios imutáveis e parâmetros que podem ser fixados diferentemente em gramáticas particulares, determinando, assim, os limites de variação entre essas gramáticas (Chomsky &amp; Lasnik 1993). Cada gramática particular, neste sentido, representa uma determinada parametrização dos princípios da Gramática Universal. A gramática do falante, na teoria gerativa, será, portanto, uma entidade individual: uma gramática particular internalizada na mente de cada indivíduo.</p><p><strong>Abstract:</strong> <em>The literature usually assumes that V2 languages are those in which the finite verb is on second position on the sentence, like it is in German. English, on the other hand, does not present the same linearization, so Vikner (1995) classified it as a residual V2-language. This paper aims to provide a comparative study analyzing the speech of two children, one acquiring German and the other acquiring European English, in different moments (1;9-3;3). Based on Vikner's typology, we try to verify how these two languages are syntactically alike and in which moment they begin to behave like different grammars, in what concern verb position, since, linearly, English also presents the verb in second position in matrix sentences. As a hypothesis, we believe that a crucial point in this differentiation would be the acquisition of subordinate sentences. In this sense, the child acquiring German would start presenting V2 grammar traces on the moment s/he acquires subordinate sentences, since, unlike English, this grammar do not present V2 in subordinate structures. The child acquiring English, on the other hand, would maintain the V2 linearization on subordinate sentences. This work is based on the CHILDES corpus, which can be accessed online. The theoretic framework is based on Chomsky's (1985) notion of Grammar as I-Language, that refers to the possibility to generate language structures and not, for example, a certain inventory of structures. Those possibilities are limited by the Universal Grammar, part of human's innate faculties, that is formed by immutable principles and parameters that can be differently fixed by different particular grammars determining the limits of language variation between those grammars. In this sense, each particular grammar represents a different parametrization of the Universal Grammar's principles. Each speaker's grammar, in this sense, will be an individual entity: a particular grammar internalized in the individual's mind</em><em>.</em></p><p>Keywords: <em>Language Acquisition; V2; Comparative Syntax; Generative Grammar.</em></p><p> </p>
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Doboș, Daniela. "The First Major Grammars of English and Romanian: A Comparative Approach." Linguaculture 11, no. 2 (December 10, 2020): 45–62. http://dx.doi.org/10.47743/lincu-2020-2-0171.

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If the history of the English language is the story of its written texts, the same holds true for the history of the Romanian language, and in both cases the first grammars played a major part in the shaping up of the respective vernaculars. The paper proposes a comparative approach to the beginnings of codified grammars in English and Romanian, with a focus on those that are deemed to be the first major works– Robert Lowth’s A Short Introduction to English Grammar (1762) and Samuil Micu and Gheorghe Şincai’s Elementa linguae daco-romanae sive valachicae (1780). This approach considers topics such as why grammars might have been desirable in the eighteenth century (the political factor), and the functions of ‘grammars’, which are relevant in both cases; what language was actually codified, as well as the role of Latin in this enterprise, since it is worth noting that while English and Romanian belong in different language families, Latin was a formative element in both, ever since the territories of the two respective countries marked the North-Western and South-Eastern borders of the Roman Empire.
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NYKIEL, JOANNA, and JACOB THAISEN. "English comparative modals and their complements." English Language and Linguistics 28, no. 1 (March 2024): 73–93. http://dx.doi.org/10.1017/s1360674323000485.

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English comparative modals are combinations of the adverbs rather, sooner and better with an auxiliary. There is recent consensus that the comparative modals rather and sooner have over time developed a different syntax and semantics than better. However, potential differences in the syntax of rather and sooner with respect to patterns of complementation haven’t been explored. This article reports the results of a corpus study of these two modals and finds that rather patterns like object-raising verbs, allowing a range of complements that are unavailable for sooner. Our analysis of these patterns draws on recent work in the Construction Grammar framework, with forays into its formal implementation, Sign-Based Construction Grammar, and we propose that rather differs from sooner in that it constitutes a micro-construction whose features are licensed by both the Modal Construction and the Object-Raising Construction, the latter a subtype of the Transitive Construction.
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Rahmanadia, Hyunisa. "Ditransitive Construction in English, Hungarian, Turkish, and Indonesian Language." Loquen: English Studies Journal 14, no. 2 (December 19, 2021): 77. http://dx.doi.org/10.32678/loquen.v14i2.5093.

