Relevant bibliographies by topics / Grammar presentation

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

Academic literature on the topic 'Grammar presentation'

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

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Journal articles on the topic "Grammar presentation"

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Marlina, Neni, Nita Sari Narulita Dewi, and Yusup Supriyono. "Self-directed learning in spoken grammar activities using poster presentation." JEES (Journal of English Educators Society) 5, no. 2 (2020): 171–76. http://dx.doi.org/10.21070/jees.v5i2.955.

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Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success.
 HIGHLIGHTS:
 
 Learners need meaningful tasks that facilitate their learning autonomy.
 Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning.
 The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.
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Yusny, Rahmat, and Desi Nanda Kumita. "Using Prezi Presentation as Instructional Material in English Grammar Classroom." Englisia Journal 3, no. 2 (2017): 105. http://dx.doi.org/10.22373/ej.v3i2.995.

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Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.
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Horvat, Marijana, and Martina Kramarić. "Retro-Digitization of Croatian Pre-Standard Grammars." ATHENS JOURNAL OF PHILOLOGY 8, no. 4 (2021): 297–310. http://dx.doi.org/10.30958/ajp.8-4-4.

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In this article, we will present the rich linguistic heritage of the Croatian language and our attempts to ensure its preservation and presentation to the general public by means of the "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism ‒ RETROGRAM" project. There is a long tradition of grammatical description in the history of the Croatian language. The first grammar book of the Croatian language was written at the beginning of the 17th century and the first grammar book written in Croatian was compiled in the middle of the 17th century. In later years, when literary and linguistic activity were transferred from the Dalmatian area to the northern and eastern part of Croatia, the Latin model for the description of the Croatian language was still present, even though German was also used. There were a large number of grammars written up to the second half of the 19th century, which are considered pre-standard Croatian grammars. They are the subject of research within the project "Pre-standard Croatian Grammars" at the Institute of Croatian Language and Linguistics. This research proposal "Retro-digitization and Interpretation of Croatian Grammar Books before Illyrism" aims to create a model for the retro-digitization of the chosen eight Pre-standard Croatian Grammars (written from the 17th until the 19th century). The retro-digitization of Croatian grammar books implies the transfer of printed media to computer-readable and searchable text. It also includes a multilevel mark-up of transcribed or translated grammar text. The next step of the project is the creation of a Web Portal of Pre-standard Croatian Grammars, on which both the facsimiles and the digitized text of the grammars will be presented. Our aim is to present to the wider and international public the attainments of the Croatian language and linguistics as an important part of Croatian culture in general. Keywords: pre-standard Croatian grammars, history of the Croatian language, retro-digitization, Extensible mark-up language, Text encoding initiative, web portal of pre-standard Croatian grammars
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Csuhaj-Varjú, Erzsébet, Jozef Kelemen, Alica Kelemenová, and Gheorghe Păun. "Eco-Grammar Systems: A Grammatical Framework for Studying Lifelike Interactions." Artificial Life 3, no. 1 (1997): 1–28. http://dx.doi.org/10.1162/artl.1997.3.1.1.

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A formal framework for studying systems made up of a community of agents and their environment is proposed. The suggested model, technically based on the theory of formal grammars and called an eco-grammar system, captures some common features of ecological, economic, social, and collective robotic systems. The article contains an informal presentation as well as the formal definition of the model, presents some properties of variants of eco-grammar systems, and discusses the emergence of important lifelike features such as birth and death. Emphasis is put on results with relevance for artificial life. Some recent developments are also briefly reported.
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Selchenkova, Tatiana, Clément François, Daniele Schön, Alexandra Corneyllie, Fabien Perrin, and Barbara Tillmann. "Metrical Presentation Boosts Implicit Learning of Artificial Grammar." PLoS ONE 9, no. 11 (2014): e112233. http://dx.doi.org/10.1371/journal.pone.0112233.

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Zingano Kuhn, Tanara, and Iztok Kosem. "Devising a Sketch Grammar for Academic Portuguese." Slovenščina 2.0: empirical, applied and interdisciplinary research 4, no. 1 (2017): 124–61. http://dx.doi.org/10.4312/slo2.0.2016.1.124-161.

