Relevant bibliographies by topics / Grammar as a skill

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Academic literature on the topic 'Grammar as a skill'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Grammar as a skill"

1

Puspitaloka, Nina. "The Effects of Grammar Mastery and Critical Thinking towards Student’s Descriptive Writing Skill." ELT in Focus 2, no. 1 (September 13, 2019): 19–28. http://dx.doi.org/10.35706/eltinfc.v2i1.2024.

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The purpose of this research wants to know the effect both grammar mastery and critical thinking towards student’s descriptive writing skill. It wants to know the effect of grammar mastery towards student’s descriptive writing skill. And then, it wants to know the effect of critical thinking towards student’s descriptive writing skill. Research method is a survey research which is taken from 90 students that are chosen randomly sampling technique at private senior high school in Karawang. There are several instruments, which are used in viewing the relationship between two independent variables (grammar mastery and critical thinking) and one dependent variable (descriptive writing skill), namely: (1) multiple choice test to measure the level of knowledge grammar mastery, (2) questionnaires to measure the level of cognitive in critical thinking, and (3) writing test to measure student’s ability in terms of descriptive writing skill. Data analysis technique used SPSS Version 16.0. The result of the research shown that (1) both grammars learned by student and critical thinking ability have effects on the student’s writing skill. This is evidence of the value both independent variables are Fcount = 339,539 and sig as big as 0,000 < 0,05. (2) grammar learnt by the students has effect on the student’s descriptive writing skill, this is evidenced by tcount = 26,037 and sig as big as 0,000 < 0,05. (3) critical thinking ability has no effect on the student’s descriptive writing skill, this is evidence by tcount = 0,858 and sig as big as 0,393 > 0,05.
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Kusumastuti, Mayang, Mega Pratiwi, and Hendra Husnussalam. "IMPROVING GRAMMAR SKILL USING EGRA TECHNIQUE FOR THE STUDENTS’ EIGHTH GRADE AT SMPN 5 CIMAHI." PROJECT (Professional Journal of English Education) 2, no. 3 (May 11, 2019): 325. http://dx.doi.org/10.22460/project.v2i3.p325-331.

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Grammar is one part to improve four skills that we also known. To enhance grammar skill we have to prefer the accurately method as a way in studying grammar. The researcher was chosen Exposure, Generalization, Reinforcement, and Application (EGRA) technique as a method to teaching English grammar to students’ eigtht grade at SMPN 5 Cimahi. It was arranged with using pre-experimental method, peculiarly one-group pre-test post-test design. The technique showed that can develop grammar skill students’. The average score of the test result is 40,83 for the pre-test and 71,70 for the post-test. From the result, it can determine that EGRA technique can improve grammar skill students’. Besides that, EGRA technique can build a good team work in the classroom.
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Agustini, Siti, Norita Prasetya Wardhani, and Evy Nur Amalina. "Improving Students’ Grammar Skill Through Student Centered Learning at ITATS." English Focus: Journal of English Language Education 1, no. 2 (July 2, 2018): 77–85. http://dx.doi.org/10.24905/efj.v1i2.32.

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English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.
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Nainggolan, Erni Susianti. "THE EFFECTS OF STUDENTS’ VOCABULARY AND GRAMMAR MASTERY TOWARDS ENGLISH RECOUNT WRITING SKILL IN THE SECOND GRADE OF PRIVATE JUNIOUR HIGH SCHOOL IN TANGERANG." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 80. http://dx.doi.org/10.32493/ljlal.v1i1.2486.

