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Journal articles on the topic 'Grammatical awareness'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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1

Arab, Shekoufeh, and Omid Tabatabaei. "The Relationship between Iranian Intermediate EFL Learners’ Frequency of Language Learning Strategies Use and Their Pragmatic and Grammatical Awareness." Theory and Practice in Language Studies 6, no. 6 (2016): 1284. http://dx.doi.org/10.17507/tpls.0606.20.

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In this study, attempts were made to investigate the use of language learning strategies in four areas of communicative competence among Iranian intermediate learners and also the extent of their pragmatic and grammatical awareness. The relationship between the participants' frequency of grammatical strategies use and their pragmatic and grammatical awareness was also explored. In so doing, after conducting the Oxford placement test on a group of students in Islamic Azad University, Najafabad Branch, 63 homogeneous intermediate students were selected. The required data were collected through a
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2

CAIN, KATE. "Syntactic awareness and reading ability: Is there any evidence for a special relationship?" Applied Psycholinguistics 28, no. 4 (2007): 679–94. http://dx.doi.org/10.1017/s0142716407070361.

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Syntactic awareness has been linked to word reading and reading comprehension. The predictive power of two syntactic awareness tasks (grammatical correction, word-order correction) for both aspects of reading was explored in 8- and 10-year-olds. The relative contributions of vocabulary, grammatical knowledge, and memory to each were assessed. After vocabulary, memory explained variance on the word-order correction task; in contrast, grammatical knowledge explained performance on the grammatical correction task. The relation between syntactic awareness and reading comprehension was mediated by
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Wu, Baiyinna. "Multilingual Learners’ Grammatical and Pragmatic Awareness in Chinese EFL Context: From Three Layers of Language Awareness Perspective." English Language Teaching 15, no. 6 (2022): 1. http://dx.doi.org/10.5539/elt.v15n6p1.

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The research was aimed to explore multilingual learners ‘grammatical and pragmatic awareness from perspective of three layers of language awareness: perception, noticing and understanding in Chinese EFL context.
 The findings reveal that firstly, there exists negative correlation between three layers of grammatical and pragmatic awareness of multilingual learners with low English proficiency; however, there exists positive correlation between three layers of grammatical and pragmatic awareness of multilingual learners with higher proficiency levels. Secondly, on grammatical awar
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Amiruddin, Syahrun Adzim, Anwar Sadat Malik, and Nurhidayanti Badru. "Interactional Feedback on English Proficiency: Grammatical Awareness." ETDC: Indonesian Journal of Research and Educational Review 1, no. 3 (2022): 433–40. http://dx.doi.org/10.51574/ijrer.v1i3.397.

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This study examines whether or not interactional feedback has a considerable positive impact on first-year MA Nurul As'adiyah Callacu students' grammatical awareness. The pre-experimental research method was used in the study. 38 grade X A students made up the sample. The research's pre- and post-test grammatical data were collected, and the t-test in SPSS was used to assess it. The study's findings showed a substantial difference between the students' levels of grammatical awareness on the pretest and posttest. The fact that the mean posttest score was greater than the mean pretest score (91.
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Salameh, Eva-Kristina. "Grammatisk och fonologisk utveckling på svenska och arabiska vid tvåspråkig undervisning." Educare, no. 3 (September 1, 2011): 177–203. http://dx.doi.org/10.24834/educare.2011.3.1202.

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Swedish-Arabic pupils, who received instruction in both languages, were assessed longitudinally in Swedish and Arabic during the three first years of primary school. Altogether 189 assessments of the pupils’ grammatical development and 80 assessments regarding phonological development were carried out. The assessment instruments used were tandem tests generating comparable results in both languages. Tests based on a second language theory, Processability Theory, were used for grammatical assessment. For phonological assessment tests regarding phonological awareness and repetition of non-words
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Jafari, Aliye Mohammad, and Neda Fatehi Rad. "The Influence of Phonological and Grammatical Awareness on EFL Students' Reading Performance." Journal of Language Teaching and Research 7, no. 6 (2016): 1164. http://dx.doi.org/10.17507/jltr.0706.14.

