Relevant bibliographies by topics / Grammar competence

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

Academic literature on the topic 'Grammar competence'

Author: Grafiati
Published: 28 May 2022

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Journal articles on the topic "Grammar competence"

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BENDER, EMILY M. "Socially meaningful syntactic variation in sign-based grammar." English Language and Linguistics 11, no. 2 (July 2007): 347–81. http://dx.doi.org/10.1017/s1360674307002286.

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In this article, I investigate the implications of socially meaningful sociolinguistic variation for competence grammar, working from the point of view of HPSG as a kind of performance-plausible sign-based grammar. Taking data from African American Vernacular English variable copula absence as a case study, I argue that syntactic constraints and social meaning are intertwined. I present an overview of the literature on social meaning, discuss what grammars are models of, and argue that in order to model socially meaningful variation, competence grammars need to be extended to include social meaning, precompiled phrases, and probabilistic or frequentistic information. I then explore different heuristics for defining the boundaries of competence grammar and discuss the commonalities between the proposed additions and the kind of linguistic knowledge which is generally assumed to comprise competence grammar.
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Ho, Tran Ngoc Anh. "DESIGNING SCALE TO EVALUATE THE VIETNAMESE GRAMMAR COMPENTENCE FOR ETHNIC MINORITY STUDENTS." UED Journal of Social Sciences, Humanities and Education 10, Special (September 27, 2020): 133–40. http://dx.doi.org/10.47393/jshe.v10ispecial.846.

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This article presents the concept of Vietnamese grammar competence and the process of designing the Vietnamese grammar compentence scale for ethnic minority students. Determining a grammar competence benchmark will help teachers to better communicate their knowledge to students and develop appropriate teaching strategies to develop learner competencies. Based on the actual situation of teaching Vietnamese as a second language, the standard for evaluating Vietnamese grammar competence is specifically described into 6 levels. Grammar competence is made up of 3 components: the ability to identify, analyze and use grammatical structures; capacity to identify and analyze semantic and pragmatic aspects of grammatical structures; ability to apply grammatical structures in specific communication contexts. Each component is subdivided into behavioral indicators and sets of performance criteria that meet those behavioral indicators. The scale after design is used as a basis for developing tools to assess the grammar competence of the ethnic minority students in Vietnamese language teaching.
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O.P., Bykonia. "The requirements of future economists’ english grammar competence." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2020, no. 2 (December 21, 2020): 7–22. http://dx.doi.org/10.32755/sjeducation.2020.02.007.

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The article substantiates the peculiarities of the formation of English grammar competence during classroom and extracurricular work in teaching cadets of economic specialties’ English, especially English for Specific Purposes. The purpose of the article is to determine the requirements for the formation of English grammar competence in accordance with the preparation of cadets of economic specialties’ in the field of knowledge of 05 “Social and behavioral sciences” (051 «Economics») while teaching them English for Specific Purposes. Methodology. Theoretical statements of this work involves analysis of existing methods and approaches to the organization of teaching cadets of economic specialties’ English grammar. It is defined the requirements according to the stages of teaching English at the Academy of the State Penitentiary Service in the first and second years. The theoretical and methodological basis of this article includes the general background of higher school didactics and methods of teaching foreign languages, approaches to scientific and pedagogical research, theoretical and methodological principles on which the methods of teaching English grammar to the cadets, future economists, at different stages while their studying at the Academy of State Penitentiary Service. Results. In this article it is used a critical analysis of domestic and foreign pedagogical, linguistic and methodological literature on the research theme, educational documents, curricula. Based on the research, it is noted that the content of linguistic competences includes declarative and procedural knowledge, skills and language awareness. It is determined that the effectiveness of the development of professional oral and written communication skills in English must be done according to the level of formation of students’ grammatical competence. Practical implications. It is pointed out that these requirements of English grammar competence’s level should be taken into account in the organization of future economists’ educational activities, which is designed to help ensure the realization of the aim of teaching them in the Academy. Further improvement of grammatical competence occurs in the process of mastering English communicative competence at the cadets’ classroom activities and self-study work. It is necessary to use grammatical phenomena in educational materials while teaching cadets English for Specific Purposes. Value (originality). The value of the study is characterized by the presentation of a new vision of the formation of English grammar competence during classroom and extracurricular work while teaching cadets of economic specialities English and English for Specific Purposes. Key words: teaching English, grammar competence, future economists, grammar declarative knowledge, grammar procedural knowledge, grammar skills, language awareness.
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Teoh, Swee Ai. "Grammar Instruction For Grammatical Competence." International Journal of Modern Languages And Applied Linguistics 1, no. 1 (August 1, 2017): 43. http://dx.doi.org/10.24191/ijmal.v1i1.7622.