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This paper presents the development of a new sketch grammar designed specifically for CoPEP, a newly compiled 40-million corpus comprising texts from academic journals, tagged with Freeling v3, the default tagger available in the Sketch Engine for corpora of Portuguese. We first provide an overview and evaluation of existing sketch grammars for Portuguese, followed by a detailed description of the development of a new sketch grammar, and the presentation of some of the problems encountered. We conclude by summarizing the main findings, highlighting important implications, and offering suggestions for further improvement of the sketch grammar. More accurate and varied word sketch results than those offered by the current default sketch grammar indicate that our sketch grammar can be used for advanced lexicographic tasks such as automatic extraction of lexical data from CoPEP, the methodology of knowledge acquisition planned for the compilation of the proposed dictionary of Portuguese for university students. Moreover, this new sketch grammar can be used with any other corpus of Portuguese tagged with Freeling v3, which makes it an important resource for lexicographic and corpus linguistic research of the Portuguese language.
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Komovskaya, Elena V. "METHODS OF GRAMMAR MATERIAL PRESENTATION IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Philological Class 26, no. 2 (2021): 234–44. http://dx.doi.org/10.51762/1fk-2021-26-02-20.

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The article deals with the specifics features of methodological approaches to teaching Russian grammar to non-Russian-speaking students. The author analyzes two leading principles of presentation of grammar material to such students. A third authored approach is suggested, which is based on the concept of a communicative metamodel, fixing both the grammatical form intended for acquisition and the communicative value of the vocabulary studied. The presentation of the Russian grammar material in teaching Russian as a foreign language is one of the problems solved in the article. The main methods of research are the method of lingo-comparative analysis, as well as methods that synthesize the system-functional and synchronic approaches to presenting the Russian grammar. The scope of research covers special vocabulary of the sublanguage of the professional sphere “agriculture” and frequency-based communicative metamodels of the Russian language, in which this vocabulary is used. The practical significance of this article consists in the fact that it contains the results of the implementation of three methodological approaches to teaching of Russian grammar in three experimental groups of foreign students. The study was conducted on the base of experimental groups at SPbGAU. Particular attention is paid to both the theoretical description of these methodological approaches of grammar material presentation in the process of learning Russian, and the practical result of training organized using these methods. The article provides a summary table of training results for three experimental groups. The theoretical novelty of the study is that the author offers a new approach to the presentation of grammar material in teachinf Russian to foreign students, which has proven itself positive in the implementation of the program of the prep department of St. Petersburg State Agrarian University and other agricultural universities. This approach can be taken as a basis for studying grammar of professional vocabulary in other spheres of human activity. The development of a new methodological approach to the presentation of Russian grammar and its practical test in teaching foreign students of St. Petersburg State Agrarian University is a special contribution of the author to the study of the topic.
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CASACUBERTA, FRANCISCO. "GROWTH TRANSFORMATIONS FOR PROBABILISTIC FUNCTIONS OF STOCHASTIC GRAMMARS." International Journal of Pattern Recognition and Artificial Intelligence 10, no. 03 (1996): 183–201. http://dx.doi.org/10.1142/s0218001496000153.

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Stochastic Grammars are the most usual models in Syntactic Pattern Recognition. Both components of a Stochastic Grammar, the characteristic grammar and the probabilities attached to the rules, can be learnt automatically from training samples. In this paper, first a review of some algorithms are presented to infer the probabilistic component of Stochastic Regular and Context-Free Grammars under the framework of the Growth Transformations. On the other hand, with Stochastic Grammars, the patterns must be represented as strings over a finite set of symbols. However, the most natural representation in many Syntactic Pattern Recognition applications (i.e. speech) is as sequences of vectors from a feature vector space, that is, a continuous representation. Therefore, to obtain a discrete representation of the patterns, some quantization errors are introduced in the representation process. To avoid this drawback, a formal presentation of a semi-continuous extension of the Stochastic Regular and Context-Free Grammars is studied and probabilistic estimation algorithms are developed in this paper. In this extension, sequences of vectors, instead of strings of symbols, can be processed with Stochastic Grammars.
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Fernández Martínez, Dolores. "Authority in Lowth’S and Priestley’S Prefaces to Their English Grammars." Studia Anglica Posnaniensia 47, no. 4 (2012): 97–111. http://dx.doi.org/10.2478/v10121-012-0013-9.

