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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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Paesani, Kate. "Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation." Foreign Language Annals 38, no. 1 (2005): 15–23. http://dx.doi.org/10.1111/j.1944-9720.2005.tb02449.x.
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Petrovitz, W. "The role of context in the presentation of grammar." ELT Journal 51, no. 3 (1997): 201–7. http://dx.doi.org/10.1093/elt/51.3.201.
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Ben-Sasson, Hillel. "Representation and Presence: Divine Names in Judaism and Islam." Harvard Theological Review 114, no. 2 (2021): 219–40. http://dx.doi.org/10.1017/s0017816021000158.
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AbstractDivine names are linguistic objects that underlie the grammar of religious language. They serve as both representations and presentations of the divine. As representations, divine names carry information pertaining to God’s nature or actions, and his unique will, in a manner that adequately represents him. As presentations, divine names are believed to somehow effect divine presence in proximity to the believer, opening a path of direct connection to God. This paper seeks to analyze the interaction between presentation and representation concerning divine names in major trends within Judaism and Islam, from the Hebrew Bible and the Qur’an to medieval theological debates. It aims to demonstrate how central currents within both traditions shaped the intricate relation between divine presentation and representation through the prism of divine names. Whereas positions in philosophy of language focus on either the representational or the presentational functions of proper names, Jewish and Islamic theologies suggest ways to combine the two functions with regard to divine names.
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Seuren, Pieter. "Essentials of Semantic Syntax." Cadernos de Linguística 2, no. 1 (2021): 01–20. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id290.
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Semantic Syntax (SeSyn), originally called Generative Semantics, is an offshoot of Chomskyan generative grammar (ChoGG), rejected by Chomsky and his school in the late 1960s. SeSyn is the theory of algorithmical grammars producing the well-formed sentences of a language L from the corresponding semantic input, the Semantic Analysis (SA), represented as a traditional tree structure diagram in a specific formal language of incremental predicate logic with quantifying and qualifying operators (including the truth functions), and with all lexical items filled in. A SeSyn-type grammar is thus by definition transformational, but not generative. The SA originates in cognition in a manner that is still largely mysterious, but its actual form can be distilled from the Surface Structure (SS) of the sentences of L following the principles set out in SeSyn. In this presentation we provide a more or less technical résumé of the SeSyn theory. A comparison is made with ChoGG-type grammars, which are rejected on account of their intrinsic unsuitability as a cognitive-realist grammar model. The ChoGG model follows the pattern of a 1930s neopositivist Carnap-type grammar for formal logical languages. Such grammars are random sentence generators, whereas, obviously, (nonpathological) humans are not. A ChoGG-type grammar is fundamentally irreconcilable with a mentalist-realist theory of grammar. The body of the paper consists in a demonstration of the production of an English and a French sentence, the latter containing a classic instance of the cyclic rule of Predicate Raising (PR), essential in the general theory of clausal complementation yet steadfastly repudiated in ChoGG for reasons that have never been clarified. The processes and categories defined in SeSyn are effortlessly recognised in languages all over the world, whether indigenous or languages of a dominant culture—taking into account language-specific values for the general theoretical parameters involved. This property makes SeSyn particularly relevant for linguistic typology, which now ranks as the most promising branch of linguistics but has so far conspicuously lacked an adequate theoretical basis.
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VAN EYNDE, FRANK. "Sign-Based Construction Grammar: A guided tour." Journal of Linguistics 52, no. 1 (2015): 194–217. http://dx.doi.org/10.1017/s0022226715000341.
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Sign-Based Construction Grammar (sbcg) is, on the one hand, a formalized version of Berkeley Construction Grammar (bcg), and, on the other hand, a further development of constructionist Head-driven Phrase Structure Grammar (hpsg). The volume edited by Hans Boas and Ivan Sag is the first book length presentation of the framework. Its centerpiece is a 130-page synopsis of the theory by Ivan Sag. The other contributions to the volume provide background, justification, case studies, an extension to diachronic syntax and a presentation of the FrameNet Constructicon. This review gives a guided tour of the framework, explaining its central notions and assumptions, as well as the notation in which they are cast. It also compares the sbcg framework with other types of Construction Grammar and with hpsg. The case studies are summarized and briefly evaluated.
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Pielmuş, Cristina. "The Use of a Situational Presentation in Teaching English Grammar." Studia Universitatis Babeș-Bolyai Psychologia-Paedagogia 65, no. 1 (2020): 111–24. http://dx.doi.org/10.24193/subbpsyped.2020.1.05.
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DeKeyser, Robert M. "Learning Second Language Grammar Rules." Studies in Second Language Acquisition 17, no. 3 (1995): 379–410. http://dx.doi.org/10.1017/s027226310001425x.