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Abstract: Every language shows a different way of expressing ditransitive construction. Thus, the present study aims to investigate and compare the important elements exhibit in the languages under discussion in constructing ditransitive sentences. This paper is a qualitative study. The data comes from detailed written grammar texts, corpora, and interviews with native language speakers. The results show that the languages play with the word order to weigh the focus of sentences. English and Indonesian language do not apply any case-marking to mark the function of the noun phrase. However, in the basic prototypical ditransitive construction, Hungarian and Turkish languages apply an accusative marker to mark the theme and a dative marker to mark the recipient. On the other hand, the verbs’ affixation also affects the semantic property of the ditransitive verbs in the Indonesian language. It is also revealed that the languages use the same ditransitive construction to express genuine transfer and beneficial transfer.Keywords: ditransitive construction, cognitive grammar, comparative study.
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Ndao, Mariama Soda. "Comparative Grammar of Wolof and English. The Present Tense Use." Studies in Social Science Research 4, no. 2 (May 24, 2023): p105. http://dx.doi.org/10.22158/sssr.v4n2p105.

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This topic sets a comparative issue in which, the present tense of Wolof and English is treated. The syntactic rules that govern a language are influential in the structures. Within sentences particularly, verbs hold main roles in the tense rules system. This lead to comparing verbal constructs, while considering the present tense systems. With a method of data collection, a corpus is set in both languages for verbs’ characteristics. Indeed, have shown that the verbs’ occurrences as constituents in sentences vary thanks to the aspects and modalities. Then, these verbal constructs are compared for grammatical results, leading to widening teaching and learning strategies in the first and second languages.
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Dissertations / Theses on the topic "English language, grammar, comparative"

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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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Chu, Ho-tat Matthew. "Grammar and world-view : a comparative investigation of the syntax of English and Chinese /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685353.

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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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Chu, Ho-tat Matthew, and 朱可達. "Grammar and world-view: a comparative investigation of the syntax of English and Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951235.

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Lee, Seonmi. "Definiteness in Korean." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1063199.

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This study presents a pragmatic approach to the analysis of definiteness. The expression of definiteness in Korean is analyzed as controlled by the pragmatic motivation to differentiate nouns with respect to their topical relevance and importance.The primary claim of this study is that grammar utilizes formal marking systems not only for making semantic contrasts but also for producing pragmatic distinctions. As an illustration of this claim, the marking vs. lack of marking that determine pragmatic status in Korean is examined, and it is argued that the lack of marking indicates the relative lack of special significance of a given referent as a specific individual, while overt marking indicates the relatively higher significance of an intended referent as a specific individual.Definiteness is shown to be non-distinctive and non-categorical in nature, with five expressions of definiteness coding six degrees of definiteness in a definiteness continuum. This is illustrated in the following diagram:Definiteness ContinuumBare NP ---- com ---- etten ---- han ---- ku ---- Bare NPleastmostThe bare NP to the left comprises nonunique common nouns and the one to the right unique common nouns and proper nouns. In each case, the bare form is viewed as representing the referent in its most general use.It is also shown that definiteness and indefiniteness can coincide in the sense that semantically indefinite NPs can be marked formally as definite in certain contexts. This is explained motivated by the pragmatic need for upgrading the degree of definiteness in order to present it as a more prominent or salient entity. With cases in which both semantically definite referents and semantically indefinite referents are formally presented in the same bare NP form as crucial evidence, it is suggested that the realization and expression of definiteness is motivated only when pragmatic significance requires such a distinction. The study concludes that marking and lack of marking of definiteness in Korean does in fact signal the relative pragmatic importance of the referent in the development of the discourse.
Department of English
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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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Guo, Ling-Yu Tomblin J. Bruce Owen Amanda J. "Acquisition of auxiliary and copula BE in young English-speaking children." [Iowa City, Iowa] : University of Iowa, 2009. http://ir.uiowa.edu/etd/370.