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Abstract The eighteenth century was a crucial period in the process of codification of the English language and in the history of English grammar writing (Tieken-Boon van Ostade 2008b). The need for grammars to provide linguistic guidance to the upper social classes, and to those who aspired to belong to them, led to an important increase in the output of English grammars. Since most of the grammar writers were clearly in competition with one another for a share of the market, they turned the prefaces to their grammars into highly persuasive instruments that tried to justify the need for that specific grammar. Priestley’s and Lowth’s grammars epitomized, respectively, the two main trends of grammatical tradition, namely descriptivism and prescriptivism. Taking a critical discourse analysis approach, this paper aims to examine how both writers claimed their authority through the presentation of the different individuals involved in the text, specifically, the author and any potential readers. We will examine how individuals are depicted both as a centre of structure and action through Martin’s (1992) identification systems and Halliday’s (2004 [1985]) transitivity structures. Such an approach fits in with Wicker’s (2006: 79) assessment of prefaces as textual networks of authority in which it is essential to interrogate how the readers who support and influence the texts are represented and addressed.
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Paesani, Kate. "Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation." Foreign Language Annals 37, no. 1 (2004): 15–25. http://dx.doi.org/10.1111/j.1944-9720.2004.tb02169.x.

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Dissertations / Theses on the topic "Grammar presentation"

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Tang, Ka-Man, and 鄧嘉敏. "Integration of tasks into the 'presentation-practice-production' modelof grammar teaching in a primary context." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B50177072.

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This action research explores ways of adapting Task-based language teaching for teaching grammar to Primary six Hong Kong students while maintaining the structural Presentation-Practice-Production approach. It integrates two kinds of focused tasks into the intervention. They are Consciousness-raising tasks and Practice-based tasks. It investigates learners‘perceptions of those two tasks on English grammar learning by collecting questionnaires and conducting interviews. After the first cycle of the intervention, the researcher analyzed the data, students‘performance and works in order to make adjustments for the second cycle. Qualitative and quantitative techniques were employed to collect data from high, average and low-achieving students. It was found that students were positive towards Consciousness-raising tasks, Practice-based tasks and the intervention. They were generally satisfied with the chances provided for individual and group learning, teacher‘s PowerPoint presentation, teacher support and task sequencing. Implications for future research encompass investigation on the intervention‘s emphasis on a sequence of focused tasks to learn the form, meaning and use of target structures for leading learners to attain accuracy, fluency and complexity in second language acquisition. Most importantly, it suggests that teachers have to be flexible and design suitable tasks according to the target structures, students‘ability and learning style as well as available resources.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Murphy, Victoria A. "Universal grammar and second language acquisition : the effect of modality of presentation on a grammaticality judgment task." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69623.

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Typical experiments investigating the accessibility and/or role of principles of Universal Grammar (UG) in adult second language acquisition (SLA) use a written grammaticality judgment (GJ) task to infer knowledge of principles of UG. The present investigation examined whether subjects would judge sentences differently in the aural modality than the visual. It was hypothesized that subjects in the aural condition would be less accurate and slower at judging sentences violating the subjacency principle than subjects in the visual condition. Four language groups were tested: ESL (English second-language) FSL (French second-language), L1.E (English first language) and L1.F (French first language). Subjects were assigned to either an aural or a visual condition; the same sentences were presented via computer. The target sentences presented to the subjects were declarative sentences involving embedded questions, as well as ungrammatical wh-questions which violated subjacency. The presentation times for all sentences were matched across conditions. Accuracy and reaction time to grammaticality judgment were measured. The hypothesis that subjects would be slower and less accurate in the aural condition than the visual one was supported. Furthermore, subjects were less accurate and slower to judge violations of subjacency than other sentences, in both modalities. The detrimental effects of the auditory task on judgments was most pronounced for the L2 learners. These results are discussed in the context of the informativeness and validity of outcomes derived from GJ tasks, and the ways in which they are presented.
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Kemble, Jonathan. "Display of Multi-Attribute Data Using a Presentation Description Language." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1082.