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This is a report on a computerized experiment with a miniature linguistic system, consisting of five morphological rules and a lexicon of 98 words. Two hypotheses derived from the literature in cognitive psychology and psycholinguistics were tested: that explicit-deductive learning would be better than implicit-inductive learning for straightforward (“categorical”) rules, and that implicit-inductive learning would be better than explicit-deductive learning for fuzzy rules (“prototypicality patterns”). Implicit-inductive learning was implemented by pairing sentences with color pictures; explicit-deductive learning was implemented by means of traditional grammar rule presentation, followed by picture-sentence pairing. The findings were in the expected direction for both hypotheses, but only the first one could be confirmed through statistically significant results.
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Kryukova, A. P., A. Y. Agafonov, S. N. Burmistrov, D. D. Kozlov, and Y. E. Shilov. "Effect of transfer of implicit knowledge of artificial grammar under sensorimotor activity." Experimental Psychology (Russia) 11, no. 3 (2018): 63–77. http://dx.doi.org/10.17759/exppsy.2018110305.
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The article is addressed on research aimed to discover effect of transfer of implicit knowledge of artificial grammar on sensorimotor tasks solving. Meaning of implicit knowledge in actual cognitive activity has been considered. 40 volunteers took part in experiment, ages 18 to 43 years. Participants of experiment implicit learned the rule of artificial grammar. The task of control phase was to solve the sensorimotor task — to react by pressing of certain key under appearance of green or yellow circle. In experimental group, always before presentation of green circle a grammatical sequence appeared, before presentation of yellow circle — ungrammatical. In control group, color of circle was not dependent on grammatically of sequence. The results have shown that significant reduction of reaction time was discovered in experimental group. Thus, transfer of implicitly learned knowledge of artificial grammar leads to increase of effectiveness of sensorimotor activity. Implicit knowledge acquired meaning prim-stimulation.
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Jentges, Sabine. "„Im Deutschen kan das nicht“ – Text type didactics for the teaching of German modal verb constructions." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 31–46. http://dx.doi.org/10.1515/gcla-2016-0005.
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Abstract In the Netherlands, the similar origin Dutch shares with German lends itself to a contrastive approach to teaching and learning German and, for this reason, is promoted on all levels. This leads to Dutch textbooks and grammars being almost exclusively contrastive in nature, irrespective of the targeted language level, which is also reflected in the unanimous scientific debate. This paper discusses to which degree construction grammar approaches and/or contrastive approaches can assist the Dutch learner of German in their language acquisition. Advanced Dutch learners of German’s use - or lack thereof - of sollen ‘are supposed to’ vs. sollten ‘should’ in written texts is analyzed and compared to the presentation of this topic in Dutch teaching materials for German as a foreign language. Furthermore, the questions are raised whether a contrastive approach mainly promotes the strategy of avoiding errors stemming from L1 inferences as well as whether a construction grammar approach leads to a more adequate acquisition of the target language. Based on these discussions, possible implementations for teaching soll(t)en to Dutch learners of German are proposed.
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Choi, Eun-ji. "Categorization and presentation of ‘ida’ in Korean pedagogical grammar for foreign learners." Korean Linguistics 87 (May 31, 2020): 201–31. http://dx.doi.org/10.20405/kl.2020.05.87.201.
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Cui, Huanle, Lingling Liu, and Juanjuan Li. "The Analysis of a Tour Guide Yong Ding Earth Building Based on Systemic Functional Grammar." Advances in Language and Literary Studies 10, no. 2 (2019): 66. http://dx.doi.org/10.7575/aiac.alls.v.10n.2p.66.
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It is widely believed that tourist trade has been the fastest developing trade in the world. In China, with the development of economy and the improvement of people’s living standard, travelling has been an indispensable part of living. Therefore, tourism text becomes one of the most effective publicity tool to attractive tourists. A tour guide presentation is a kind of tourism texts. And as a new text type, it arouses many scholars’ attention. Many scholars pay much attention to analyze the tour guide presentation based on translation, such as principles and strategies of translation. Few scholars try to analyze it from an angel of linguistics. Both spoken language and written language are tools of human communication. And they all bear different function. According to Halliday’s Systemic Functional Grammar, he holds an idea that language has three metafunctions. They are ideational, interpersonal and textual function. This paper tries to analyze a tour guide presentation based on Halliday’s Systemic Functional Grammar. And this paper points an asymmetrical power structure between a tour guide and tourists. And this paper also presents some suggestions about how to write a good tour guide presentation for effectively delivering information and attracting tourists.
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Agustini, Siti, Norita Prasetya Wardhani, and Evy Nur Amalina. "Improving Students’ Grammar Skill Through Student Centered Learning at ITATS." English Focus: Journal of English Language Education 1, no. 2 (2018): 77–85. http://dx.doi.org/10.24905/efj.v1i2.32.
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English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.