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AbstractThe purpose of this research is to obtain empirical data about the effects of students’ vocabulary and grammar mastery towards English recount writing skill. There are the effects of students’ vocabulary (X1) and grammar mastery(X2) towards students’ English recount writing skill (Y). That is proved by the result Fobservedis 679.878 with significance probability level Sig 0.000. The probability value is (0.000) less than 0.05. It means the regression model could be used to predict the students’ skill in writing. The result of data analysis, the multiple regression in which the multiple correlation coefficient, is ( R ) is 0.987 or (ryx1x2 = 0.987). It means it gives strong effects among them. The simultaneous contribution of perception on the teacher’s competence and grammar mastery towards students’ writing skill is R2 x 100% or 0.987 2 x 100% = 97.4 % and the rest 2.6 % determined by the other factors. In conclusion H0 is rejected and H1 is accepted significantly. There is no effect of students’ vocabulary (X1) toward students’ English recount writing skill (Y). It can be proved tobserved 1.574 meanwhile ttable = 1.69. Because of the score of Sig> 0.05 (0.124>0.05) and tobserved<ttable(1.57 <1.69). The score of Sig = 0.124 means H0 is accepted it means that there is no significant effect of student’s vocabulary toward students’ English recount writing skill. From the test of correlation and regression it can be concluded that there is no effect of students’ vocabulary towards students’ English recount writing skill. There is an effect between grammar mastery (X2) toward students’ writing skill (Y). It can be proved by tobserved 14.718 meanwhile ttable = 1.69. Because of the score of Sig< 0.05 (0.000<0.05) and tobserved>ttable(14.718 > 1.69) determination of regression significance criteria is the score of Sig = 0.000 means H0 is rejected. It means that there is a significant effect of grammar mastery towards students’ English recount writing skill.Keywords: Recount Text, Grammar Mastery, Regression Significance, Vocabulary, Writing Skill,
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ROSENTHAL ROLLINS, PAMELA, and CATHERINE E. SNOW. "Shared attention and grammatical development in typical children and children with autism." Journal of Child Language 25, no. 3 (October 1998): 653–73. http://dx.doi.org/10.1017/s0305000998003596.

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The two studies presented here explore the relationship between children's pragmatic skills and their growth in grammar. In study 1, thirty normally developing children were videotaped interacting with their parents at 1;2 and again at 2;7. Using correlational and regression techniques, we found that pragmatic accomplishments of MUTUAL ATTENTION, as well as mother's conversational style, explained 45% of the variance in grammar at 2;7. The second study investigated pragmatic–grammatical relationships with data from 6 high-functioning children with autism. To control for individual variation in skill level at the start of the study, within-individual growth rates for grammar were estimated as our outcome. The results substantiated those of study 1, in that pragmatic accomplishments within mutual attention predicted the per month growth rate in grammar. We interpret these findings as consistent with the position that the infant's social-pragmatic skills contribute to the acquisition of grammar.
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Santosa, Prita Pantau Putri. "Hubungan antara Penguasaan Tata Bahasa dengan Keterampilan Menulis Narasi Bahasa Inggris Siswa Kelas XI SMK Negeri 2 Depok." DEIKSIS 9, no. 02 (August 29, 2017): 182. http://dx.doi.org/10.30998/deiksis.v9i02.1172.

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The goal of this research is to analyse and prove the correlation between grammar mastery and students’English narrative writing skill at the 11th grade of SMK Negeri 2 Depok. Research data was collected by giving multiple cohoice tests of grammar and narrative writing skill. Furthermore, the data was analyzed quantitatively in order to know correlation coefficient, determination coefficient and signifinancy coefficient as part of hypothesis test. Data analysis was conducted with ? = 0,05. Based on the result of hypothesis test, the researcher has found the significant correlation of grammar mastery and students’ English narrative writing skill. <br /> <br />Kata Kunci: Penguasaan Tata Bahasa, Ketrampilan Menulis Narasi
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KHAN, KIREN, KEITH NELSON, and ELISABETH WHYTE. "Children choose their own stories: the impact of choice on children's learning of new narrative skills." Journal of Child Language 41, no. 4 (June 3, 2013): 949–62. http://dx.doi.org/10.1017/s0305000913000160.

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ABSTRACTDespite evidence that early narrative abilities are predictive of literacy skills and academic achievement, only limited progress has been made in understanding how the development of these narrative skills can be facilitated. The current study measured the effectiveness of a new narrative intervention conducted with 26 preschoolers. Children were assigned to one of two intervention conditions: an active-choice condition (able to choose story components) or a no-choice condition (story components were preselected). Both groups otherwise received the same explicit and engaging teaching of story grammar. As predicted, greater narrative skill gains were evident for the active-choice intervention; including larger gains on both central story grammar components and story information overall. Future implications for how stories might be presented to young children in order to more richly facilitate narrative skill acquisition are discussed.
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SETYOWATI, Luluk. "IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI." Scope : Journal of English Language Teaching 3, no. 2 (August 10, 2019): 109. http://dx.doi.org/10.30998/scope.v3i2.3402.