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The purpose of the present research was to assess the influence of phonological and grammatical awareness on reading performance of EFL students at Azad Islamic University of Kerman. Based on such a purpose, a series of linguistic tasks were applied in order to find the relationship between phonological and grammatical awareness and reading performance. 50 EFL students participated in the present study through a qualitative and quantitative survey. Phonological awareness was measured by four tasks while grammatical awareness was measured by two tasks. A semi-structured interview was conducted
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Sahibzada Shamim-ur-Rasul, Misbah Iqbal, and Tariq Saleem Ghayyur. "Inductive Approach and Grammatical Awareness of Student Teachers." sjesr 5, no. 4 (2022): 47–52. http://dx.doi.org/10.36902/sjesr-vol5-iss4-2022(47-52).

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To assess the effectiveness of inductive approach for teaching grammar on grammatical awareness of student teachers was the major objective of the study. The difference between the achievement scores in grammatical awareness test of the student teachers treated with inductive grammar teaching approach and the student teachers in traditional approach group is not significant- was the major hypothesis. The study was quasi experimental in nature. Pre and post tests were conducted by using a self-developed grammar achievement test. Two class sections of BS Education were selected conveniently and
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Kruty, Kateryna, Tetiana Bohdan, Marharyta Kozyr, Oleksandra Sviontyk, Tetiana Shvaliuk, and Yuliia Pinchuk. "Psychophysiological Mechanisms of Grammatical Structuring in the Speech Activity of a Preschool Child." BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE 12, no. 3 (2021): 255–69. http://dx.doi.org/10.18662/brain/12.3/230.

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Language as a means of implementing the speech process is an independent system with its own structure. In the context of our research, the concept of M.I. Zhynkin (1958) on the grid distribution of information in the grammatical space, which explains the mechanism of perception and awareness of speech. It is important for us to conclude that the sooner a direct connection is formed between the conceptual system and the basal ganglia, the better the child's awareness, assimilation and use of grammatical categories. To organize the normal functioning of speech requires a complex coordinated wor
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9

Dakhi, Saniago, and Horas Hutabarat. "LANGUAGE EFFECTIVENESS AND FACTORS INFLUENCING SCIENTIFIC WRITING OF INDONESIAN UNDERGRADUATE THESIS." English Review: Journal of English Education 7, no. 1 (2018): 61. http://dx.doi.org/10.25134/erjee.v7i1.1496.

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The linguistic feature distinction between written and spoken discourse, like scientific writing, narrative text, discussion text, oral speech, etc. has been a longstanding discussion among scholars. However, there is limited number of studies on Indonesian undergraduate thesis context. This article reports the language effectiveness, i.e. lexical density and grammatical complexity of undergraduate thesis using the Flesch�s Analysis of the Readability of Adult Reading Materials (1974) and the determinant factors influencing them. This descriptive study, applying online system application, was
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박태숙. "Pragmatic and Grammatical Awareness in Korean EFL Learning." Studies in Linguistics ll, no. 28 (2013): 125–44. http://dx.doi.org/10.17002/sil..28.201307.125.

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11

Marasabessy, Fachria Yamin, Sartika Putri Sailuddi, and Indry Widyasti Anwar. "Pragmatic Awareness in EFL Context: An Assessment on English Literature Students." EDUKASI 21, no. 1 (2023): 272–83. http://dx.doi.org/10.33387/j.edu.v21i1.5908.

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The purpose of the research was to explore students’ pragmatic awareness and their ability in recognizing grammatical and pragmatic problematic scenarios. There were 25 B2 level students of English Literature study program participated in the study. All students were in their forth year of study and have completed Pragmatics course. The participants were asked to read 15 scenarios of judgment task and to decide whether the given scenarios presented pragmatic or grammatical problem or were unproblematic. The result revealed that the participants were better in recognizing pragmatic problems,
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12

You, Eunjung. "Explicit Grammatical Knowledge and Grammatical Awareness of Foreign Language Learners: Focused on Spanish Volitional Verb." Estudios Hispánicos 100 (September 30, 2021): 41–64. http://dx.doi.org/10.21811/eh.100.41.