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This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.
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TER BEEK, MAURICE H., ERZSÉBET CSUHAJ-VARJÚ, GYÖRGY VASZIL, and MARKUS HOLZER. "ON COMPETENCE IN CD GRAMMAR SYSTEMS WITH PARALLEL REWRITING." International Journal of Foundations of Computer Science 18, no. 06 (December 2007): 1425–39. http://dx.doi.org/10.1142/s0129054107005467.

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We continue our investigation of the generative power of cooperating distributed grammar systems (CDGSs), using the previously introduced ≤k-, =k-, and ≥k-competence-based cooperation strategies and context-free components that rewrite the sentential form in a parallel manner. This leads to new characterizations of the languages generated by (random context) ET0L systems and recurrent programmed grammars.
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Malik, Ermansyah. "The English Pragmatic Competence of Indonesian English Speakers." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 3 (September 30, 2019): 477–84. http://dx.doi.org/10.34050/els-jish.v2i3.7491.

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The aim of the research were (1) to examine participants’ pragmatics competence toward English formal, neutral and formal request, (2) to find evidence of the participants’ lack of pragmatics competence toward various setting of English pragmatics situations.qualitative and quantitative methods were applied to analyze the result of the findings. English grammar competence test was given to determine the subjects’ grammar competence. The English pragmatic test was given to determine the subject’ competence on English pragmatic.the subjects of the research were grouped into 3 categories; group a, subjects whose English grammar competence are at basic level, group b, subjects whose English grammar competence are at intermediate level and group c, subjects whose English grammar competence are at advance level. Each group consists of 5 individuals, who have no prior information of the test model and the aims of the research. Ielts model test is administered before the pragmatic competence test, to groups the subjects of the research. There are 3 parts of the English pragmatic competence which researcher applied to determine the result of the research, (1) identifying formal, informal and neutral request utterances, (2) expressing willingness and unwillingness with reasons in using the utterances (3) answering appropriately to multiple questions.the result of the research shows different finding from each of the English grammar competence level. The research result unsurprisingly shows low level of pragmatics competence at intermediate and basic level of grammar competence. Different result showed at higher level whereas the relationship between grammar and pragmatic competence is strong.
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O’Keeffe, Anne, and Geraldine Mark. "The English Grammar Profile of learner competence." International Journal of Corpus Linguistics 22, no. 4 (December 1, 2017): 457–89. http://dx.doi.org/10.1075/ijcl.14086.oke.

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Abstract English Profile (EP) is an ongoing empirical exploration of learner English initiated by Cambridge University Press and Cambridge English, among others. EP aims to create a set of empirically-based descriptions of language competencies for English. ‘Reference Level Descriptors’ already exist as part of the Common European Framework of Reference (CEFR) but are intuitively derived and not designed for one specific language. The English Grammar Profile (EGP, www.englishprofile.org/english-grammar-profile) is a sub-project of EP which aims to profile learner competence in grammar. This paper details the rationale for the study and the methodology that was developed to investigate the Cambridge Learner Corpus to arrive at over 1,200 grammatical competence statements. Key findings which link to existing corpus-based second language acquisition work are also presented.
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Pelawi, Rinawati, Sri Sumarni, and Darmahusni. "Designing ICT Competences-Integrated Grammar Assessment Instruments for English Language Study Program." BAHTERA : Jurnal Pendidikan Bahasa dan Sastra 19, no. 1 (January 31, 2020): 78–87. http://dx.doi.org/10.21009/bahtera.191.07.

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Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard frameworks UNESCO ICT Competency, EPG and the CEFR. This study aims to design ICT competences-integrated grammar assessment instruments for undergraduate English Language Education Study Program by using standard frameworks UNESCO ICT CFT, EPG and the CEFR. This study adapted Design and Development Research by Peffers. Based on the international standard frameworks, the results of the analyses suggest that the ICT competences of the existing assessment instruments are in the basic phase of EPG and knowledge acquisition level of UNESCO ICT Competency Framework. And the grammatical features are spread from level A2 to C1. Thus, the study proposed a design of ICT Competences-integrated grammar assessment instruments for English Language Education Study Program. Keywords: ICT competence; assessment instruments; UNESCO ICT; EPG.
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Komila, Makhkamova. "Competence of Teaching Grammar Communicatively As a Part of Linguadidactic Competence of Future English Teachers." Psychology and Education Journal 58, no. 1 (January 1, 2021): 2003–10. http://dx.doi.org/10.17762/pae.v58i1.1075.