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"In order to make large applications that manage multi-attribute data usable, they must have an effective user interface. Application data and data relationships must be displayed in a manner that is useful for a particular user while still following principles of user interface design. A User Interface Management System (UIMS) is an application independent data presentation system which isolates the interface portion of the application and can allow a high level of customization. A presentation description language can be used to control the UIMS and allow maximum flexibility. This thesis investigates a UIMS controlled by a language that allows a user to easily describe the application data and data relationships at a high level of abstraction. The UIMS uses this language to structure application data and augment it with properties. A rule-based system then uses the augmented data along with graphical design knowledge to determine the content, layout and details of the interface used to display the data. Finally, a graphical interface is generated to present the data. A system to provide this functionality was designed and implemented. Experiences with the system showed this approach to be valid and provided ideas for future work. "
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Hasselqvist, Emil. "Teaching Grammar in EFL Classrooms in Swedish Upper-Secondary School : An Empirical Study on the Use of Two Models." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24509.

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How to teach English as a second or foreign language has been heatedly debated as long as the subject has been taught. One of the many issues regarding the teaching of English as a second or foreign language is the issue of whether or not to teach grammar, and if we teach it, how should we go about it?   This study examines two different approaches to teaching English grammar at the Swedish upper-secondary school level. Experiments were conducted in four different groups of students (a total of 64 informants were used), all from the same upper-secondary school in a medium-sized Swedish city. The experiments were based on teaching the genitive construction to the informants during a 75-minute class. The results were analyzed mainly quantitatively with the help of test results from the 64 informants; the aspect of gender differences in the results was also analyzed.   According to the study, one of the approaches seemed to be slightly superior to the other. There were also factors (other than the test results) which may speak in favour of one approach rather than the other.
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From, Malcolm. "An Analysis of the way Grammar is Presented in two Coursebooks for English as a Second Language : A Qualitative Conceptual Analysis of Grammar in Swedish Coursebooks for Teaching English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-43794.

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This essay aims to investigate theoretically how two currently used coursebooks, What’s Up 9 and Solid Gold 1, in a local area of Southern Sweden, present (introduces and covers) grammar. The overall aim is to investigate how grammar is presented, using the present simple and the present continuous as examples. The findings are also mapped to teaching approaches, as well as SLA (Second Language Acquisition) research, to see what approaches are favoured for teaching grammar in the first decades of the 21st century. In order to investigate the course- books, a qualitative content analysis and conceptual analysis was chosen with the presentation of grammar mapped into different categories, by using concepts for teaching and approaches used in SLA. The results show that the two proposed coursebooks favoured a FoFs (Focus on Forms) approach for presenting grammar. Furthermore, the results show that grammar is pre- sented explicitly and, if the teachers use the structures proposed in the coursebook rigidly, they automatically follow a deductive teaching procedure. When using a FoFs, explicit instructions and taking a deductive teaching approach, it may be regarded as the coursebooks suggest a grammar-translation approach as well. However, when observing other exercises connected to the reading texts in the coursebooks, it was detected that both coursebooks favoured a text- based approach for teaching, where the learners are supposed to learn the structure of different texts. In doing so, the grammatical structures are learned subconsciously and implicitly, which indicates that grammar is, in general, taught implicitly in the coursebooks, but presented (intro- duced and covered) explicitly.
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Liedberg, Cecilia. "Gratis medlemskap! : En språkvetenskaplig studie av genre, diskurs och identitetsskapande i presentationen av kundklubbar." Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32172.