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Anthonissen, Lynn, and Tanja Mortelmans. "German modals in second language acquisition: A constructionist approach." Yearbook of the German Cognitive Linguistics Association 4, no. 1 (2016): 9–30. http://dx.doi.org/10.1515/gcla-2016-0004.
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Abstract Descriptions of modal verbs in learner grammars often evoke quite abstract semantic categories (focusing on dynamic, deontic and epistemic modality) in generalized usage contexts. Yet, in concrete utterances, modal verbs not only serve highly specific pragmatic and discourse-structural functions, but can also be shown to occur in (quasi-)formulaic sequences with specific lexical elements. These more idiosyncratic functional and formal properties are often insufficiently addressed in learner grammars. The article demonstrates, on the basis of two case studies, how insights and methods from Construction Grammar can help to improve the presentation of this topic. More specifically, it elaborates on the key determinants of L2 construction learning (involving frequency, proto-typicality and form-function mapping, among others) and illustrates what statistical techniques such as collostructional analysis and conditional inference trees can reveal about the intricacies involved in learning modal verb constructions.
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Baturay, Meltem Huri, Aysegul Daloglu, and Soner Yildirim. "Language practice with multimedia supported web-based grammar revision material." ReCALL 22, no. 3 (2010): 313–31. http://dx.doi.org/10.1017/s0958344010000182.
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AbstractThe aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to revise target grammatical structures using interactive exercises such as gap-filling, combo-box and drag-and-drop exercises. This study gathered quantitative data on learner satisfaction, attention and participation and qualitative data with regard to the material’s content, visual and instructional design, usability, practicality and effectiveness. The findings indicate that learners enjoyed using the material and developed a positive attitude towards the system.
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Maddieson, Ian. "Phonetics in the Field." Annual Meeting of the Berkeley Linguistics Society 28, no. 1 (2002): 411. http://dx.doi.org/10.3765/bls.v28i1.3855.
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it seems generally the case that little detail on specifically phonetic matters is provided in a typical grammar, nor is there much use of phonetic techniques to provide insights on other matters, such as adding precision to observations of phonological alternations or testing whether supposed syntactic ambiguities are actually disambiguated at the phonetic level. While syntactic patterns are documented with example sentences, often from natural discourse or texts, the phonetic facts are rarely if ever documented by the presentation of hard evidence. In order to see if this impression was justified a survey of twenty grammars published or submitted as doctoral dissertations in the period of a dozen years from 1989 to 2000 was conducted.
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ARNDT, TIMOTHY, SHI-KUO CHANG, and ANGELA GUERCIO. "FORMAL SPECIFICATION AND PROTOTYPING OF MULTIMEDIA APPLICATIONS." International Journal of Software Engineering and Knowledge Engineering 10, no. 04 (2000): 377–409. http://dx.doi.org/10.1142/s0218194000000250.
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Multimedia systems incorporating hyperlinks and user interaction can be prototyped using TAOML, an extension of HTML. TAOML is used to define a Teleaction Object (TAO) which is a multimedia object with associated hypergraph structure and knowledge structure The hypergraph structure supports the effective presentation and efficient communication of multimedia information. In this paper, a formal specification methodology for TAOs using Symbol Relation (SR) grammars is described. An attributed SR grammar is then introduced in order to associate knowledge with the TAO. The limitations to achieve an efficient parser are given. The grammatical formalism allows for validation and verification of the system specification. This methodology provides a principled approach to specify, verify, validate and prototype multimedia applications.
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Harun, Haliza, Nursyuhada’ Ab. Wahab, Norhana Abdullah, and Nurkhamimi Zainuddin. "Revolutionary grammar learning via GLOw@CBI (Grammar Learning Online with Concept Based Instruction)." International Journal of Modern Languages And Applied Linguistics 2, no. 1 (2020): 27. http://dx.doi.org/10.24191/ijmal.v2i1.7615.
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A great deal of discussion centers on finding the effective solutions to enhance language learners’ competency and English language-skills to achieve the target communicative competence. While grammar instruction is regarded as crucial in acquiring the target English language, many of its’ learners are still found to have poor grasps in the language. Subsequently, GLOw@CBI may offer a revolutinised approach to the teaching and learning of English grammar rules (i.e. tenses). The theoretical foundation of GLOw@CBI is based on consolidating the theory of cognitive grammar model (Radden and Dirven 2007) and Vygotsky’s Systemic-Theoretical Instruction (STI) (1978) to create online lessons and exercises on grammar tenses that are easy to understand and meaningful to serve the learners’ communicative purposes. The distinctive feature of GLOw@CBI is the emphasis given on the semantic aspect of the language, rather than only focusing on its’ structure and function as reflected in many of the traditional grammar approaches. Thus, the strength of GLOw@CBI lies in the representation of the concept of tenses that are uniquely presented through the manipulation of ‘viewing frames’ to describe the target actions, situations and events. GLOw@CBI not only allows flexibility in online language learning, but it is also cost-effective, due to its’ ability to enroll a large number of learners without any restrictions of users per-licensing. Moreover, due to its’ unique presentation of grammar-rules, GLOW@CBI has the potential to be expanded to other grammar components in its’ learning platform or even to be used to teach grammar of other foreign language courses.