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13

Jung, Woo-hyun. "L2 Learners’ Pragmatic Awareness in Comparison to Grammatical Awareness in Tertiary Education Settings." Modern English Education 20, no. 2 (2019): 19–32. http://dx.doi.org/10.18095/mee.2019.20.2.19.

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Jung, Woo-hyun. "L2 Learners’ Pragmatic Awareness in Comparison to Grammatical Awareness in Tertiary Education Settings." Modern English Education 20, no. 2 (2019): 19–32. http://dx.doi.org/10.18095/meeso.2019.20.2.19.

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Kateryna, KRUTY, BOHDAN Tetiana, KOZYR Marharyta, SVIONTYK Oleksandra, SHVALIUK Tetiana, and PINCHUK Yuliia. "Psychophysiological Mechanisms of Grammatical Structuring in the Speech Activity of a Preschool Child." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 12, no. 3 (2025): 255–69. https://doi.org/10.18662/brain/12.3/230.

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 Language as a means of implementing the speech process is an independent system with its own structure. In the context of our research, the concept of M.I. Zhynkin (1958) on the grid distribution of information in the grammatical space, which explains the mechanism of perception and awareness of speech. It is important for us to conclude that the sooner a direct connection is formed between the conceptual system and the basal ganglia, the better the child's awareness, assimilation and use of grammatical categories. To organize the normal functionin
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16

Han, Kyung-Im, and Hyekyeng Kim. "AN INVESTIGATION INTO THE GAP BETWEEN KOREAN UNIVERSITY STUDENTS’ GRAMMATICAL AWARENESS AND PERCEPTION." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 117. http://dx.doi.org/10.17509/ijal.v7i1.6864.

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Despite the consistent emphasis on grammar instruction in English classrooms in South Korea, studies regarding grammar instruction have not yet been extensively conducted. The present study aims to discover the gap between learners’ grammatical awareness and their perception of major grammatical items. A total of 60 EFL learners from two local universities in South Korea participated in the study and were divided into two groups, a high-level and a low-level group. A set of tests was utilized to examine learners’ grammatical awareness and their perception of six major grammatical items—tense,
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17

Mekasha, Tsegaye, and Dawit Amogne. "Applying Corpus-Based Approach to the Teaching of Grammar in an EFL Context: Effects on Students’ Grammatical Awareness, Writing Accuracy and Perceptions." BERHAN INTERNATIONAL RESEARCH JOURNAL OF SCIENCE AND HUMANITIES 9, no. 1 (2025): 50–80. https://doi.org/10.61593/dbu.birjsh.01.09.03.

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Despite the immense interest in corpus-based instruction in English language teaching, the role of analyzing online corpus platform has not been extensively recognized, especially in Ethiopian higher education EFL contexts. Scholars believe that providing authentic contexts for language learning through a corpus-based approach is beneficial for EFL learners, particularly regarding grammatical awareness and accuracy in writing. This study examined the effect of corpus-based grammar instruction on EFL students‘ grammatical awareness and writing accuracy. It further explored the perception of stu
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Milawati, Milawati. "PROMOTING GRAMMATICAL AWARENESS IN ENGLISH LANGUAGE TEACHING: ESP CONTEXT." Prosodi 15, no. 1 (2021): 85–90. http://dx.doi.org/10.21107/prosodi.v15i1.10490.

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Recently, English Specific Purposes is taking a crutial issue to be considered. Since the implementation of ESP is apropriate to the need of its studies, the English skills which required by students is getting growth. Indeed, grammar as one of language components which supports the language skills also changing as its usage. However, the implementation of the grammar usage in ESP, is not really proper to its context. This paper presents the possibilities factors behind its unproper usage and also some activities which raises students’ grammar awarenes . By knowing more about those issue will
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19

남, 승우, and 정렬 김. "An analysis of elementary students’ English grammatical morphemes awareness." Foreign Languages Education 24, no. 2 (2017): 153–74. http://dx.doi.org/10.15334/fle.2017.24.2.153.