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Denna språkvetenskapliga studie syftar till att synliggöra och diskutera kring hur olika genredrag, diskurser och identiteter tas i uttryck genom kundklubbars självpresentationer. Detta för att se på vilket sätt kundklubbar framställer sig själva i jakten på att värva, behålla och främja lojala kunder. I studien deltar åtta företag, vars kundklubbar har presenterats textuellt på respektive företags hemsida. För att hitta betydelsebärande moment i texterna har den systemisk-funktionella grammatiken tillämpats, och genom interpersonella och ideationella textanalyser har genredrag och diskurser synliggjorts. Det dras även paralleller till hur genredragen kan fungera identitetsskapande, och det diskuteras utifrån detta om hur kundklubben skapar en åtråvärd identitet både hos sig själv och sina medlemmar. Detta kopplas även till riktlinjer inom reklamgenren. Resultatet visar en tydlig struktur där kunder erbjuds exklusiva förmåner och en åtråvärd identitet i utbyte mot att registrera sig i klubben. Medlemmar intar en passiv roll som ansträngningslöst får eller tjänar på klubbens alla fördelar, medan kundklubbarna framställs som aktiva skapare och resursrika försörjare. Här framträder även en säljdiskurs, som ställs i kontrast till en dold konsumtionsdiskurs. Negativa aspekter, så som kostnader och villkor, osynliggörs och fokus ligger snarast på att beskriva den positiva upplevelsen och lönsamheten med att vara medlem i kundklubben.<br>This linguistic study aims to find, highlight and discuss how different genre features, discourses and identities are constructed in text based self-presentations of a customer club. The purpose is to see how these presentations are produced in the quest to recruit, retain and promote loyal customers. The study involves eight companies, whose customer clubs has been presented textually on each company's website. To find important features in the texts, the systemic-functional grammar is applied, and through interpersonal- and ideation text analyzes, the genre features and discourses can be identified. Parallels are also drawn to the genre features connection and creation in works of identity. A comparison to the advertising genre is also made. Based on this, a discussion of what linguistic methods customer clubs use to create a desirable identity both in themselves and their members, becomes a central part in the analysis. The result shows that there is a clear structure, in which customers are offered exclusive benefits and a coveted identity in exchange for enrolling in the club. In the presentations, members play a passive role that effortlessly gets or earns all the listed benefits while the customer clubs on the other hand, are portrayed as an active and resourceful distributor. A sales discourse also emerges here, which contrasts with a hidden consumption discourse. Negative aspects, such as costs and conditions, are made invisible and the presentation mainly focuses on describing the positive experience and all the benefits of being a member of the customer club.
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Tourneur, Odile. "Pronostic obstétrical de l'accouchement en présentation du siège à terme : à propos de 99 accouchements par voie basse d'enfants matures de plus de 2500 grammes." Université Louis Pasteur (Strasbourg) (1971-2008), 1988. http://www.theses.fr/1988STR1M127.

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GRÖSLOVÁ, Hana. "Die Analyse verbaler Valenz im Lehrbuch "Německy s úsměvem"." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-71648.

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The topic of my diploma work is the analysis of verbal valence in the Czech textbook "Německy s úsměvem" ("German with a Smile"). The theoretical part is dealing with the verbal valence first, examining the verb as a part of speech and the valence itself. It deals with grammar from the DaF-point of view (DaF = teaching German as foreign language). The theoretical part is closed by a brief characteristic of exercise typology with selected exercise types for the valence practise. The main point of the work is the analysis of the verbal valence ? excerption, presentation and practice of verbal valence in the selected part of the textbook. The results of individual parts of the analysis are evaluated and statistically processed then. The analysis is followed by the list of problems detected with my own solution.
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Books on the topic "Grammar presentation"

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Frings, Manfred S. LifeTime: Max Scheler's philosophy of time - a first inquiry and presentation. Kluwer, 2003.

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Life time: Max Scheler's philosophy of time : a first inquiry and presentation. Kluwer Academic Publishers, 2003.

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Interlingua: Concepto e structura : un presentation de interlingua al Parlamento Europee, Bruxelles, le 29 de septembre 1993. British Interlingua Society, 1993.

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Branchini, Chiara, and Lara Mantovan. A Grammar of Italian Sign Language (LIS). Fondazione Università Ca’ Foscari, 2020. http://dx.doi.org/10.30687/978-88-6969-474-5.

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A Grammar of Italian Sign Language (LIS) is a comprehensive presentation of the grammatical properties of LIS. It has been conceived as a tool for students, teachers, interpreters, the Deaf community, researchers, linguists and whoever is interested in the study of LIS. It is one output of the Horizon 2020 SIGN-HUB project. It is composed of six Parts: Part 1 devoted to the social and historical background in which the language has developed, and five Parts covering the main properties of Phonology, Lexicon, Morphology, Syntax and Pragmatics. Thanks to the electronic format of the grammar, text and videos are highly interconnected and are designed to fit the description of a visual language.
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Tapia, Mark Andrew. From shape to style: Shape grammars : issues in representation and computation, presentation and selection. University of Toronto, Dept. of Computer Science, 1996.