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Tammenga-Helmantel, Marjon, and Minna Maijala. "The position of grammar in Finnish, Dutch, and global course books for German as a foreign language." Language Teaching Research 23, no. 5 (2018): 562–83. http://dx.doi.org/10.1177/1362168817752542.
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Communicative language teaching and language teaching research suggest forms for desirable and effective grammar teaching. This study investigates to what extent these suggestions are integrated into teaching materials. On the basis of prior studies, we developed a list of both qualitative and quantitative criteria to determine the position of grammar in foreign language course books. This list was then applied to course books for German as a foreign language that are used in Finland and the Netherlands to examine the role grammar plays in these materials. Our results show that many similarities exist between the Dutch, Finnish, and global course books with regard to the location and integration of grammar, and the instructional approach adopted. However, a striking difference was found in the Finnish materials: they provide more grammar exercises and generally a lower progression rate than the Dutch and global materials. We relate this to the typological distance between German and Finnish. In general, even though the analysed teaching materials all follow the rationale behind communicative language teaching, they are traditional in the sense that grammar inhabits a prominent position in the course books. On the other hand, we have observed pedagogical innovations with respect to grammar teaching, such as inductive grammar presentation, a spread of the learning load as well as self-evaluation tools for learners.
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Aleksandrovskaya, E. B. "INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)." MGIMO Review of International Relations, no. 6(33) (December 28, 2013): 77–82. http://dx.doi.org/10.24833/2071-8160-2013-6-33-77-82.
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This paper considers innovative approaches to foreign language teaching in higher education, especially to the teaching of grammar, using the textbook Le français.ru B2-C1. A competence-based approach, the application of the principle of «student-centricity» and the concept of «tasks» help to optimize the learning process. Using the principle of «student-centricity» when introducing new grammar enhances cognitive motivation of students, makes them formulate themselves grammar rules, by analyzing wellchosen examples and answering teacher's questions. Another on important point in the presentation of a new grammar material is its correlation with their native language as well as their own search of the laws of this comparison. This could help them understand the examined phenomenon and it could help prevent possible interference errors. Using the concept of «tasks» and active exercises contribute to better acquisition of grammar and found it in the speech. That is why traditional grammar exercises should be accompanied with supplementary active exercises aimed to fulfill certain tasks. The competence approach, the use of information and communication technologies, the study of language material in the direction «from the value to the form» does not replace but enrich the traditional methods of teaching foreign languages.
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Mithun, Marianne. "Grammars and the community." Perspectives on Grammar Writing 30, no. 2 (2006): 281–306. http://dx.doi.org/10.1075/sl.30.2.06mit.
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The audience for a grammatical description is an important consideration for anyone involved in descriptive linguistics. Potential grammar users include linguists, the interested public, and members of the communities in which the language is spoken. An awareness of the target audiences is necessary in shaping the grammar to meet varying needs. It might, for example, affect the choice of topics to be discussed, the organization and style of the presentation, the depth of detail to include, the use of technical terminology, and the nature of exemplification. It is not yet clear whether one grammar can serve all potential audiences and purposes. Whether it can or not, however, there is a good chance that any grammar will eventually be pressed into service for more than one. This paper offers some suggestions based on the author's experience with Mohawk communities situated in Quebec, Ontario, and New York State.
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BEAUDOIN, MARTIN. "A principle-based approach to teaching grammar on the web." ReCALL 16, no. 2 (2004): 462–74. http://dx.doi.org/10.1017/s0958344004001429.
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The advantages of computer-assisted grammar teaching and more recently, web-based grammar teaching, include the possibility, for the instructor, of devoting class time to teaching communication skills, and the capacity of individualizing the course work. Several websites have been created for these very reasons. However, most of these sites include only a small portion of the grammar and very few are based on educational principles. This paper will summarize what should be the guiding principles in the design of this type of website, most of which involve instructional design and the need for structure and adaptability to different learning styles. It should also be noted that there are design principles specific to grammar teaching, such as the distinction between exploratory and pre-established modes, and the scaffolding of concepts. The application of these principles will be illustrated through the presentation of a web site.
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Romo Simón, Francisco. "La imagen metalingüística de ser y." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 28, no. 1 (2015): 234–57. http://dx.doi.org/10.1075/resla.28.1.11rom.
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This paper analyzes the properties of the image as a tool for the description of grammar phenomena and peeks into its pedagogical potential through an application to the controverted dichotomy between ser and estar in Spanish. The use of visual language as a device for the analysis and presentation of grammar has been one of the Cognitive Linguistics’ most characteristic traits. Nevertheless, the application of this powerful tool in the Spanish Language classroom is still scant, despite the description potential that the experts grant to it. This paper shows an analysis of some approaches to ser and estar through Cognitive Grammar and the metalinguistic image, and proposes another possible interpretation based in those principles and aiming to be exportable to the Spanish as a Foreign Language classroom.