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Objective: To analyze the effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers the teaching-learning process. Methods: A pre-experimental study was conducted. It involved 36 university students from five faculties (6 males and 30 famales) between 18 and 22 years old. A questionnaire validated by experts was created to evaluate competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers. Results: The results report the significant effectiveness of competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers and advantages teaching grammar communicatively. Conclusions: was useful to use competence of teaching grammar communicatively as a part of linguadidactic competence of English teachers during teaching English as a foreign language as they are related to real life, as teacher tries to encourage students using authentic materials.
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Normawati, Afi. "Digital Mind-Mapping to Improve Learners’ Grammar Competence." EDULINK : EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 2, no. 2 (September 25, 2020): 52. http://dx.doi.org/10.32503/edulink.v2i2.1189.

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Grammar has always been an important element of linguistic competence to be mastered in EFL contexts. The ways to teach and to make learners use grammar correctly have been the goals in grammar classes. This paper reports a study aimed at finding out if a grammar learning strategy called Digital Mind-Mapping (DMM) can improve learners’ grammar. The study was conducted in Universitas Nasional Karangturi Semarang involving first-semester students taking Words and Phrase Grammar (WPG) class. In the study, the researcher tried to discover the feasibility of DMM to be applied in grammar teaching and learning process since it involves the use of different platforms such as Instragram and WhatsApp in the learning processes. The study used a quantitative approach. The data were in the forms of students’ scores. They were collected by doing pre-test and post-test. Data analysis was carried out by using t-test. The findings show that DMM seems to have great potential to be used in grammar classes since it helps improve the students’ grammar. Keywords: Grammar, Mind-Map, Digital Mind-Mapping
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Dissertations / Theses on the topic "Grammar competence"

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Lin, Francis Y. "Grammar, meaning and understanding : an inquiry into grammatical and semantic competence." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251470.

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Ráhka, Sandra Nystø. "Grammar competence in Lule Sami L1 and L2 young speakers : An investigation of consonant gradation, the grammar of spatial expressions and personal pronouns marked for dual." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for språk og litteratur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-24272.

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The current master thesis is a study of the grammatical competence of Lulesami speakers. Lule Sami is a minority language in Norway and Sweden that suffers under the dominant languages of the aforementioned nation states. Lule Sami speakers today are bilinguals with varying degrees of proficiency in their mother tongue. Very little research has been done on this endangered language, especially when it comes to the field of language acquisition. Based on a battery of tests, the study is an investigation of the use of three grammatical features, which include grade alternation, the grammar of spatial expressions, and personal pronouns marked for dual. These are all grammar elements that differ significantly from Norwegian, and one of the objectives of this study was to investigate the influence of Norwegian on Lule Sami. Focal points of the study were therefore to compare and explore whether there were any differences between Lule Sami speakers of different proficiencies. Both L1 and L2 speakers of Lule Sami participated in this study. The results show that Lule Sami is subject to cross-linguistic influence when it comes to all of the aforementioned grammatical categories. Furthermore, the differences in performance may be attributed to both quality and quality of input.
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Dickins, Pauline Rea. "The relationship between grammatical abilities and aspects of communicative competence : with special reference to the testing of grammar." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279591.

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Скварча, Ольга Миколаївна, Ольга Николаевна Скварча, and Olha Mykolaivna Skvarcha. "К вопросу о формировании лингвистической компетенции как фундамента коммуникативности при обучении РКИ." Thesis, Сумский государственный университет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34698.

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Опыт работы в преподавании РКИ показывает, что многие неудачи в обучении иностранных студентов объясняются отсутствием у них элементарных лингвистических знаний и связаны с тем, что для учащихся большую трудность в изучении иностранного языка представляет грамматика. При цитировании документа, используйте ссылку http://essuir.sumdu.edu.ua/handle/123456789/34698
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Dung, Nguyen Hanh, and n/a. "From grammar to communication : a moderate viewpoint in the teaching of EFL adult learners in Vietnam." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20060706.113712.