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<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>
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Fahmi, Sri, and Cynantia Rachmijati. "IMPROVING STUDENTS’ WRITING SKILL USING GRAMMALY APPLICATION FOR SECOND GRADE IN SENIOR HIGH SCHOOL." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 69. http://dx.doi.org/10.22460/project.v4i1.p69-74.

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Writing is the most important skill in learning a language. Through writing is a way to express student’s ideas, but most students are still deeply mistaken in spelling, grammar, vocabulary and also punctuation. The one way to fix it is to give the students solution with a tool that can help and guide to show their mistake. This research aim of improving students writing skills using Grammarly application. By using Grammarly students are guided to find out students' errors and how to fix it and improve their writing skills using Grammarly application, especially in second grade in senior high school. This research used a qualitative method through pre-test and posttest. The subject of this research is consists of 32 students in second grade in senior high school. The research finding that’s after using Grammarly application can improve student’s ability in writing and express what their thought and felt. It suggested that students should be confident in conveying their ideas into written form as well as maximizing this Grammarly application to help them find errors in writing and can find the correct one. It is recommended that teachers give more serious attention errors of students in writing because of solving. Keywords: Writing Skill, Grammarly Application
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Justice, Laura, Kate Cain, Hui Jiang, Jessica Logan, Rongfang Jia, Hui Jiang, Jessica A. Logan, and Rongfang Jia. "Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade." Journal of Speech, Language, and Hearing Research 61, no. 4 (April 17, 2018): 910–23. http://dx.doi.org/10.1044/2018_jslhr-l-17-0090.

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Purpose This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions Children's growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.
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Dissertations / Theses on the topic "Grammar as a skill"

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Martinez, Fernanda Cristina Terruggi. "O ensino-aprendizagem de inglês na escola pública paulista: o papel da gramática em proposta pedagógica para o 6º ano." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/5716.

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The main purpose of this study is to discuss the controversial grammar teaching role in a student s textbook and in the teacher s guide that follows it, as well as in its methodological orientations. This analysis is carried out taking into consideration the possibility of adapting some of the proposed activities based on grammar as a skill teaching theories. The textbook under analysis is part of a book series which has been developed by the state of Sao Paulo for its sixth year students of public schools. First, we present a discussion about Language Teaching Approach, as well as about Method and Technique according to Anthony (1963), Richards and Rodgers (2002) and Almeida Filho (2003). We also discuss the role of grammar teaching in some of the main foreign language teaching periods, such as Grammar- Translation, Audiolingualism and Communicative Approach. These discussions are aimed at providing a broad understanding of grammar teaching roles so that contemporary grammar teaching theories, such as the grammar as a skill teaching theories by Batstone (1994) and by Larsen-Freeman (2003), could help us illustrated alternative ways of teaching the structures presented in the textbook in question. It seems that these contemporary theories have contributed to the development of activities that may help preteen students take notice of grammar structures through extensive meaningful practice and reflection opportunities. We believe these illustrations may also help students become more autonomous in their learning.
Este estudo teve como objetivo discutir o controverso papel do ensino de gramática, bem como apresentar uma reflexão sobre de que maneira o ensino de gramática como habilidade poderia ser adotado a partir do potencial para tal vislumbrado em um material didático para o ensino da Língua Inglesa destinado ao sexto ano do Ensino Fundamental Ciclo II. O material em questão é parte de uma série de livros elaborados pelo Governo do Estado de São Paulo para todas as séries do Ensino Fundamental II e Ensino Médio das escolas públicas paulistas. Primeiramente, nosso estudo traz uma breve discussão sobre Abordagem de ensino de línguas, bem como sobre Método e Técnica segundo Anthony (1963), Richards e Rodgers (2002) e Almeida Filho (2003). Além disso, discutimos o papel da gramática em alguns dos principais períodos do ensino de língua estrangeira (Abordagem Estruturalista, Método Audiolingual e Ensino Comunicativo). O entendimento do papel atribuído ao ensino de gramática nesses momentos históricos do ensino de línguas fortaleceu a análise do potencial de ensino de gramática no material selecionado a fim de vislumbrarmos maneiras de se contemplar as estruturas subjacentes a ele por meio da proposta de ensino de gramática como habilidade (Batstone, 1994 e Larsen-Freeman, 2003). Parece-nos que a proposta de ensino de gramática como habilidade dos autores citados, conforme discutido na análise de dados, pode favorecer a autonomia do aprendiz pelo fato de gerar oportunidades para que ele desperte sua atenção para alguns aspectos da língua inglesa, além de poder estruturar e refletir sobre esse conhecimento ao realizar as atividades didático-pedagógicas desenvolvidas para tal ao mesmo tempo em que participa de um processo de construção de significados.
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Cox, Eriksson Christine. "Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108079.