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Wasserscheidt, Philipp. "Construction Grammar: Basic Principles and Concepts." Ukrainian Linguistics, no. 49 (2019): 94–116. http://dx.doi.org/10.17721/um/49(2019).94-116.
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The article provides an overview of Construction Grammar. First, a general survey of the basic principles and major strands of the grammatical theory is given. The main assumptions include the recognition that all linguistic knowledge is of the same type as knowledge in general and follows the same principles such as categorization, abstraction and generalization. In the second part, the presentation focuses on two important elements of construction grammar research: the concept of the construction as complex sign and the abandoning of the distinction between lexicon and grammar. Using examples from Ukrainian, the different relationships between constructions of different complexity and schematicity in the so-called constructicon – the common space of both lexical and grammatical knowledge – are described. It is shown, how abstract constructions offer slots for other elements and how these are constrained regarding form and meaning. In addition, the status of constructions as complex signs is assessed from the perspective of semantics and compositionality. It is highlighted that Construction Grammar rejects the assumption of compositionality and rather conceptualizes meaning as determined by the construction itself. At the same time, semantics is understood in an encyclopaedic sense, which renders the description of constructions highly detailed and language-specific.
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Shabani, Karim, Elahe Mashayekh Bakhshi, and Samaneh Samarghandi. "A Review of CALL and TE Research on Grammar Learning: Suggestions for Further Research and Pedagogical Implications." International Research in Education 5, no. 1 (2016): 28. http://dx.doi.org/10.5296/ire.v5i1.9893.
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Applying various approaches for efficient grammar teaching has been the focus of abundant research among which elaborating on the effect of focus on form perspective such as computer-assisted language learning (CALL) and input enhancement on the learners’ grammar improvement can be beneficial in grammar research studies. Regarding CALL domain, different technological tools have been applied and their efficiency has been taken into account by various research papers, demonstrating the due positive impact of their utilization in the classroom, paving the way for the learners to experience peer interaction and support, while having teacher’s scaffolding, to gain mastery over grammar. To name a few CALL tools, web-based learning, power point presentation, video projector, and educational software can practically be employed at the service of teaching grammar. One of the sub-division strategies of input enhancement is textual enhancement (TE) through which target forms are bolded, underlined, italicized, colored, or highlighted. Researchers in the field of grammar learning are seeking new methodologies by examining the positive effect of TE combined with CALL approach on the second or foreign language learners’ grammar learning. Hence, the purpose of this study is to present a review of the current literature in order to investigate, to what extent, technology-based instruction can improve learners’ grammar performance. Studies concerning different types of technological tools, TE formats, and the combination of CALL and TE are accounted for in this research. Finally, suggestions for further research and pedagogical implications are provided.
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Struckmeier, Volker. "Why are there growing divisions between traditional grammars and theoretical and experimental linguistic works (and how can they be overcome)?" Pedagogical Linguistics 1, no. 2 (2020): 211–33. http://dx.doi.org/10.1075/pl.20002.str.
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Abstract The present article discusses a worrying development, whereby some traditional grammars become less aligned with the findings of linguistics research. The article gives examples of such discrepancies, illustrated here on the basis of the description of German. It also aims to describe a possible cause for this development. On the one hand, it seems that the grammatical descriptions found in school grammars have in some cases ceased to reflect discussions in (and formats of) current theories of grammar. They have also chosen, to a degree, to ignore empirical findings made by linguistic research. However, the article seeks to demonstrate that this may in large part be caused by the nature of the linguistic theories and experimental research approaches themselves, as well as the presentation of these projects in the literature: The granularity of the descriptions (and the objects described) that theoretical and experimental research assess simply does not match the kinds of generalisations that traditional grammars (school grammars, especially) aim for. To illustrate this point, specific issues with linguistic theories, methods and conventions are presented, which may make it difficult for school grammars to react to the results in a principled way.
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Agustin, Atalya. "THE ANALYSIS OF ENGLISH LANGUAGE EDUCATION STUDENTS’ TEACHING SKILLS DURING MICROTEACHING: PRODUCT-PROCESS APPROACH IN TEACHING GRAMMAR." Scholaria: Jurnal Pendidikan dan Kebudayaan 7, no. 3 (2017): 251. http://dx.doi.org/10.24246/j.scholaria.2017.v7.i3.p251-256.