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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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Lim, Jayeon. "The developmental process of English simple past and present perfect by adult Korean learners /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3080591.

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Thesis (Ph. D.)--University of Oregon, 2003.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 180-186). Also available for download via the World Wide Web; free to University of Oregon users.
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Rothstein, Susan Deborah. "The syntactic forms of predication." Bloomington, IN : Indiana University Linguistics Club, 1985. http://books.google.com/books?id=pWRiAAAAMAAJ.

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Books on the topic "English language, grammar, comparative"

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Hashi, Abdulkadir Khalif. Iftiin's grammar, English-Somali: Understanding English grammar. [Arlington, Va.?]: Iftiin Publishers, 1996.

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Bessrour, Farhat. A concise Arabic-English comparative grammar. Amman]: Almamoun Publishing and Distribution House, 2008.

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Salkoff, Morris. A French-English Grammar: A contrastive grammar on translational principles. Amsterdam/Philadelphia: John Benjamins Publishing Company, 1999.

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Salkoff, Morris. A French-English Grammar: A contrastive grammar on translational principles. Amsterdam: J. Benjamins, 1999.

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Volker, Gast, ed. Understanding English-German contrasts. 3rd ed. Berlin: E. Schmidt, 2012.

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Flor, Aarts, ed. A contrastive grammar of English and Dutch. Leiden: M. Nijhoff, 1989.

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Pilch, Herbert. Comparative Anglo-German linguistics. Aachen: Shaker Verlag, 1999.

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Karena-Holmes, David. Māori language: Understanding the grammar = Te reo Māori : he kamārama wetenga reo. Auckland: Reed, 2006.

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Vaida, Clifford John. Liberating grammar. Upper Saddle River, N.J: Prentice Hall, 1996.

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Fisiak, Jacek. An introductory English-Polish contrastive grammar. 2nd ed. Warszawa: Państwowe Wydawn. Nauk., 1987.

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Book chapters on the topic "English language, grammar, comparative"

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Röthlisberger, Melanie. "Exploring variation in the dative alternation across World Englishes." In Ditransitives in Germanic Languages, 226–63. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/sigl.7.07rot.

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The present chapter explores the variable nature of speakers’ (probabilistic) grammar by analysing variation in the English dative alternation across World Englishes. While the numerous constraints that impact the choice of variant are well-known, the extent to which the regional variability of these constraints in specific registers or lexical items can be generalized to the language as a whole has largely remained understudied (but see, e.g., Bresnan and Ford 2010; Röthlisberger, Grafmiller, and Szmrecsanyi 2017). The current study takes a comprehensive large-scale comparative perspective across nine varieties, 14 different registers and including 86 alternating verbs (N = 13,171) to showcase how restrictions in the dataset (e.g. to specific registers or verbs) can result in misleading generalizations. Results of mixed-effects regression analyses indicate that the factors regionally variable across the whole dataset might not be regionally variable across specific registers. Thus, the present chapter not only confirms the variable nature of probabilistic grammars but also stresses the importance of combining an aggregate perspective with more fine-grained analyses to grasp more fully the cross-lectal variability of speakers’ grammatical knowledge.
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Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language, 111–29. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_6.

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Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language, 130–50. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_7.

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Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language, 151–69. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_8.

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Leech, Geoffrey. "Grammar: Words (and Phrases)." In English Language, 64–81. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_5.

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Leech, Geoffrey. "Grammar: Phrases (and Clauses)." In English Language, 82–100. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_6.

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Leech, Geoffrey. "Grammar: Clauses (and Sentences)." In English Language, 101–18. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_7.

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

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Cottle, Basil. "Middle English Grammar: Verse." In The Language of Literature, 11–19. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17989-3_2.