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The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]). Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months. Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary. Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.
SPRINT project
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Akdag, Zeynep. "Examining How Early Childhood Education Relate To Narrative Skills." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609470/index.pdf.

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The aim of this study is to compare the narrative skills of first grade elementary students who had early childhood education and the narrative skills of first grade elementary students who did not have early childhood education and investigate their parents&rsquo
reading-related activities with them. In order to achieve this aim, the present study focuses on narratives produced by students who had early childhood education and students who did not have early childhood education using Mercer Mayer&rsquo
s (1969) wordless picture-book &ldquo
Frog, where are you?&rdquo
. This study compares those narratives with special attention to how emergence of story structure, the narrative length and inclusion of evaluative devices differ depending on their educational background in their orally collected narratives. Participants are 28 children who had early childhood education and 28 children who did not have early childhood education. Moreover, 27 parents whose child had early childhood education and 25 parents whose child did not have early childhood education participated in the study to get better understanding of their children&rsquo
s narrative skills. The results of the study indicate that narratives of students who had early childhood education include more structural elements and evaluative devices compared to the narratives of students who did not have early childhood education. Moreover, most of the parents participated in this study do not conduct reading-related activities with their children at home.
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Bergsten, Annelie, and Gustavsson Katarina Purwin. "Stöttande skrivundervisning för elever i språklig sårbarhet : En litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169936.

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Yamada, Hiroshi. "Developing 21st century skills in language teaching: A focus on English education in Japan." Doctoral thesis, Kyoto University, 2021. http://hdl.handle.net/2433/263736.

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京都大学
新制・課程博士
博士(人間・環境学)
甲第23275号
人博第990号
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 金丸 敏幸, 教授 桂山 康司, 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
Doctor of Human and Environmental Studies
Kyoto University
DGAM
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Linhares, Maria José Xavier. "Gramática como habilidade no ensino-aprendizagem de língua inglesa: um estudo sobre implicações na acuidade da produção lingüística e percepções dos aprendizes a essa proposta." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/5718.