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<p>Teaching grammar within the context of Second Language Acquisition (SLA) needs both product and process approaches. Microteaching is one of the techniques to prepare students teachers to improve their skills in this area. One of the microteaching lessons in English Language Education Department, Teachers College Universitas Pelita Harapan, is called Planning, Strategy, Assessment, and Learning (PSAL) Grammar. In this class, students are exposed with the nature, principles, and strategy of teaching and learning grammar. Students are planning lessons related to teaching grammar in various grades as well as developing teaching and learning material and instrument for language assessment. Students then put them into practice in the classroom individually. Discussion on the students ‘performances will be conducted after the microteaching session. This research aims to analyze students’ skills in teaching grammar in microteaching class as well as the discussing the strength and challenges arise. The type of the research is a qualitative case study research. The data collection techniques being used are observation, reflective journal, and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing students’ skills in teaching grammar.</p><p> </p>
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Lytovchenko, I., Y. Lavrysh, V. Lukianenko, and O. Ogienko. "How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach." Multidisciplinary Journal for Education, Social and Technological Sciences 7, no. 1 (2020): 54. http://dx.doi.org/10.4995/muse.2020.12419.
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<p class="Abstract">The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction – based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) approach – in ESP university classes. We conducted a qualitative research in which we tried to incorporate grammar instruction in communicative language teaching and for that purpose selected two groups of students (the PPP group and the TBL group). They were taught five topics, each with a focus on particular grammar items. The comparison of the results we obtained showed that students’ achievement in the TBL group increased more substantially than in the PPP group. Also, the majority of students in the TBL group liked learning grammar at the point of need, which we consider particularly important, since it stimulated their motivation and contributed to the acquisition of grammatical structures. When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which provides a number of advantages in teaching adult students: the focus on real communication, addressing the students’ needs by putting them into authentic communicative situations, encouragement of students’ responsibility for their own learning, exposure of students to a wide variety of language, including grammar, ability to motivate students.</p>
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Avina, Avital Zuk. "Colour me Revolutionary." British Journal of Chinese Studies 11 (June 20, 2021): 91–113. http://dx.doi.org/10.51661/bjocs.v11i0.60.
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Colour in China has a long history of artistic, symbolic, religious, and mythological use. This paper takes the idea of colour as a meaningful element within Chinese society and introduces the use of visual colour grammar as a new way to identify and breakdown the use of colour within political art and propaganda posters. The use of colour has been adapted by visual linguists into its own unique visual grammar component, relaying much more information than just a symbolic transfer from sign to signifier. Meaning within political posters can be derived from regularities in use, presentation, and conventional meanings. Colour as a visual grammar component is expressed through the three metafunctions: ideational, interpersonal, and textual.
 This paper explores how the Chinese views on colour interconnects with the metafunctions of colour to look at the political posters of the PRC. I will discuss both the approach to art as a text that can be ‘read’ through visual grammar and present colour in the Chinese context as more than a symbol making device but as a meaning component in and of itself.
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Zabarah, Hana. "From Description to Prescription." Historiographia Linguistica 44, no. 1 (2017): 135–63. http://dx.doi.org/10.1075/hl.44.1.04zab.
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Summary Once the need to learn a language arises, grammatical instructional manuals evolve from descriptive grammars of that language. Language description involves the uncovering of the rules of the language from collected data, and teaching those rules is the reason grammatical manuals exist. The most comprehensive descriptive grammar of Arabic is Sībawayhi’s Kitāb (d. ca.161–94 AH/777–810 A.D.). He includes the rules of Arabic as he deduced them from the language of the Arabs. As time passed and the need to learn Arabic increased, many grammarians started to write grammatical manuals for beginners. Sībawayhi’s monumental work was too speculative and highly theoretical for this task and was never suitable for instruction. The descriptiveness of Sībawayhi’s Kitāb needed to morph into a more approachable grammar. Zağğāğī’s Ğumal (d. ca.337–340/948–951) and Ibn Bābašāḏ’s Muqaddima (d.469/1077) are two instructional manuals that are concise and more suitable for beginners. This study examines how pedagogy in Zağğāğī’s Ğumal and Ibn Bābašāḏ’s Muqaddima evolved from the descriptive rules of Sībawayhi’s Kitāb through a careful analysis of istiṯnā’ “exception” rules presented by each grammarian in this study. Although the rules are essentially the same in all three books, presentation and description or lack thereof are sufficiently different illustrating their distinct objectives.
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Теремова, Р. М., and Е. С. Штернина. "THE SYSTEM OF COMMUNICATION-ORIENTED TEACHING OF RUSSIAN GRAMMAR TO FOREIGN STUDENTS: EXPERIENCE OF INNOVATIVE DEVELOPMENT." Russkii iazyk za rubezhom, no. 3(286) (June 30, 2021): 67–72. http://dx.doi.org/10.37632/pi.2021.286.3.010.