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Cottle, Basil. "Middle English Grammar: Prose." In The Language of Literature, 20–27. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-17989-3_3.

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Conference papers on the topic "English language, grammar, comparative"

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Algburi, Basim Yahya Jasim. "Exploring Iraqi EFL Learners' Command of basic Grammatical Structures at the Tertiary level." In 3rd International Conference on Language and Education. Cihan University-Erbil, 2023. http://dx.doi.org/10.24086/iclangedu2023/paper.960.

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Language learning has been equated with learning it's grammar. The view was that mere words without grammar of some kind do not constitute a language. This view has been challenged by the communication-based approaches which relegated grammar to a secondary status. The new English course for Iraq which was the prescribed course for teaching English as a foreign language from 1972 to 2004 which was structurally- based has been deserted and since then there has been a shift to communication based courses in which grammar is assumed to be a by-product which develops automatically while emphasis is placed on communication. The present study aims at testing this assumption to see whether students have mastered the basic grammatical notions and structures after 12 years of studying English using communication-based syllabuses. The research questions addressed were: to what extent have Iraqi students mastered the grammatical notions and structures? Which notions and structures had not been adequately mastered? The results indicate that the basic grammatical structures and notions have not been adequately mastered after a long period of studying English at the tertiary level and the students still find difficulty in most grammatical structures, including comparative constructions, concord, passivization, and perfective aspects. The reasons were identified and suggestions for overcoming the difficulties in these areas were made.
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Frantseva, А. "RUSSIAN IDIOMS WITH THE TOWER COMPONENT AGAINST THE BACKGROUND OF THE CZECH AND ENGLISH LANGUAGES (BASED ON DICTIONARIES)." In Actual issues of Slavic grammar and lexis. LCC MAKS Press, 2024. http://dx.doi.org/10.29003/m4120.978-5-317-07174-5/227-234.

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Idioms with the башня component are studied in comparison with Czech idioms with the věž component and with English idioms with the tower component. We used data obtained by continuous sampling from the dictionaries of V. M. Mokienko, F. Chermak and others. Conclusions are drawn about the specificity of phraseographic characteristics of phraseological units in three languages. The paper is of interest to researchers whose scientific interests include comparative and historical phraseology.
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Guamán-Tumbaco, Ana, Estefanía Vargas-Caicedo, and Luis Villagómez-Bajaña. "QUIZIZZ AS A FORMATIVE ASSESSMENT TOOL AND ITS EFFECTIVENESS IN TEACHING VOCABULARY AND GRAMMAR IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS: A COMPARATIVE STUDY." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1242.

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

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English is a language which plays an important role in the Ecuadorian society because it is used on different fields such as business, tourism, entertainment, health. English is present in Education because it is taught in most educational institutions – at primary, secondary and higher levels – giving students the opportunity to gain competencies in a second language. Unfortunately, the lack of didactic resources to teach grammar makes the English learning process difficult and boring. Therefore, the aim of this research is to develop a storytelling to learn English grammar through comics. The methodology used is the mixed method approach – qualitative and quantitative – for the data collection. The students who participated on this research took a pre-test and a post-test in order to know the perspective of comics as well as their grammar knowledge. The comics were designed in the software Paint 3D because it makes colorful presentations and it is possible to draw on the computer’s screen by using the optical pen. The comics present grammar structures in familiar contexts to motivate comics reading. After applying comics, the results showed that students improved their grammar grades and were motived to learn grammar. A secondary goal is to promote comics as an English resource to improve the learning of different English skills.
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Tayal, Madhuri A., M. M. Raghuwanshi, and Latesh Malik. "Syntax Parsing: Implementation Using Grammar-Rules for English Language." In 2014 International Conference on Electronic Systems, Signal Processing and Computing Technologies (ICESC). IEEE, 2014. http://dx.doi.org/10.1109/icesc.2014.71.

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Korsakova, Lalita V., and Olga G. Smirnova. "PROBLEMS OF FORMING GRAMMAR SKILLS IN ENGLISH LANGUAGE TEACHING." In Обучение иностранному языку студентов высших и средних образовательных учреждений на современном этапе; Сохранение и ревитализация языков и культур эвенков, эвенов России и орочонов Китая. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933815_145.