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Babajani Azizi, Danial, Mehrshad Ahmadian, and Fatemeh Miri. "Pragmatic and Grammatical Awareness in IELTS Speaking Part 3." International Journal of Research in English Education 5, no. 2 (2020): 82–102. http://dx.doi.org/10.29252/ijree.5.2.82.

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21

박태숙 and 오치성. "Pragmatic and Grammatical Awareness according to English Proficiency Levels." Jungang Journal of English Language and Literature 57, no. 3 (2015): 169–92. http://dx.doi.org/10.18853/jjell.2015.57.3.010.

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22

김아름. "Awareness of Grammatical and Pragmatic Errors of Korean Learners." KOREAN EDUCATION ll, no. 100 (2014): 143–73. http://dx.doi.org/10.15734/koed..100.201409.143.

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23

No, GyeongHee. "Pragmatic awareness in English of primary pre-service teachers." Korea Association of Primary English Education 29, no. 3 (2023): 131–55. http://dx.doi.org/10.25231/pee.2023.29.3.131.

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This study investigates the extent of pragmatic awareness in English of primary
 pre-service teachers. It addresses two research questions. First, do Korean learners of
 English exhibit a marked discrepancy between grammatical awareness and pragmatic
 awareness? Second, if they are less aware of pragmatic violations than grammatical
 errors, how does this manifest in their speech act strategies? To answer the first
 question, a written survey on pragmatic awareness was carried out with Korean
 pre-service teachers (N = 28). To address the second question, an accep
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Juul, Holger. "Grammatical awareness and the spelling of inflectional morphemes in Danish." International Journal of Applied Linguistics 15, no. 1 (2005): 87–112. http://dx.doi.org/10.1111/j.1473-4192.2005.00082.x.

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Uddin, Md Momin. "Acquiring English in EFL Classroom: Role of Literature." English Language and Literature Studies 9, no. 1 (2019): 17. http://dx.doi.org/10.5539/ells.v9n1p17.

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This paper deals with how English literature can help EFL learners acquire English like ESL speakers. EFL learners usually learn English by learning its vocabulary and grammatical rules from books. ESL speakers, on the other hand, pick up the grammatical rules and vocabulary of English by directly getting into the environment where English is the medium of communication and acquire the language like the native. ESL speakers can speak English with native-like fluency and express their ideas in English like the native, but EFL learners, despite being capable of writing and speaking grammatically
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Larsson, Tove. "Grammatical stance marking across registers." Register Studies 1, no. 2 (2019): 243–68. http://dx.doi.org/10.1075/rs.18009.lar.

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Abstract There are sets of grammatical stance markers that are morphologically and semantically related, but that differ with regard to their syntactic realization (e.g., importantly, it is important that and the importance of). Little attention has, however, been paid to how these pattern across registers. This study examines eleven such sets across five registers in apprentice and expert production to investigate which register(s) the apprentice writers’ use is closest to and what that can tell us about their adherence to academic norms. The results show that there is a cline from the a prio
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Chiu, Ethan Fu-Yen, Yuan-shan Chen, and Hsuan-Yu Tai. "Investigations into EFL Students’ Pragmatic and Grammatical Awareness through Peer Collaboration." Sustainability 14, no. 17 (2022): 10568. http://dx.doi.org/10.3390/su141710568.