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This Study is concerned with the problems arising from the application of new ideas in communicative language teaching for EFL adult learners in Vietnam, and the solutions to these problems. The Study argues that to learn to communicate effectively in a foreign language does not mean merely to master the linguistic forms of the language, but also to be able to use them in an appropriate way: to acquire what is called communicative competence. The Study also suggests that in Vietnam, the structural system of the language cannot be neglected if teaching/learning is to be successful. Accordingly, the Study attempts to search for an appropriate approach to develop communicative competence in the EFL adult learners of Vietnam. In order to achieve this aim, the Study enters into consideration of the relevant literature with reference to the development of the concept of communicative competence, and communicative language teaching. Then the Study makes a survey of some communicative-approach-based textbooks pointing out the practical values of different syllabus design models and teaching strategies discussed in the literature. Finally the Study proposes a communicative-structural approach to syllabus design for the target group, the teaching strategies as well as some techniques and activities associated with the suggested approach.
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Elemam, Samar Muftah. "Pragmatic Competence and the Challenge of Speech Expression and Precision." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1525350709914137.

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Järvinen, Sivi. "La grammaire fait-elle peur aux élèves ? : La perception générale de la grammaire dans l’enseignement des langues vivantes en Suède." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43693.

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ABSTRACT This essay aims to explain the Swedish pupils’ attitude towards grammar and to give a more specific picture of its teaching in modern languages. The underlying factor for this subject is the author’s own experiences with the pupils’ reactions to the word ”grammar”, which is a term often connected to something negative among Swedish students. This thesis presents the pupils’ thoughts regarding grammar and its pedagogy. Since the author participitates in the teachers education programme, the absence of the word ”grammar” in the syllabus for modern languages will also be discussed and questioned. The basis for this thesis is a survey made in an upper secondary school in the south of Sweden in autumn 2014. Several groups studying a foreign language at different levels participated: three groups studying French and two groups studying Spanish. The results reveal that the majority of the pupils find grammar very difficult and boring, although these students also think that the grammar is an important foundation of the language since its study is regarded as an essential part of their language studies. However, the survey also shows that a small group of students find grammar studies interesting. The results and conclusions given in this essay may be of some interest for other teachers and education researchers.
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Gomes, Edson José. "Qual o papel da gramática na aprendizagem do Francês Língua Estrangeira em contexto universitário." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/8/8146/tde-27092011-092932/.

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Esta tese versa sobre o tema do papel que a gramática desempenha na aquisição da competência linguística no processo de ensino e de aprendizagem do francês como língua estrangeira (FLE). A principal causa para sua realização se encontra no domínio do uso da gramática em sala de aula. Pesquisas realizadas nos últimos anos têm debatido sobre o estudo excessivo das regras gramaticais no ensino de línguas, tanto materna quanto estrangeira, provocando, assim, distúrbios no desenvolvimento da competência linguística e, por conseguinte, da competência comunicativa. A hipótese que norteou a pesquisa foi a de que, em princípio, a abordagem gramatical não deve ser dissociada do âmbito da sala de aula nem o ensino de FLE deve ser orientado de maneira excessiva na descrição gramatical com a aplicação de exercícios estruturais. O corpus foi coletado a partir da elaboração de um questionário destinado aos discentes e docentes. As questões abertas tiveram por finalidade obter informações que pudessem responder à problemática estabelecida no início do trabalho e foram elaboradas de maneira que os informantes expressassem suas impressões verdadeiras e peculiares, além de caracterizar o tratamento dado à gramática pelo professor. Além do questionário, foi elaborado um diário de classe que foi desenvolvido a fim de auxiliar e relacionar os dados e informações obtidas por meio dos questionários. O objetivo principal foi de identificar de que forma ela conduz o aprendiz à aquisição da tão visada competência linguística. Ao final do estudo, concluiu-se que a maior parte dos aprendizes de FLE concebe a gramática como elemento importante, senão indispensável, para a aquisição da competência linguística e que, diante disso, os professores devem reconhecê-la como importante ferramenta no ensino do francês. Nesse sentido, concernente ao papel que a gramática desempenha no curso da aprendizagem do FLE, ficou claro que o estudo das suas regras nos níveis morfológico e sintático, em meio institucional, se revela bastante importante para que os aprendizes possam interiorizar a gramática implícita e, assim, produzir enunciados pertinentes à língua.
This thesis is concerned with the role that grammar exerts upon the acquisition of linguistic competence in the teaching and learning process of French as a foreign language (FFL). The main justification to its carrying out lies on the domain of grammar use in the language classroom. Researches undertaken in the last few years have debated upon the heavy study of grammar rules in the teaching of languages, both mother tongue and foreign ones, resulting in disturbance in the development of linguistic competence, as well as in the communicative competence. The hypothesis here is that, at first, the grammar approach must not be dissociated from the classroom environment, and neither the teaching of FFL must be oriented in an excessive way in the grammar description with de applying of structural exercises. The corpus was collected by means of a questionnaire applied to students and teachers. The open questions aimed at gathering information which could answer the question established in the beginning of this work, and they were made in a way that informants could express their true and peculiar impressions. The questionnaire also aimed at featuring the treatment given to grammar by the teacher. Besides the questionnaire, it was also created a classroom diary developed in order to help and relate data and information obtained through questionnaires. The principal objective was to identify which way grammar conducts the learner to the acquisition of the so called linguistic competence. At the end of the study it was concluded that most of the FFL learners conceive the grammar as an important element to the acquisition of linguistic competence, and as a result teachers must recognize it as being an important tool in the teaching of French. In this sense, concerned for the role that grammar exerts in the process of FFL learning, it was clear that the study of its rules at the levels of morphology and syntax, at institutional means, is of great importance to the learners, in order for them to internalize the implicit grammar, and thou produce speech relevant to the language.
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Salazar, Perafan Luis. "Évaluation de la compétence grammaticale chez des adultes francophones apprenant l'espagnol langue étrangère." Thesis, Toulouse 2, 2016. http://www.theses.fr/2016TOU20011/document.