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Research on grammar involving teaching-learning English as a foreign language has shown the necessity to change the focus on the way grammar has been taught in communicative classrooms. Much inquiring has been elicited concerning the best way to teach grammar so that it can contribute to the learners accuracy. The aim of this investigation is to analyze the process and the results, as studying a group of university students at a public university in Sao Paulo State, related to oral and written accuracy. We based our discussions and pedagogical activities design mainly on Batstone (1994) and Larsen-Freeman proposals (2003), called, respectively, Grammar as Skill and Grammaring. Besides being based on themes, the course design has followed two elements of the grammar as skill: noticing and reflection, which have guided the activities and the development of the classes as well as their perception to this grammar approach. Students proved to be receptive to this type of teaching grammar inductively, being able to use it in their oral and written linguistics production.
Pesquisas em gramática no âmbito de ensino/aprendizagem de língua estrangeira têm mostrado que há necessidade premente de mudança de foco na maneira como ela tem sido tratada/abordada/ensinada em sala de aula comunicativa. Muitos questionamentos têm sido levantados quanto à maneira mais eficaz de se ensinar gramática, de modo a interferir na acuidade da produção oral dos aprendizes. O objetivo desta pesquisa foi analisar os resultados de um estudo feito com um grupo de alunos de uma universidade pública quanto à acuidade oral desses aprendizes, tendo como teorias norteadoras a gramática como habilidade, de Rob Batstone (1994) e Larsen-Freeman (2003), assim como a atitude dos mesmos a essas teorias. Os dados revelaram que houve engajamento dos alunos nas aulas e interesse nas atividades propostas, evidenciado por participação ativa, revelando uma melhora na fluência, entendimento e acuidade oral. O curso foi desenhado a partir de temas, da escolha dos alunos, com atividades formuladas tendo como embasamento aspectos gramaticais das teorias de Batstone e Larsen-Freeman. Observou-se que os participantes se mostraram bastante receptivos a esse ensino indutivo de gramática, revelando uma compreensão significativa dos aspectos gramaticais levantados durante o curso, sendo capazes de utilizá-los em algumas produções escritas e orais, melhorando assim sua proficiência lingüística. Os resultados desta pesquisa mostram que a utilização dessa proposta e ensino de gramática pode contribuir para a eficácia de ensino de língua estrangeira em um contexto comunicativo, onde o sentido e a comunicação verossímil são privilegiados, tornando os aprendizes mais precisos em suas produções orais e escritas.
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Goodman, Todd William. "Part I--Night of the Living Dead, the operaPart II--How Music Sounds: A Comprehensive Guide to the Grammar of Music." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1501093066724373.

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Andrade, Nathalie Messias de. "A dimensão de uso da gramática (pragmalinguística) em um livro didático para ensino-aprendizagem de inglês como língua estrangeira." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/8700.

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The aim of this work is to verify if and to what extent the pragmatic aspects of grammar (pragmalinguistics) are covered in some units of an English Language Teaching textbook used in Brazil. We also aim to delineate the role of grammar in this material and, based on the analyzed units, present reflections on the possibilities of contributing to the teaching-learning of pragmalinguistics. We consider the proposal of the material as we verify the activities according to theories that approach grammar as a skill (BATSTONE, 1994 and LARSEN-FREEMAN, 2003), pragmatics (KASPER and ROSE, 2001) and principled materials development (TOMLINSON, 2010, HARWOOD, 2010). It is observed that the present textbook does not approach pragmalinguistics. Instead, it focuses on grammar as product. Due to this factor, learners are not presented with opportunities to reflect upon language usage.
O objetivo deste trabalho é verificar se, e em caso afirmativo como, os aspectos pragmáticos da gramática (pragmalinguística) são contemplados em um livro didático de inglês como LE comercializado internacionalmente e utilizado no Brasil. Objetivamos também retratar o papel designado à gramática neste material e apresentar reflexões sobre possibilidades de contribuir com o ensino-aprendizagem de pragmalinguística, a partir das unidades analisadas. Analisamos a proposta apresentada pelo livro estudando as atividades propostas à luz das teorias que postulam o ensino de gramática como habilidade (BATSTONE, 1994, LARSENFREEMAN, 2003), a pragmática (KASPER e ROSE, 2001) e o desenvolvimento de materiais didáticos baseados em princípios (TOMLINSON, 2010, HARWOOD, 2010). Observamos que o material didático analisado não apresenta o ensino da dimensão pragmalinguística, focando o ensino da dimensão da forma e não possibilitando que os aprendizes, apenas com o suporte do material didático, sejam incentivados a refletir acerca do funcionamento da língua.
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Halliday, Melissa Ann. "Narrative Skills in Children with Spina Bifida and Hydrocephalus." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1943.pdf.

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Pereira, Ana Rita Nunes Caeiro. ""Era uma vez um menino que tinha um sapo...": Desenvolvimento de competências narrativas nos primeiros anos de escolaridade." Master's thesis, Instituto Superior de Psicologia Aplicada, 2008. http://hdl.handle.net/10400.12/2722.