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Grounded in sociocultural theory, collaboration has been recognized as a useful teaching method. In English teaching, while a number of studies have examined the effectiveness of collaboration on grammar, research on pragmatic awareness is scarce. As such, this study explored how collaboration influenced, firstly, grammatical and pragmatic awareness and, secondly, error correction: the two major components in language competence. In this study, 32 Taiwanese English major juniors and seniors with CEFR B2 were recruited. These participants were required to work individually and collaboratively t
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Purnamasari, Asri. "RELATIVE CLAUSES AND THEIR IMPLICATIONS FOR STUDENTS’ AND TEACHERS’ GRAMMATICAL AWARENESS." PEOPLE: International Journal of Social Sciences 6, no. 1 (2020): 449–55. http://dx.doi.org/10.20319/pijss.2020.61.449455.

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Alharbi, Ayed T. "Grammatical awareness and language performance: examining gendered differences among Saudi EFL (English as a foreign language) learners." F1000Research 11 (June 8, 2022): 625. http://dx.doi.org/10.12688/f1000research.109455.1.

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Background: Despite the many studies that have been conducted on the learners of English as a foreign language (EFL) regarding grammar ability in various contexts, some gaps are still unbridged and need researching. Therefore, this study addresses the research gap in the Saudi context concerning the grammatical competence of Saudi EFL (English as foreign language) learners. Methods: This study described the Saudi EFL learners’ level of awareness in developing grammatical forms. It also assessed Saudi EFL students' level of performance in grammar learning. Finally, it quantitatively explored wh
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Sutter, Judith C., and Cynthia J. Johnson. "School-Age Children’s Metalinguistic Awareness of Grammaticality in Verb Form." Journal of Speech, Language, and Hearing Research 33, no. 1 (1990): 84–95. http://dx.doi.org/10.1044/jshr.3301.84.

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This study investigated 6-, 7-, and 8-year-old children’s ability to monitor grammaticality in the past progressive, perfect progressive, and perfect verb forms. The children achieved a significantly higher rate of accurate judgments monitoring grammatical forms that ungrammatical forms. Age was a significant factor in error identification. Eight-year-olds were substantially better at identifying ungrammatical forms than were their younger schoolmates. Verb form, in conjunction with type of anomaly, significantly varied with respect to ease of identification. Errors of the auxiliary and suffix
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Zhu, Ruiheng. "Grammatical Mechanism in Environmental Discourse: An Ecolinguistics Study of Voice, Nominalization and Metaphor." Journal of Linguistics and Communication Studies 3, no. 3 (2024): 53–58. http://dx.doi.org/10.56397/jlcs.2024.09.07.

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Against the backdrop of growing global attention to environmental issues, language, as a key tool for constructing environmental awareness, plays an indispensable role. This study explores the role of three grammatical structures, namely passive voice, active voice, and nominalization, in environmental discourse. Based on foregrounding theory, transitivity analysis, grammatical metaphor, and green grammar, this research conducts a case analysis of environmental discourse about various environmental topics, demonstrating how grammatical structures shape the transmission of information and the c
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Kots, Tetiana. "THE CONCEPT OF «LANGUAGE AWARENESS» IN THE MODERN LINGUISTIC TERMINOLOGY." Terminological Bulletin, no. 7 (2023): 133–41. http://dx.doi.org/10.37919/2221-8807-2023-7-15.

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The article analyzes the historiography and historiosophy of the concept of linguistic consciousness in the projection onto the term system of modern linguistics. The definition of the term is proposed, its integrative connections, generic-species correlations in synchrony and diachrony are clarified. In the historical aspect, the formation of national and social linguistic consciousness and their textual implementation is established. Linguistic, sociocultural, cognitive, communicative factors are taken into account for the comprehensive disclosure of the content of the concept of linguistic
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VOVK, Olena. "AFFECTIVE AND COGNITIVE ISSUES OF ENHANCING GRAMMATICAL COMPETENCE." Cherkasy University Bulletin: Pedagogical Sciences, no. 1 (2021): 49–57. https://doi.org/10.31651/2524-2660-2021-1-49-57.