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Notre étude porte sur l’observation de connaissances linguistiques et métalinguistiques chez les adultes francophones apprenant l’Espagnol Langue Étrangère (ELE). Ces connaissances constituent la compétence grammaticale que les apprenants construisent au fur et à mesure qu’ils s’approprient la L2.Dans le but d’observer ces connaissances au stade intermédiaire d’apprentissage — c’est-à-dire au niveau seuil (B1) établi par le Cadre Commun de Référence pour les Langues (Conseil de l’Europe, 2001) —, nous avons procédé à une étude expérimentale auprès de 30 adultes francophones. Notre démarche comporte 2 tâches d’expérimentation : une tâche de décision et une tâche de production orale. La tâche de décision repose sur un test de jugement de grammaticalité : on demande aux participants d’évaluer, dans un temps limité, un corpus des phrases (exposées les unes après les autres, à la fois à l’écrit et à l’oral) dont certaines contenaient une erreur. Le corpus de phrases présenté à nouveau sur papier, on demande ensuite aux participants de donner un jugement définitif (sans mesure de temps de réponse), à partir duquel, s’ils jugent une phrase incorrecte, ils doivent indiquer où se situe l’erreur et l’expliquer. Quant à la tâche de production orale, il a été demandé aux participants de produire un discours descriptif et narratif en L2 espagnol à l’aide d’un stimulus visuel (bande dessinée). Les résultats de nos tâches expérimentales nous ont permis de recueillir des données sur le temps de réponse, sur la capacité de jugement de phrases, sur le type de discours employé pour expliquer l’erreur et sur les structures syntaxiques utilisées spontanément en production orale.Ces données sont analysées et discutées en vue de fournir des pistes sur la capacité des adultes francophones apprenant l’ELE à détecter des erreurs en langue cible et à en expliciter les règles transgressées ; sur les problèmes qu’ils retrouvent dans leur appropriation du système grammatical de l’espagnol ; et sur les connaissances dont ils se servent pour analyser et produire les structures de la langue objet. En outre, les résultats obtenus nous permettent à notre tour d’envisager autrement l’apprentissage de la grammaire de l’espagnol et d’avancer la perspective d’un modèle d’enseignement adapté aux capacités métacognitives et métalinguistiques de l’apprenant francophone
The framework of our study is focused on the assessment of linguistic and metalinguistic knowledge of francophone adults learning Spanish as a foreign language. This knowledge constitutes the basis of grammatical competence built by learners as they develop skills in the target language.Our aim is the observation of linguistic and metalinguistic knowledge used by francophone adult learners of Spanish as a second language (L2). Thus, we designed and directed an experimental study to 30 French-speakers with a threshold-level in Spanish, based on the Common European Framework of Reference for Languages (Council of Europe, 2001). Our approach consisted of two experimental tasks: A decision making task and a task of oral production. The first task was conducted with a grammaticality judgement test in which participants had to evaluate, in a limited response time, a corpus of 36 sentences (presented one after the other, at both written and oral). The second task was conducted with the definitive confirmation of judgments about the corpus. Participants were thus asked to give a final judgement about the correctness of sentences (without measuring response time). If they judged a sentence as incorrect, they have to specify the error and explain it. As for the oral production task, the participants were asked to produce a descriptive and narrative speech in Spanish by using visual stimuli (a comic strip). The results achieved allowed us to collect data on the response time, on the sentences judgment ability, on the type of speech used to explain the error and on syntactical structures used spontaneously in oral speech. Those data were analyzed and discussed with the aim of providing insights on the capacity of francophone adults learning Spanish as a foreign language for detecting and explaining errors in the target language; on their difficulties in acquiring the Spanish grammatical system; and on their knowledge to analyze and produce structures in target language.The results enabled us to reconsider the learning of Spanish grammar otherwise with a view to teaching models adapted to the metacognitive and metalinguistic skills of francophone learners
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Lang, Elodie. "L'écrit(ure) universitaire, une tâche située et complexe : approche holiste du processus d'adaptation de la compétence scripturale chez les apprenants avancés en FLE." Thesis, Strasbourg, 2019. http://www.theses.fr/2019STRAC024.