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Brandt, Patrick. Cipient predication: Unifying double object, dative experiencer and existential/presentational constructions = Cipient predicatie ... : proefschrift ... LOT, 2003.

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Ramón, Ribes, and SpringerLink (Online service), eds. Preparing and Delivering Scientific Presentations: A Complete Guide for International Medical Scientists. Springer-Verlag Berlin Heidelberg, 2011.

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(Firm), Bernard Quaritch. Early books & manuscripts: Cervantes as journalist. The spice race to Java. Erigena's philosophy. Catalan banker at work. First Irish printing press. Aesop in German verse. Soncino and Italian drama. Calvan at the Council of Trent. Football in print. Reform of the calendar. Hindustani grammar. Biography of Ivan the Terrible. The complete Hobbes. News report of the Gunpowder plot. Presentation bindings for James I and Charles Princle of Wales. Unrecorded Dutch incunable. English 17th-century museum catalogs. Juan Latino and black literature. Luther and the Koran. Plotinus bound for Eton. Liturgies for Barcelona, Mecklenburg and Abbotsbury in Dorset. Celestina, the first complete version. Bee-keeping in Romania. 17th-century pharmacisty's pricelist. Volcano in the Azores. B. Quaritch, 2004.

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Ramaekers, Stefan, and Naomi Hodgson. Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan, 2020.

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Ramaekers, Stefan, and Naomi Hodgson. Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan, 2019.

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Book chapters on the topic "Grammar presentation"

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Yellin, Daniel M., and Gail Weiss. "Synthesizing Context-free Grammars from Recurrent Neural Networks." In Tools and Algorithms for the Construction and Analysis of Systems. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72016-2_19.

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AbstractWe present an algorithm for extracting a subclass of the context free grammars (CFGs) from a trained recurrent neural network (RNN). We develop a new framework, pattern rule sets (PRSs), which describe sequences of deterministic finite automata (DFAs) that approximate a non-regular language. We present an algorithm for recovering the PRS behind a sequence of such automata, and apply it to the sequences of automata extracted from trained RNNs using the $$L^{*}$$ L ∗ algorithm. We then show how the PRS may converted into a CFG, enabling a familiar and useful presentation of the learned language.Extracting the learned language of an RNN is important to facilitate understanding of the RNN and to verify its correctness. Furthermore, the extracted CFG can augment the RNN in classifying correct sentences, as the RNN’s predictive accuracy decreases when the recursion depth and distance between matching delimiters of its input sequences increases.
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Sullivan, Donie O., and Kevin Ryan. "A Connectionist Approach to the Inference of Regular Grammars from Positive Presentations Only." In AI and Cognitive Science ’92. Springer London, 1993. http://dx.doi.org/10.1007/978-1-4471-3207-3_38.

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Yamada, Hiroshi. "Presentation projects with MAP Grammar." In A New Approach to English Pedagogical Grammar. Routledge, 2017. http://dx.doi.org/10.4324/9781315396668-21.

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"Note on the presentation of language examples." In A Grammar of Paraguayan Guarani. UCL Press, 2020. http://dx.doi.org/10.2307/j.ctv13xpscn.6.

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Pudin, Chelster Sherralyn Jeoffrey, and Eugenia Ida Edward. "Inverted Grammar Classroom." In Leveraging Consumer Behavior and Psychology in the Digital Economy. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3042-9.ch015.

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Flipped learning is basically a pedagogical model that reverses classroom activities. Materials or contents are provided online (in learning management systems or other learning platforms) and students will study the material prior to the lesson. Therefore, classroom time can be used to engage in activities such as problem-solving, discussion, and analysis. This study is an extended study of a previous research which explored the effects of the flipped learning approach in a grammar classroom. For this study, the focus is shifted to the grammatical errors made by students in their video presentation during the flipped learning session. The analysis of the findings showed that students' grammar errors are mainly on missed formation errors, addition error, omission error, and lastly, improper ordering. The findings of this study give ESL practitioners a better insight into student errors and should lead to improved grammar usage in the classroom through blended learning.
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Faarlund, Jan Terje. "Introduction." In The Syntax of Mainland Scandinavian. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817918.003.0001.