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В статье обобщается опыт работы в русле коммуникативно ориентированного обучения грамматике русского языка. Рассматриваются и кратко характеризуются ведущие методические принципы обучения грамматической стороне русской речи. По мнению авторов, использование в иностранной аудитории учебных материалов по грамматике, разработанных с опорой на функционально-семантический подход, с учетом принципов интерактивности, наглядности и культуроведческой направленности, с широким представлением коммуникативных упражнений, является наиболее эффективным и плодотворным при обучении инофонов грамматике русского языка. The article summarizes the experience of working within the frames of communication-oriented teaching of Russian grammar. The authors briefly characterize the leading methodological principles of teaching Russian grammar. According to the authors, the use of training materials developed on the basis of semantic-functional approach with principles of interaction, of visual demonstration, and cultural aspect taken into account, and with broad presentation of communicative activities is the most effective and fruitful in the process of teaching Russian grammar to foreign students.
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Kosheleva, I. N. "ENGLISH GRAMMAR TEACHING ENHANCEMENT: FROM RULES TO REASON-BASED APPROACH." Bulletin of Kemerovo State University, no. 1 (April 25, 2018): 201–7. http://dx.doi.org/10.21603/2078-8975-2018-1-201-207.
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When describing grammar phenomena, many course-books comprise rules of thumb and turn students’ attention to the construction methods of grammar forms. However, in practice these rules can be abstract, not giving precise or full explanation to the language units. In some cases explanations don’t correspond to the examples from the authentic sources. The subject of this research is the problem of the effective teaching English grammar to the students of non-linguistic universities. The purpose of the article is to describe methods of teaching English grammar from the standpoint of meaning of the grammar phenomenon and taking into consideration its contextual use. The current research is based on the ideas and concepts of the communicative approach to language teaching, conscious-raising approach and the method of the contextual use of language material. The paper features a number of advantages of the reason-based approach over the presentation of the rule. The approach enables students to notice and compare different contextual use cases of the language units. Therefore, it lays foundation for internalization of the new linguistic material and its further use in real communication. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with English grammar learning. The conclusion is that the approach in question gives a more precise description of the meaning or use of grammatical constructions. It allows one to understand native speakers’ logic and intentions, which significantly facilitates intercultural communication.
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Dobó, Dorottya, Krisztina Sára Lukics, Ágnes Szőllősi, Kornél Németh, and Ágnes Lukács. "Statistical Learning and the Effect of Starting Small in Developmental Dyslexia." Journal of Speech, Language, and Hearing Research 64, no. 5 (2021): 1621–35. http://dx.doi.org/10.1044/2020_jslhr-20-00145.
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Purpose Impairments in statistical learning abilities of individuals with developmental dyslexia (DD) have been demonstrated in word segmentation and in visual artificial grammar learning (AGL) tasks, but so far, little attention has been devoted to the AGL abilities of this population in the acoustic verbal domain. This study aimed to test whether adolescents with dyslexia have difficulties in extracting abstract patterns from auditory sequences of nonsense syllables based on a finite state grammar relative to typically developing (TD) peers. We also tested whether incremental presentation of stimuli of different lengths (starting small) has a facilitating effect on learning complex structures in dyslexia (and in TD) as opposed to presenting strings in random order. Method Thirty-one adolescents with DD and 31 age-matched control participants completed an AGL task. Participants passively listened to acoustic sequences of nonsense syllables generated by an artificial grammar in the training phase. In the test phase, they were presented with pairs of novel grammatical and nongrammatical sequences and were required to decide which member of a sequence pair was more similar to the material heard during training. Results Performance levels and the proportion of learners were smaller in participants with DD than in the control group. While the starting small effect was nominally present both in performance levels and in the number of learners in participants with DD, but not in the group with TD, the presentation of strings in incremental order did not statistically improve learning performance in either group. Conclusion Our results suggest that (a) statistical learning of abstract sequences in the acoustic domain is less efficient in people with dyslexia than in TD controls and (b) while incremental presentation of stimuli of different length did not improve learning in our study, the observed pattern of results suggests that the effects of different training designs should be explored further in developmental disorders.
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Jani, Jani. "The Adjective as Ideology Indicator in Postwar School Grammars of the Greek Ethnic Minority Schools in Albania." Academic Journal of Interdisciplinary Studies 6, no. 2 (2017): 67–73. http://dx.doi.org/10.1515/ajis-2017-0008.
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Abstract This presentation aims to a primary approach to the role the postwar textbooks of grammar of the Greek language had and were intended for the National Greek Minority in Albania. We are not referring to grammar acknowledgement, but to the part of the education process that has to do with the conformation of children and the character formation of character and consciences. It is obvious that every educational system is part of an administrative state apparatus controlled by socio-political forces. So the new political system that was installed in the country after the 1945, settled as a key priority the conformation of the new man with communist ideals. These objectives were primarily reflected in textbooks. In our presentation we analyze the role of language structures in the implementation of this objective. Within the language structures and language options of speakers, various social or ideological messages are included. We focus our analysis on the “adjective”, as we consider it to have largely registered the ideology of a society or a political system.