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Cette thèse s’intéresse aux problématiques d’écrit(ure) universitaire que rencontrent les étudiants étrangers de niveau avancé, et en particulier aux phénomènes d’erreurs grammaticales non-conformes au niveau linguistique des apprenants liés à l’adaptation de leur compétence scripturale. Elle s’inscrit dans une perspective plurielle fondée sur le principe des Systèmes Dynamiques Complexes. La thématique est donc abordée par trois volets d’études (1) sociopsychologiques, (2) cognitives et (3) psychosociales permettant d’appréhender de manière holiste les processus en jeu dans l’appropriation des pratiques scripturales académiques. Cette thèse compte, d’une part, contribuer à la compréhension des difficultés linguistiques des étudiants en les considérant comme corrélatives des contraintes particulières des discours universitaires à produire dans le but, d’autre part, d’engager des réflexions sur la formation et l’accompagnement des apprenants
This thesis focuses on the academic writing problems encountered by advanced-level foreign students, and in particular the phenomena of grammatical errors that are not consistent with the linguistic level of learners related to the adaptation of their scriptural competence. This work is part of a plural perspective based on the principle of Complex Dynamic Systems. The theme is therefore addressed by three sociopsychological, (2) cognitive and (3) psychosocial studies that allow us to comprehend holistically the processes involved in the appropriation of academic scriptural practices. On the one hand, this thesis intends to contribute to the comprehension of the linguistic difficulties of the students by considering them as correlative of the particular constraints of the university discourses to produce with the aim, on the other hand, to engage reflections on the formation and the accompaniment of learners
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Books on the topic "Grammar competence"

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Education, Ohio Dept of. Developing writing competence. Columbus, OH: Dept. of Education, 1985.

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Grammatical competence and parsing performance. Chicago: University of Chicago Press, 1992.

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An essay on grammar-parser relations. Dordrecht, Holland: Foris Publications, 1990.

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Assessing grammar. Cambridge, U.K: Cambridge University Press, 2004.

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Progression and regression: Aspects of advanced Swedish students' competence in English grammar. Lund: Lund University, 2002.

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Chipere, Ngoni. Understanding complex sentences: Native speaker variation in syntactic competence. New York: Palgrave Macmillan, 2003.

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Johnson, Eric W. How to achieve competence in English: A quick reference handbook. New York: Bantam Books, 1991.

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La competencia lingüística: Crítica de la génesis y del desarrollo de la teoría de Chomsky. Madrid, Spain: Gredos, 1990.

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Farke, Hildegard. Grammatik und Sprachverarbeitung: Zur Verarbeitung syntaktischer Ambiguitäten. Opladen: Westdeutscher Verlag, 1994.