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Dissertação de Mestrado em Psicologia Educacional, apresentada ao Instituto Superior de Psicologia Aplicada
O objectivo deste trabalho é estudar a evolução do desenvolvimento das competências narrativas, entre o pré-escolar e os primeiros anos escolares. Através da literatura existente é possível verificar que a maioria dos estudos realizados sugerem um desenvolvimento progressivo das competências narrativas ao longo dos anos. Neste estudo participaram 54 crianças com idades compreendidas entre os 5 e os 9 anos. Para a recolha dos dados foi utilizado o livro Frog, where are you? (Mayer, 1969). As narrativas produzidas pelas crianças, foram analisadas, tendo por base o trabalho de Manhardt e Rescorla (2002), e considerando três dimensões da competência narrativa: estrutura da história, complexidade linguística, e informação avaliativa. Verificou-se com efeito que existe um aumento, com a idade, em alguns parâmetros das competências narrativas. Em relação à estrutura da história, verificou-se que as crianças de 9 anos demonstram em relação às crianças de 5 anos uma maior maturidade narrativa, revelada pelo relato de um maior número de componentes essenciais de uma história e de um maior número de elementos relativos a determinada cena. Relativamente à complexidade linguística, as crianças de 9 anos apresentam nos seus relatos, em relação às crianças de 5 anos, uma maior percentagem de unidades T complexas, maior extensão das orações subordinadas e uma maior adequação coesiva. No que diz respeito à informação avaliativa, verificou-se um aumento da informação avaliativa com a idade, entre os 7 e os 9 anos, nomeadamente na interpretação de determinada cena. Assim, os vários aspectos das competências narrativas não evoluem todos simultaneamente ao longo dos primeiros anos escolares.
ABSTRACT: The aim of this study is to understand the evolution of the development of narrative skills between pre-school and the first school years. Through the existing literature it is possible to confirm that the majority of studies suggest a progressive development of narrative skills throughout the years. 54 children with ages between 5 and 9 years old have participated in this study. For data collection the book Frog where are you? (Mayer, 1969) was used. The narratives produced by children, have been analyzed, based on the work of Manhardt and Rescorla (2002), according to three dimensions of narrative skills: story grammar structure, linguistic complexity and evaluative information. It was confirmed that there is an increase, along with age, in some parameters of the narrative skills. As far as the story structure is concerned, it was verified that 9 years old children have shown a larger narrative maturity than those of 5, revealed by the speech of a larger number of essential components of a story and a larger number of elements related to a particular scene. Concerning the linguistic complexity, 9 years old children show, in their description, a higher percentage of complex T units than those of 5, longer extension in subordinate sentences and a better cohesive adequacy. Regarding evaluative information, an increase of evaluative information with age was confirmed, between 7 and 9, namely in the interpretation of a particular scene. Therefore the several aspects of narrative skills don’t all develop the same way throughout the first school years.
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Books on the topic "Grammar as a skill"

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McLean, Gary N. Writing: Skill enhancement. St. Paul, Minn: Paradigm, 1994.

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Berry, Marilyn. Help is on the way for: Word skill. Chicago: Childrens Press, 1985.

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Fitzgerald, Bernadette. Grammar skills. Oxford: Oxford University Press, 1994.

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Fitzgerald, Bernadette. Grammar skills. Oxford: Oxford University Press, 1995.

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Fitzgerald, Bernadette. Grammar skills. Oxford: Oxford University Press, 1994.

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Fitzgerald, Bernadette. Grammar skills. Oxford: Oxford University Press, 1994.

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Engkent, Lucia Pietrusiak. Skill set: Strategies for reading and writing. Don Mills, Ont: Oxford University Press, 2007.

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Zhou, Zhicheng. Ying wen xie zuo ji qiao =: English writing skill. Xianggang: Xianggang wen hai chu ban she, 2000.

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Rosenberg, Mandie L. Get wise!: Mastering grammar skills. Australia: Thomson/Peterson's, 2002.

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Sharpen your good grammar skills. Berkeley Heights, NJ: Enslow Publishers, 2012.

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Book chapters on the topic "Grammar as a skill"

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Bunta, Ferenc, Judit Bóna, and Mária Gósy. "5. HU-LARSP: Assessing Children’s Language Skills in Hungarian." In Profiling Grammar, edited by Paul Fletcher, Martin J. Ball, and David Crystal, 80–98. Bristol, Blue Ridge Summit: Multilingual Matters, 2016. http://dx.doi.org/10.21832/9781783094875-007.