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This study presents the framework of mastering English grammar within a University curriculum. Fostering learners’ grammatical competence is identified as a current target of grammar acqu-isition. The idea is emphasized that to achieve a target set the teacher has to take into account multiple factors, which might facilitate grammatical awareness of students. Specifically, enhancing grammatical competence can be efficacious provided that the teacher considers cognitive profiles of students and reckons in such affective determinants as individual mental and psy-chological differences of learner
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Kristanti, Vanda, Wisma Yunita, and Ira Maisarah. "Grammatical Problem in the Result Section of Master Theses." Linguistic, English Education and Art (LEEA) Journal 7, no. 1 (2023): 142–50. http://dx.doi.org/10.31539/leea.v7i1.6540.

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The aim of this research was to investigate the grammatical problems in the result section of master theses and to know the possible causes of grammatical problems in the theses written by the English education postgraduate program students of the Faculty of Teacher Training and Education of the University of Bengkulu. This study used a mixed method. Documentation, a checklist and an interview were the instruments utilized in this mixed-method research. Most of the grammatical problems were investigated quantitatively, and the causes of grammatical problems were studied qualitatively. The corp
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Hladka, Olena. "COMMUNICATIVE APPROACH TO FORMING FUTURE FOREIGN LANGUAGE TEACHERS’ GRAMMATICAL COMPETENCE." Research Bulletin Series Philological Sciences 1, no. 193 (2021): 461–65. http://dx.doi.org/10.36550/2522-4077-2021-1-193-461-465.

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The article deals with peculiarities offorming future foreign language teachers’ grammatical competence in realization of communicative approach. The notion "future teacher’s grammatical competence" and its constituents are specified. The constituents offoreign language teachers’ grammatical competence comprise grammatical knowledge, grammatical skills (receptive and reproductive) and grammatical awareness (students' ability to register and recognize grammatical phenomena in oral and written speech, features and patterns of their formation and functioning). The types of communicative exercises
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Basori, Muchamad Adam, and Dian Arsitades Wiranegara. "FOSTERING STUDENTS’ CLAUSE AWARENESS ON READING: The Exploration on Transitivity System." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 11, no. 1 (2016): 1. http://dx.doi.org/10.18860/ling.v11i1.3531.

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The opportunity to help students easily read English texts by observing content of the texts, which are construed in students’ world experience into limited set of processes type: material, mental, relational, behavioural, verbal and existential has confirmed the necessity of combating misunderstanding clause meanings (process, participant, circumstance). The notion of reading a text is manifested in the processes from a step-by-step lexico-grammatical analysis to contextual description, which are realised as a configuration of transitivity functions which represent the process, the participan
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Biyu Wu, Liwei Sun, and Feng Mao. "Translating Textbook Illustrations of Understanding Business: A Boundary Awareness Theoretical Perspective." International Journal of Applied Science and Research 08, no. 01 (2025): 38–53. https://doi.org/10.56293/ijasr.2025.6305.

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The study explores the translation strategies of illustrations in English business textbooks, with Understanding Business and its two Chinese versions (the tenth and twelfth editions) as examples. Using quantitative and qualitative methods, the study finds that three strategies are commonly used to translate illustrations in Understanding Business from English to Chinese: 1. It is necessary to remove the grammatical markers from the attributive structure or relative clauses as much as possible to weaken boundaries, thus making the Chinese more fluent. 2. It is necessary to remove function word
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Mentari, Lidya Rona, Wisma Yunita, and Alamsyah Harahap. "Grammatical Problems in the Discussion Section of Master Theses." Linguists : Journal Of Linguistics and Language Teaching 9, no. 1 (2023): 148. http://dx.doi.org/10.29300/ling.v9i1.10281.

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The discussion section is one part of the thesis that describes the findings of research by demonstrating deep knowledge of the findings, interpreting the findings, and emphasizing the contribution to the current knowledge. Additionally, discussion section is also the most challenging part of the thesis. This study aimed to find out the most grammatical problems and the causes of grammatical problems in discussion section of thesis written by English Education postgraduate Program students at University of Bengkulu. This study used a mixed method in analyzing the data. Most of the grammatical
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Kashiwagi, Kazuko, and Yukiko Ito. "EFL Learners’ Grammatical Awareness through Accumulating Formulaic Sequences of Morphological Structure (-ing)." English Language Teaching 10, no. 11 (2017): 60. http://dx.doi.org/10.5539/elt.v10n11p60.