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White, Lydia. "UG, the L1, and questions of evidence." Behavioral and Brain Sciences 19, no. 4 (1996): 745–46. http://dx.doi.org/10.1017/s0140525x00043843.
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AbstractEpstein, Flynn, and Martohardjono's presentation of the principal approaches to UG access in L2 acquisition is misleading; they have neglected the possibility that the L1 grammar forms the learner's initial representation of the L2, with subsequent modifications constrained by UG. Furthermore, their experimental data are open to several interpretations and are consistent with a number of different positions in the field.
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Mndawe, Isaac. "A step-by-step integration of isiZulu mood as a grammatical feature into secondary school level creative writing." Journal for Language Teaching 54, no. 1 (2021): 215–33. http://dx.doi.org/10.4314/jlt.v54i1.6.
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This article proposes how to infuse grammatical features, isiZulu moods in particular, into the creative writing processes at Senior and Further Education and Training (SP and FET) Phases. IsiZulu moods are grammatical features that are underused by teachers in the teaching of isiZulu creative writing. This study would help isiZulu teachers to acquire adequate language teaching skills and techniques, thus learning the proper application of grammatical feature. IsiZulu teachers would shift from teaching grammar as a standalone to communicative language teaching. The main method of investigation was the review of literature on the teaching of grammar, such as the works of Harry Noden, Image Grammar, isiZulu textbooks and methodology books used for language teaching. The Departmentof Education curriculum documents were analysed and discussed systematically. We have observed that the presentation of moods in most isiZulu of school textbooks is technical in that it focuses on their morphological structure and less on their semantic and syntacticstructures. The syllabus is not explicit why grammatical feature, such as mood, should be studied and how learners can apply the different moods in their creative writing activities. We argue that learning how to use isiZulu moods could improve learners’ quality of writing and enable them to write effective texts.
 Keywords: Creative writing; writing skills; isiZulu grammar; sentences; moods
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마지현 and 조영아. "The role of task presentation in L2 college students’ task motivation and English grammar acquisition." Journal of the Korea English Education Society 13, no. 1 (2014): 21–40. http://dx.doi.org/10.18649/jkees.2014.13.1.21.
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주미란. "A Study on Learners’ Affective Attitudes towards a Grammar Presentation Activity, and Their Academic Achievements." English21 29, no. 2 (2016): 309–33. http://dx.doi.org/10.35771/engdoi.2016.29.2.014.
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Shi, Guang. "Textual Enhancement, Input Processing and Presentation-Practice-Production in College English Grammar Teaching in China." International Journal for Innovation Education and Research 5, no. 10 (2017): 177–93. http://dx.doi.org/10.31686/ijier.vol5.iss10.839.
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Based on the input processing theory and output hypothesis in Second Language Acquisition, and employing quantitative and qualitative methods, this study investigates the effects of Textual Enhancement (TE), Input Processing Instruction (PI) and Presentation-Practice-Production (3P), and tries to compare the initial learning and retention effect on the acquisition of unreal conditionals in Chinese college English classrooms. The research findings are as follows: 1) Both PI and 3P areeffective. TE is effective in initial learning but falls short for retention effect. There is significant difference between the TE, PI and 3P groups. 2) In initial learning, 3P has the best effect based on learners’ mean score, followed by PI and TE, but there is no significant difference between PI and 3P. There is significant difference between 3P and TE, PI and 3P. 3) With regard to the retention effect, 3P and PI work better than TE. And there is no significant difference between 3P and PI. The research findings indicate that explicit explanation about language structures plays an effective and necessary role in English learning in the Chinese context. English teachers are suggested to involve the learners with grammar through meaningful activities such as structured input activities.
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Giovanelli, Marcello. "‘Something happened, something bad’: Blackouts, uncertainties and event construal in The Girl on the Train." Language and Literature: International Journal of Stylistics 27, no. 1 (2018): 38–51. http://dx.doi.org/10.1177/0963947017752807.
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This article examines the representation of mind style in Paula Hawkins’ (2015) best-selling novel The Girl on the Train. It examines how Hawkins presents the fictional mind of Rachel, a character who is affected by anterograde amnesia as a result of alcoholic blackouts. Rachel’s narrative voice drives the novel, and its retelling of events is characterised by her inability to recall important information related to the night that a young woman disappeared and was murdered. This article specifically draws on the Cognitive Grammar notion of construal to explore the presentation of Rachel’s mind style and its affordances and limitations. In doing so, it builds on developing scholarship that has identified the potential for Cognitive Grammar to provide a richly nuanced account of the representation of a fictional mind. The analysis specifically examines two ways in which event construal is presented: nominal grounding strategies and reference point relationships. For the latter, the article also develops emerging work that has sought to make a connection between Cognitive Grammar and Text World Theory in terms of how mental representations are projected by the text.
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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 (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.