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Dissertations / Theses on the topic 'English language Grammar'

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Published: 4 June 2021
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1

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.
2

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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3

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

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4

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).
5

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.
6

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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7

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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8

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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9

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.
10

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.

11

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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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.
13

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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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.
15

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.
16

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).
17

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.
18

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.
19

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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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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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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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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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.
25

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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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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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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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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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
30

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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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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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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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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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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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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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.
39

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

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This thesis investigates first languages (L1) influence on second language (L2) acquisition of long-distance wh-movement and related constraints governed by Universal Grammar. It thus seeks to integrate L2 syntactic knowledge into L2 knowledge at the syntax-semantics interface in order to find out more about the nature of L2 acquisition, thesis extends its body of research into L2 processing at the syntax-semantics interface. That being so, it allows us not only to explore an ultimate issue of whether L2 speakers have access to Universal Grammar but also to consider how grammar and meaning interact in real time. To this end, this thesis examines crossover phenomena in L2 English, by speakers of German and Korean. A series of experiments are employed in this research: an acceptability judgement task, a truth-value judgement task, and a self-paced reading task. Experiment 1 investigates whether L2 speakers have acquired syntactic knowledge of long-distance wh-movement in English. This experiment, in particular, examines whether L2 speakers are sensitive to locality conditions on wh-movement. Experiment 2 identifies whether semantic knowledge is facilitated by syntactic knowledge in L2 acquisition. Experiment 3–4 examine whether L2 speakers make use of syntax-semantics interface knowledge during online processing. The findings from Experiment 1–4 suggest that that L1 does not influence acquisition and processing of L2.
41

Timmis, Ivor. "Corpora, classroom and context : the place of spoken grammar in English language teaching." Thesis, University of Nottingham, 2003. http://eprints.nottingham.ac.uk/12246/.

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The main research question investigated in this thesis is: In an era when English is increasingly used in international contexts, how relevant are the grammatical findings of native speaker spoken corpora in the ELT classroom? In terms of original research data, the thesis draws, initially, on data from a large-scale quantitative survey into the attitudes of students and teachers to conforming to native speaker norms. The data from this survey shows that a desire to conform to native speaker norms is not restricted to learners with an obvious need to interact with native speakers. The research evidence also indicates that there is some interest among both teachers and students in conforming to native speaker spoken norms, though there is uncertainty about what these norms are, and reservations about whether they should be part of the learner's productive repertoire. The thesis includes a set of materials designed to be consistent both with the results from the attitudinal research and with current methodological insights from second language acquisition research. The thesis describes how these materials were evaluated and piloted, both to elicit further research evidence concerning the attitudes of learners and teachers to native speaker spoken norms, and to assess the potential viability of the materials in the classroom. In the light of the theoretical arguments and research evidence presented, the thesis concludes that it is both possible and potentially desirable to design materials which raise awareness of aspects of native speaker spoken grammar, while respecting that English is no longer the exclusive property of its native speakers. The wider, concluding argument of this thesis is that it is both possible and desirable for the native speaker in contemporary ELT to be an object of reference without being an object of deference.
42

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.
43

Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.

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This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.
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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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45

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

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第22540号
人博第943号
新制||人||224(附属図書館)
2019||人博||943(吉田南総合図書館)
京都大学大学院人間・環境学研究科共生人間学専攻
(主査)准教授 高橋 幸, 教授 谷口 一美, 教授 STEWART Timothy William, 准教授 笹尾 洋介, 教授 田地野 彰
学位規則第4条第1項該当
46

Auer, Anita. "The subjunctive in the age of prescriptivism : English and German developments during the eighteenth century /." Basingstoke : Palgrave Macmillan, 2009. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230574410.

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47

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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Toyota, Junichi. "Diachronic change in the English passive /." Basingstoke : Palgrave Macmillan, 2008. http://opac.nebis.ch/cgi-bin/showAbstract.pl?u20=9780230553453.

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49

Wu, Kam-yin, and 胡錦賢. "Teacher beliefs and grammar teaching practices: case studies of four ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37341893.

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50

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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