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

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This article revealed in the complex approach to teaching foreign languages paying attention to its main language skills. Each of the activities is described in details with presenting the goals and results of using them.
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ROZA, Veni, Hermawati SYARIF, Desmawati RADJAB, and M. ZAIM. "Textual Enhancement-Based Grammar Instructional Design for English Students." In Fifth International Seminar on English Language and Teaching (ISELT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iselt-17.2017.1.

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Nagarajan, Harshitha, Punitha Vancha, and Supriya M. "Recognising the English Language using Context Free Grammar with PyFormlang." In 2022 IEEE International Conference on Electronics, Computing and Communication Technologies (CONECCT). IEEE, 2022. http://dx.doi.org/10.1109/conecct55679.2022.9865855.

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Muzdalifah, Astria, and Nicke Moecharam. "Cultural Content in English Textbook - Visual Grammar Analyis." In Tenth International Conference on Applied Linguistics and First International Conference on Language, Literature and Culture. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007161700410045.

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Reports on the topic "English language, grammar, comparative"

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ARUTYUNYAN, D. D. GRAMMAR ANALYSIS AS A MEANS OF NOTIONAL FUNDAMENTALS CREATION. Science and Innovation Center Publishing House, April 2022. http://dx.doi.org/10.12731/2077-1770-2021-14-1-3-43-50.

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

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German textbooks of English influence their users’ acquisition of agreement patterns with collective nouns in two ways. On the one hand, the use of collective nouns throughout the textbooks serves as a language model for students, and on the other hand, their grammar sections provide explicit rules on agreement patterns with collective nouns. The present study analyzes both these aspects in the LehrplanPLUS versions of the textbook series Green Line and Access for Bavarian secondary schools (Gymnasien) and compares them to native speaker data from Levin (2001). Although this comparison shows that the agreement patterns with collective nouns throughout the textbooks support their nativelike acquisition, the grammar sections show some deficits that might inhibit the nativelike acquisition of agreement patterns with collective nouns.
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Goldman, Susan R., and John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213269.

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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.

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

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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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Pikilnyak, Andrey V., Nadia M. Stetsenko, Volodymyr P. Stetsenko, Tetiana V. Bondarenko, and Halyna V. Tkachuk. Comparative analysis of online dictionaries in the context of the digital transformation of education. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4431.

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The article is devoted to a comparative analysis of popular online dictionaries and an overview of the main tools of these resources to study a language. The use of dictionaries in learning a foreign language is an important step to understanding the language. The effectiveness of this process increases with the use of online dictionaries, which have a lot of tools for improving the educational process. Based on the Alexa Internet resource it was found the most popular online dictionaries: Cambridge Dictionary, Wordreference, Merriam–Webster, Wiktionary, TheFreeDictionary, Dictionary.com, Glosbe, Collins Dictionary, Longman Dictionary, Oxford Dictionary. As a result of the deep analysis of these online dictionaries, we found out they have the next standard functions like the word explanations, transcription, audio pronounce, semantic connections, and examples of use. In propose dictionaries, we also found out the additional tools of learning foreign languages (mostly English) that can be effective. In general, we described sixteen functions of the online platforms for learning that can be useful in learning a foreign language. We have compiled a comparison table based on the next functions: machine translation, multilingualism, a video of pronunciation, an image of a word, discussion, collaborative edit, the rank of words, hints, learning tools, thesaurus, paid services, sharing content, hyperlinks in a definition, registration, lists of words, mobile version, etc. Based on the additional tools of online dictionaries we created a diagram that shows the functionality of analyzed platforms.
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Zhang, Guanghong, Jun Jiang, and Chao Qu. Comparative Efficacy of 50 Interventions for Myopia Prevention and Control in Children: a Systematic Review and Network Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0079.