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Even young EFL learners who have not yet learned L2 grammar will notice language patterns if, when retrieving exemplars (“item-based patterns”), they succeed in making form-meaning connections (FMCs). Item-based patterns, termed formulaic sequences (FS), serve as a basis for creative constructions. Although learners are implicitly sensitive to the frequency of the occurrence of constructions, item-based patterns are largely overlooked and are not retained. Because of the gap between elementary and secondary schools, students believe there is a difference between item-based patterns and the pro
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Hwang, Jong-Bai. "The Role of Awareness in the L2 Acquisition of English Grammatical Structure." Studies in Foreign Language Education 23, no. 1 (2009): 201–26. http://dx.doi.org/10.16933/sfle.2009.23.1.201.

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Almarshedi, Raniyah Mohammad. "Linguistic Awareness or Grammatical Competence: What Dominates the Saudi Undergraduate EFL Classroom?" Theory and Practice in Language Studies 12, no. 10 (2022): 1979–88. http://dx.doi.org/10.17507/tpls.1210.04.

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Globalization leading to massive geopolitical changes around the world has made it meaningful to reconsider the state of English education in Saudi Higher Education Institutions to gain a realistic understanding of their role and contribution in preparing native Arabic speaking Saudi EFL learners to establish themselves as global citizens. This study weaves around the twin axes of linguistic awareness and grammatical competence by evaluating these factors in a random sample of student participants (N= 120) from Hail University, KSA. They are exposed to two remotely administered tests the first
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Rubin, Hyla, Miriam Kantor, and Jocelyn Macnab. "Grammatical awareness in the spoken and written language of language-disabled children." Canadian Journal of Psychology/Revue canadienne de psychologie 44, no. 4 (1990): 483–500. http://dx.doi.org/10.1037/h0084269.

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Collins, Peter, Carmella Hollo, and Juliet Mar. "English grammar in school textbooks." Australian Review of Applied Linguistics 20, no. 2 (1997): 33–50. http://dx.doi.org/10.1075/aral.20.2.03col.

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This paper reports findings from a project involving the critical analysis of English grammar books (and language books with grammatical content) used at Primary and Secondary levels in NSW schools. The books surveyed betrayed a low level of awareness of developments in contemporary linguistics, and in particular, of the ‘structural’ approach to grammatical description. Such an approach, it is argued, has the potential to build on the insights of traditional grammar and to remedy many of its major shortcomings.
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Saeed, Abdul, John Everatt, Amir Sadeghi, and Athar Munir. "Cognitive Predictors of Coherence in Adult ESL Learners’ Writing." Journal of Language and Education 8, no. 3 (2022): 106–18. http://dx.doi.org/10.17323/jle.2022.12935.

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Background. Coherence is considered one of the most important qualities of written discourse. Despite its fundamental importance, it is still considered a fuzzy and abstract concept in most English Second Language (ESL) contexts. Consequently, many ESL learners struggle to produce a coherent text. Morphological, phonological, orthographic awareness, vocabulary knowledge, and grammatical competence have been identified as predictors of writing quality in novice writers. There is, however, a lack of data to assess whether such linguistic skills also predict coherence in adult ESL learners’ writi
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ODYNTSOVA, HALYNA. "FORMATION OF GRAMMATICAL COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS BY MEANS OF INTERESTING LINGUISTICS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 109–16. http://dx.doi.org/10.25128/2415-3605.21.1.13.