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Higginbotham, James. Sense and syntax: An inaugural lecture delivered before the University of Oxford on 20 October 1994. Oxford [England]: Clarendon Press, 1995.

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Book chapters on the topic "Grammar competence"

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Sag, Ivan A., and Thomas Wasow. "Performance-Compatible Competence Grammar." In Non-Transformational Syntax, 359–77. Oxford, UK: Wiley-Blackwell, 2011. http://dx.doi.org/10.1002/9781444395037.ch10.

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Kaltenböck, Gunther, and Helen Heaney. "Language Analysis & Grammar in Use." In Developing Advanced English Language Competence, 27–34. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79241-1_2.

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Mailhac, Jean-Pierre. "Levels of Speech and Grammar When Translating Between English and French." In Developing Translation Competence, 33. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.38.05mai.

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Csuhaj-Varjú, Erzsébet. "CD Grammar Systems: Competence and Confidence." In Computation, Cooperation, and Life, 57–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20000-7_6.

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ter Beek, Maurice H., Erzsébet Csuhaj-Varjú, Markus Holzer, and György Vaszil. "On Competence in CD Grammar Systems." In Developments in Language Theory, 76–88. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30550-7_7.

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Deane, Paul D. "The Transition from Oral to Written Competence." In The Joy of Grammar, 25. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/z.55.04dea.

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Guy, Gregory R. "Competence, Performance, and the Generative Grammar of Variation." In Variation, Change, and Phonological Theory, 125. Amsterdam: John Benjamins Publishing Company, 1997. http://dx.doi.org/10.1075/cilt.146.07guy.

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ter Beek, Maurice H., Erzsébet Csuhaj-Varjú, Markus Holzer, and György Vaszil. "Cooperating Distributed Grammar Systems: Components with Nonincreasing Competence." In Computation, Cooperation, and Life, 70–89. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-20000-7_7.

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Laureys, Marc. "Competence matters: Grammar and Invective in Girolamo Balbi’s Rhetor gloriosus." In Polemik im Dialog des Renaissance-Humanismus, 63–86. Göttingen: V&R Unipress, 2015. http://dx.doi.org/10.14220/9783737004862.63.

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Maggini, Massimo. "La competenza lessicale nei metodi d’insegnamento linguistico." In Competenza lessicale e apprendimento dell’Italiano L2, 23–32. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-403-8.03.

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The article analyzes the importance of the development of lexical competence within the various glottodidactic methods. In particular, it is highlighted how, at present, teaching vocabulary has definitively freed itself from a subordinate, almost accessory, position with respect to grammar teaching. The article then focuses on the role of the dictionary in learning vocabulary and on the necessary skills for its use. It is highlighted the lack, in Italian L2, of pedagogical dictionaries, i.e. simplified monolingual dictionaries specifically designed for a non-Italian speaking public. The article ends with the description of the most important corpora of Italian language, which could became useful operational tools in teaching vocabulary.
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Conference papers on the topic "Grammar competence"

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Lombardo, Vincenzo, Alessandro Mazzei, and Patrick Sturt. "Competence and performance grammar in incremental processing." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1613148.1613149.

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Zhu, Mengqing. "Chinese College Students' English Grammar / Pragmatic Awareness and Competence." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.302.

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Зорина, Виктория Владимировна. "ON THE ISSUE OF IMPROVING THE LANGUAGE COMPETENCE OF FOREIGN STUDENTS." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Январь 2021). Crossref, 2021. http://dx.doi.org/10.37539/ko189.2021.25.65.005.

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Статья посвящена актуальной проблеме формирования языковой компетенции обучающихся. Выполнение грамматических заданий практикума по русскому языку как иностранному рассматривается в качестве средства совершенствования данной компетенции слушателей курсов подготовки иностранных специалистов СибЮИ МВД России. The article is devoted to the formation of students ' language competence. The independent self-conscious performance grammar activities workshop on Russian as a foreign language regarded as a means of improving the competence of trainees training of iNOS foreign specialists Sibui of the MIA of Russia.
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Nesa, Meherun. "Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.25.