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Review question / Objective: The purpose of this study was to analyze and compare the efficacy of different interventions for myopia prevention and control in children. Eligibility criteria: Inclusion Criteria(1) Subjects aged 6 to 18 years old; (2) The language of the literature is limited to Chinese and English; (3) No restrictions are made on the ethnicity, course and refractive status of the subjects; (4) Interventions to delay the progression of myopia in children; (5) Outcomes: mean annual change in axial length and spherical equivalent; (6) The follow-up time is at least 1 year, and the longest follow-up years are taken for those greater than 1 year; (7) RCTs.Exclusion Criteria(1) Repeated publication, no full text found; (2) Review, experience, case report, conference, meta-analysis; (3) Failure to provide data suitable for meta-analysis; (4) Subjects aged < 6 years old or > 18 years old at the time of trial participation; (5) Non-randomized controlled trials.
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Dahm, Philipp, Michelle Brasure, Elizabeth Ester, Eric J. Linskens, Roderick MacDonald, Victoria A. Nelson, Charles Ryan, et al. Therapies for Clinically Localized Prostate Cancer. Agency for Healthcare Research and Quality (AHRQ), September 2020. http://dx.doi.org/10.23970/ahrqepccer230.

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Objective. To update findings from previous Agency for Healthcare Research and Quality (AHRQ)- and American Urological Association (AUA) funded reviews evaluating therapies for clinically localized prostate cancer (CLPC). Sources. Bibliographic databases (2013–January 2020); ClinicalTrials.gov; systematic reviews Methods. Controlled studies of CLPC treatments with duration ≥5 years for mortality and metastases and ≥1 year for quality of life and harms. One investigator rated risk of bias (RoB), extracted data, and assessed certainty of evidence; a second checked accuracy. We analyzed English-language studies with low or medium RoB. We incorporated findings from randomized controlled trials (RCTs) identified in the prior reviews if new RCTs provided information on the same intervention comparison. Results. We identified 67 eligible references; 17 were unique RCTs. Among clinically rather than prostate specific antigen (PSA) detected CLPC, Watchful Waiting (WW) may increase mortality and metastases versus Radical Prostatectomy (RP) at 20+ years. Urinary and erectile dysfunction were lower with WW versus RP. WW’s effect on mortality may vary by tumor risk and age but not by race, health status, comorbidities, or PSA. Active Monitoring (AM) probably results in little to no difference in mortality in PSA detected CLPC versus RP or external beam radiation (EBR) plus Androgen Deprivation (AD) regardless of tumor risk. Metastases were slightly higher with AM. Harms were greater with RP than AM and mixed between EBR plus AD versus AM. 3D-conformal EBR and AD plus low-dose-rate brachytherapy (BT) provided a small reduction in all-cause mortality versus three dimensional conformal EBR and AD but little to no difference on metastases. EBR plus AD versus EBR alone may result in a small reduction in mortality and metastases in higher risk disease but may increase sexual harms. EBR plus neoadjuvant AD versus EBR plus concurrent AD may result in little to no difference in mortality and genitourinary toxicity. Conventionally fractionated EBR versus ultrahypofractionated EBR may result in little to no difference in mortality and metastases and urinary and bowel toxicity. Active Surveillance may result in fewer harms than photodynamic therapy and laparoscopic RP may result in more harms than robotic-assisted RP. Little information exists on other treatments. No studies assessed provider or hospital factors of RP comparative effectiveness. Conclusions. RP reduces mortality versus WW in clinically detected CLPC but causes more harms. Effectiveness may be limited to younger men or to those with intermediate risk disease and requires many years to occur. AM results in little to no mortality difference versus RP or EBR plus AD. EBR plus AD reduces mortality versus EBR alone in higher risk CLPC but may worsen sexual function. Adding low-dose-rate BT to 3D-conformal EBR and AD may reduce mortality in higher risk CLPC. RCTs in PSA-detected and MRI staged CLPC are needed.
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Communicative English Language Grammar (intermediate level). OFERNIO, 2017. http://dx.doi.org/10.12731/ofernio.2017.22606.

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