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Hannay, Mike. "Patterns of multiple theme and their role in developing English writing skills." In Functional Perspectives on Grammar and Discourse, 257–78. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/slcs.85.14han.

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Doğdu, Betül, and Dilek Arca. "Why Do Students Consider Integrated Skills Lesson as a Grammar and Vocabulary Lesson?" In Developing Language Teachers with Exploratory Practice, 181–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75735-3_10.

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Double, Oliver. "Skill." In Britain Had Talent, 158–77. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-26564-7_9.

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Burke, Derek. "Skill." In How Doctors Think and Learn, 49–60. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46279-6_7.

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Faix, Werner G., Christa Buchwald, and Rainer Wetzler. "SKILL-Management und SKILL-Planung." In Skill-Management, 63–121. Wiesbaden: Gabler Verlag, 1991. http://dx.doi.org/10.1007/978-3-322-89201-0_4.

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Granados, Alcira, and Götz Erhardt. "Skill-Management." In Corporate Agility Organization – Personalarbeit der Zukunft, 47–58. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-6934-7_3.

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Gill, Satinder P. "Knowledge = Skill." In Tacit Engagement, 35–72. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21620-1_2.

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Chen, Sandy. "Skill Management." In Dos and Don’ts in Human Resources Management, 41–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-662-43553-3_13.

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Coker, Cheryl A. "Skill Presentation." In Motor Learning and Control for Practitioners, 197–232. Fourth edition. | Abingdon, Oxon ; New York, NY :: Routledge, 2017. http://dx.doi.org/10.4324/9781315185613-8.

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Conference papers on the topic "Grammar as a skill"

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Silva Junior, Braz Araujo da, Simone André da Costa Cavalheiro, and Luciana Foss. "GGasCT: Bringing Formal Methods to the Computational Thinking." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.wcbie.2020.83.

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This work presents an alternative approach for developing computational thinking: the graph grammars. Many related terms are individually explored in order to clarify what is in the range of computational thinking. The selection of the terms draws on a systematic literature review that sheds a light on the most commonly addressed terms in the computational thinking literature. A formal and visual language, the graph grammar, is introduced, formally defined and explored, discussing its relations with computational thinking skills. An educational game and a game engine are developed and presented as examples of graph grammars to promote computational thinking. As result, a comprehensive framework to develop and assess computational thinking through graph grammars is theoretically grounded and made available by the developed educational tools.
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Faizi, Rdouan, Sanaa El Fkihi, and Abdellatif El Afia. "AN ONLINE DIAGNOSTIC SYSTEM TO ASSESS ENGLISH GRAMMAR SKILLS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1878.

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Blas, María J., Clarisa Espertino, and Silvio Gonnet. "Modeling Routing Processes through Network Theory: A Grammar to Define RDEVS Simulation Models." In Workshop em Modelagem e Simulação de Sistemas Intensivos em Software. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/mssis.2021.17255.

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The Routed DEVS (RDEVS) formalism provides a reasonable formalization for the simulation of routing processes. In this paper, we introduce a context-free grammar for the definition of routing processes as a particular case of a constrained network model. Such grammar is based on a metamodel that defines the semantics over the syntactical elements. This metamodel allows a direct mapping between its concepts and RDEVS simulation models. A Java implementation is provided for the grammar as a plug-in for Eclipse IDE. The main benefit of this software tool is the feasibility of getting a simulation model without having programming skills.
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Solodova, Mariya S., and Lyudmila F. Roptanova. "FORMATION OF GRAMMAR SKILLS OF USAGE OF PRESENT PROGRESSIVE OF THE ENGLISH VERB." In Люди речисты - 2021. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-49-5-2021-194-198.

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Yusri, Lady Diana, and Idrus. "Strategies for Improving Basic Japanese Grammar Skills Through Acrostic Techniques." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.017.

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"The Role of Grammar-Translation Method in Enhancing EFL Learning Skills." In Visible Conference on Education and Applied Linguistics 2018. Ishik University, 2018. http://dx.doi.org/10.23918/vesal2018.a15.