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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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Zinchenko, Valentina M. "FORMATION OF GRAMMAR COMPETENCE BY STUDENTS OF TECHNICAL UNIVERSITIES (ON THE BASIS OF FRAME STRUCTURES STUDY IN THE GERMAN SENTENCE)." In TEACHING THE FOREIGN LANGUAGE OF STUDENTS OF HIGHER AND SECONDARY EDUCATIONAL INSTITUTIONS AT PRESENT STAGE. PROBLEMS OF PRESERVING THE LANGUAGE AND CULTURE OF EVENKS OF RUSSIA AND OROCHONS OF CHINA. Amur State University, 2020. http://dx.doi.org/10.22250/tfl.2020.9.

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Ābele, Agita, Agrita Tauriņa, Tija Zīriņa, and Dace Rutkovska. "Promotion of Children’s Cooperation and Physical Development in the Pre-School Outdoor Space." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.44.

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In order to follow advice of epidemiologists on measures for limiting the spread of COVID-19 in Latvia, employees of pre-school educational establishments are increasingly paying attention to ensuring the availability of a safe outdoor setting. Children’s transferrable skills and a healthy lifestyle are a topical matter within educational reform and the competency approach in pre-school. Observations by teachers indicate that children’s cooperation skills at the age of five and six years are insufficiently developed, and adults struggle to promote them, especially in the outdoor environment where it’s often associated with new challenges, and the work of organizing activities is more involved. Teachers have difficulties ensuring the availability of materials necessary for children’s cooperation and physical development and directing attention towards promoting dialogic speech and cognitive interests. To purposefully promote children’s cooperation in various outdoors activities, improve dialogic speech, and make examples of pedagogical work experiences more widely available to teachers, it would be important to promote the points recognized in the project “Teaching learning spaces competence from early childhood education” [TELESPA] (2018-1-RO01_KA201_049545, PVS_ID_3910), which was done in collaboration between Riga 275th pre-school “Austrina” and the EU education, learning, youth and sports program ERASMUS. We discovered during research that children of the oldest pre-school age group tend to be interested in determining characteristic traits of objects, looking for causality, and doing practical work. However, their abilities to come to an agreement, justify intentions, think critically, and ask questions are insufficiently developed. We have noticed that good pronunciation of sounds, learning of grammar, and broadening of vocabulary improve children’s relationships with peers and grown-ups, they also make it easier to enact cooperation and various physical education activities outdoors. Purposefully made sensory gardens in the pre-school outdoor setting, available thanks to the EU education, learning, youth and sports program ERASMUS+ project “TELESPA” achieving its goals, provide an opportunity to evaluate children’s cooperation and opportunities for physical development promotion, and determine teachers’ experience in evaluating children’s achievements. It is important to find out the given children’s needs, interests, and abilities during the planning stage of pedagogical work – points recognized during this project’s trial runs should help with this task.
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Xiao, Zheng. "Study on Senior High Students’ Perceptions of English Grammar Learning and Pedagogic Implications -----Within the Domain of English Key Competences." In Proceedings of the 1st International Symposium on Education, Culture and Social Sciences (ECSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ecss-19.2019.60.

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Thornquist, Erik. "FIFTEEN A DAY: HOW MOBILE MINI-LESSONS CAN GUIDE L2 WRITERS PAST GRAMMARLY AND TOWARD PROFESSIONAL COMPETENCE." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1588.

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Charles Manon, Boutin. "Second Language Education in the Early Years:Implications on Literacy Learning." In 2nd International Conference on Advanced Research in Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.educationconf.2019.11.796.

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Learning a foreign language is not merely about learning its words and its grammar but is also learning about concepts, intellectual skills and such (Cummins, 2000: 18-19) that l that are usable skills in the first language. Many authors seem to think that this is mostly related to metalinguistic abilities (Bialystok, 2001; Garfinkel et Tabor, 1991; and others, see Gaonac’h: 2006). These skills, during early childhood, seem to be closely linked to later literacy competences, including reading and writing. Indeed, Cummins explains through his CUP theory that these skills are “linked and interdependent” (2001: 18) for additive bilingual subjects, who have a high proficiency in both of their languages. As these researchers worked mostly on balanced bilingualism in children, we are wondering if these advantages could also be seen on monolingual children who learn a second language at school in the pre-literacy years. If this was the case, how would the second-language learning influence and help develop first-language abilities and literacy? Would it be possible to easily develop a method for children in all types of schools, without the g generally high costs (financial and human) of a bilingual education? The aim of this presentation is to explore how this could be effective and if it is, how we could apply this easily in any setting. It uses a c ase-study currently taking place in Paris, France, following 38 French-speaking children during two years from age 5 to age 7.
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