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The questions of formation of grammatical competence as a component of an individual’s linguistic competence have been considered, the essence of the definition of “grammatical competence” has been analyzed and author’s comprehension of this notion has been suggested. The structural components of grammatical competence (grammatical knowledge, grammatical skills and abilities and grammatical awareness) have been singled out. It has been emphasized that the study of grammatical system of a language requires logical operations, such as scientific information analysis, ability to compare, relate a
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MENTARI, LIDYA RONA, WISMA YUNITA, and ALAMSYAH HARAHAP. "GRAMMATICAL PROBLEMS IN THE DISCUSSION SECTION OF MASTER THESES." Linguists : Journal of Linguistics and Language Teaching 9, no. 1 (2024): 148. http://dx.doi.org/10.29300/ling.v9i1.3887.

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The discussion section is the portion of the thesis that presents the research findings by demonstrating an in- depth understanding of the findings, interpreting the findings, and emphasizing their contribution to current knowledge. Additionally, the discussion section is the most difficult component of the thesis. This study sought to identify the most prevalent grammatical errors and their causes in the discussion sections of theses written by English Education postgraduate students at the University of Bengkulu. This study analyzed its data using a mixed methodology. The majority of grammat
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Sabarniati. "THE IMPACTS OF GRAMMATICAL COMPETENCE TOWARDS STUDENTS’ SPEAKING PROFICIENCY IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." Getsempena English Education Journal 7, no. 1 (2020): 102–12. http://dx.doi.org/10.46244/geej.v7i1.1029.

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This investigation is conducted standing on the gap that there are students of English who are good in speaking the target language but do not master the grammar well, and there are also found students who have adequate grammatical awareness but cannot express themselves orally. This study aims at identifying common grammatical errors occur while students are speaking and how students’ grammar ability influences their speaking performance. This study was conducted in a Basic Speaking Class of First Year English Department Students of UIN Ar-Raniry. The Students’ grammatical mastery was tested
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Hidayatun, Muthiah, Sitti Nurfaidah, Isna Humaera, and Muragmi Gazaly. "Students' Metalinguistic Awareness in L2 Writing: Grammarly-Mediated Feedback." Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan 14, no. 2 (2021): 128. http://dx.doi.org/10.31332/atdbwv14i2.1986.

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This case study aims to explore students’ perceptions of their metalinguistic awareness in L2 writing mediated by Grammarly as online feedback tool. Data garnered from twenty participants’ questionnaire and reflection were analyzed. The findings reveal that the participants perceive the online feedback tool facilitates their drafting process in terms of grammatical awareness. In other words, the online grammar checker could be help to raise their metalinguistic awareness in L2 writing. This study implies that language teacher and teacher educator could utilize this online tool in learning and
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Roussou, Stephanie. "ὁµότονος: When did Words Have the Same Accent?" Mnemosyne 71, № 2 (2018): 265–80. http://dx.doi.org/10.1163/1568525x-12342304.

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AbstractLSJ (s.v. ὁµότονος, ΙΙ) offers the definition ‘having the same accent’ for ὁµότονος as a grammatical term. This definition does not make clear whether ‘having the same accent’ involves having the same type of accent (acute or circumflex), having the accent in the same position, or both. This article examines the use and interpretation of the term ὁµότονος in grammatical and lexicographical works and scholia. The patterns of use that emerge reflect an implicit awareness of important structural features of the Greek accent system.
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LÉVY, ARIK, PASCAL GYGAX, UTE GABRIEL, and PASCAL ZESIGER. "Stereotype or grammar? The representation of gender when two-year-old and three-year-old French-speaking toddlers listen to role nouns." Journal of Child Language 43, no. 6 (2015): 1292–309. http://dx.doi.org/10.1017/s030500091500063x.

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AbstractUsing a preferential looking paradigm, the current study examined the role that grammatical gender plays when preschool French-speaking toddlers process role nouns in the masculine form (e.g.,chanteursmasculine‘singers’). While being auditorily prompted with “Look at the ‘a role noun’!”, two- and three-year-olds were presented with two pictures of two characters (‘boy–boy’ versus ‘girl–boy’) with attributes of the given role noun (e.g., singers with microphone and music notes). All role nouns were presented in the masculine plural form, which, despite its use to refer to mixed-gender g
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