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Rane-Sharma, Archana, Sagar Mangelkar, Tushar Shirgave, and M. Sasikumar. "English labs — An interactive environment to inculcate grammar skills in students." In 2017 5th National Conference on E-Learning & E-Learning Technologies (ELELTECH). IEEE, 2017. http://dx.doi.org/10.1109/eleltech.2017.8074991.

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Khodeir, Nabila, Mona Hafez, and Hanan Elazhary. "Multi-level skills-based student modeling in an Arabic grammar tutor." In 2017 Intl Conf on Advanced Control Circuits Systems (ACCS) Systems & 2017 Intl Conf on New Paradigms in Electronics & Information Technology (PEIT). IEEE, 2017. http://dx.doi.org/10.1109/accs-peit.2017.8302994.

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Мурашова, Евгения Анатольевна. "SPEECH PLAY AS A MEANS OF FORMING GRAMMAR SKILLS IN STUDENTS OF LOWER AND MIDDLE CLASSES OF comprehensive school." In Наука. Исследования. Практика: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Апрель 2020). Crossref, 2020. http://dx.doi.org/10.37539/srp290.2020.72.92.009.

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В статье рассматривается значение речевой игры для освоения грамматики немецкого языка как важного компонента формирования коммуникативной компетенции учащихся младших и средних классов СОШ. Описываются алгоритм, формы и классификация речевых игр, направленных на формирование грамматических навыков и стимулирование речевой деятельности учащихся. The article examines the importance of speech play for the mastery of German grammar as an important component of the formation of communicative competence of students of junior and secondary classes of high comprehensive school. Algorithm, forms and classification of speech games aimed at formation of grammar skills and stimulation of speech activity of students are described.
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Afinogenova, N. V. "DEVELOPING WRITING SKILLS IN ONLINE AND OFFLINE INTERACTION." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7460.

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This paper discusses what online tool is the most effective for developing students writing skills and the method of observation is used to define which parameters in writing are the highest and the lowest. The results revealed that the most comfortable instrument for students is Word document; observation showed that the grammar and developing idea are the lowest parameters.
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Reports on the topic "Grammar as a skill"

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Echevarria, II, and Antulio J. War's Second Grammar. Fort Belvoir, VA: Defense Technical Information Center, October 2009. http://dx.doi.org/10.21236/ada509111.

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Stuart, Joshua, and Elizabeth Bradley. Learning the Grammar of Dance. Fort Belvoir, VA: Defense Technical Information Center, January 1998. http://dx.doi.org/10.21236/ada452050.

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Stevens, Anthony R. Transformational Generative Grammar: A Survey. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada196636.

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Oates, Tom, and Brent Heeringa. Estimating Grammar Parameters using Bounded Memory. Fort Belvoir, VA: Defense Technical Information Center, January 2002. http://dx.doi.org/10.21236/ada459912.

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Gaynor, Robert. Computer Grammar Checkers and ESL Writers. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6679.

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Acemoglu, Daron, and Pascual Restrepo. Low-Skill and High-Skill Automation. Cambridge, MA: National Bureau of Economic Research, December 2017. http://dx.doi.org/10.3386/w24119.

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Cappelli, Peter. Skill Gaps, Skill Shortages and Skill Mismatches: Evidence for the US. Cambridge, MA: National Bureau of Economic Research, August 2014. http://dx.doi.org/10.3386/w20382.

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Gildea, Daniel, and Julia Hockenmaier. Identifying Semantic Roles Using Combinatory Categorial Grammar. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada459462.

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Lafferty, John, Saniel Sleator, and Davy Temperley. Grammatical Trigrams: A Probabilistic Model of Link Grammar. Fort Belvoir, VA: Defense Technical Information Center, September 1992. http://dx.doi.org/10.21236/ada256365.

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Guvenen, Fatih, Burhanettin Kuruscu, Satoshi Tanaka, and David Wiczer. Multidimensional Skill Mismatch. Cambridge, MA: National Bureau of Economic Research, July 2015. http://dx.doi.org/10.3386/w21376.

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