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The chapter has three parts. The first part is an introduction to the Mainland Scandinavian languages, with a brief sketch of their history, their relationship to the other Scandinavian languages, and their position among the North Germanic languages. Mainland Scandinavian is treated as one language, since it consists of a continuum of mutually intelligible dialects across Scandinavia. The second part is a presentation of the sources and the origin of the examples used in the book. They are taken from various sources, reference grammars, research literature, the internet, text corpora, and original research. The third part is a presentation of the theoretical background and the descriptive framework, which is generative grammar in its current version, known as ‘minimalism’.
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Pougatchev, Valeri. "Quantitative Evaluation of the Accomplishment of Operational Plans of the Organization and Context-Free Grammar Operational Planning Language." In Advances in Business Information Systems and Analytics. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5522-3.ch007.

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The innovative and effective solutions for the strategic and operational planning management of organizations are discussed. The author reviews current and past challenges of the strategic and operational planning and describes two novel solutions with practical implementation for improving these processes. The first one is a numerical indicator V-index that represents the level of accomplishment of operational plans of the entire organization, its units, and members of staff. The V-index serves operational plans with hierarchical and non-hierarchical structures. The second solution is a novel context-free grammar operational planning language for a formal definition of the planning process. All examples and case-study presentation are based on fragments of the faculty/departments/programs of some fictional educational institution (university).
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Bosque, Ignacio, and José M. Brucart. "Caribbean Spanish and Theoretical Syntax: An Overview." In The Syntactic Variation of Spanish Dialects. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190634797.003.0011.

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This chapter provides an overview of the main phenomena of syntactic variation that correspond to Caribbean Spanish. It also develops a critical review of the formal analyses proposed in the literature to account for them. After a short theoretical introduction, the presentation of the data is organized into two groups. The first is devoted to constructions that are characteristic of the area under study (including Mexico, Central America, Antilles Islands, Colombia, and Venezuela). The second reviews constructions also found in other territories, but more frequently attested in the Caribbean area. The set of constructions studied relates to major aspects of Spanish grammar, such as the pronominal system, wh- constructions, infinitival subjects, agreement, possessives, cleft constructions, and negation, among others.
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Vergara, Reyna E. "The Executive Function of the Brain as Applied to L2 Instruction in the Diverse Classroom." In Engaging Teacher Candidates and Language Learners With Authentic Practice. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8543-5.ch009.

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This chapter explores the executive function (EF) of the brain and its relevance in the second language (L2) classroom through a methodology that focuses on form as content. The author emphasizes the scaffolding of vocabulary and grammar in order to effectively break down content into manageable parts. The chapter also examines the three Rs, reception, retention, and reproduction, as imperative principals when introducing new material in a language class. Reception refers to the way in which the content is introduced, retention is the presentation of the material, and reproduction is the guided practice. The ultimate aim of the chapter is to help language educators realize that knowledge of the executive function of the brain and the skills associated with strengthening a weakness in this area can enhance instruction and productivity in the diverse L2 classroom.
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Wolfe, Sam. "The V2 syntax of Medieval Romance." In Verb Second in Medieval Romance. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198804673.003.0002.

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This chapter provides a detailed presentation of the main data and arguments which have been proposed in favour of claiming that the Medieval Romance languages were V2 systems and considers data from Old French, Old Occitan, Old Italo-Romance varieties, Old Spanish, and Old Portuguese. It provides new qualitative and quantitative evidence to show the nature of the prefield, Germanic inversion, matrix/embedded asymmetries, and the precise types of verb-first and verb-third-or-greater orders provide new evidence in favour of the V2 hypothesis. It also suggests that the diachronic emergence of a V2 grammar is entirely plausible on the basis of the available data. The main objections to the V2 account proposed in the literature are evaluated and argued to face empirical and theoretical problems.
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Conference papers on the topic "Grammar presentation"

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Liu, Richen, Min Gao, Shunlong Ye, and Jiang Zhang. "IGScript: An Interaction Grammar for Scientific Data Presentation." In CHI '21: CHI Conference on Human Factors in Computing Systems. ACM, 2021. http://dx.doi.org/10.1145/3411764.3445535.

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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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Weitzman, L., and Kent Wittenburg. "Automatic presentation of multimedia documents using relational grammars." In the second ACM international conference. ACM Press, 1994. http://dx.doi.org/10.1145/192593.192718.

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