Log in

Relevant bibliographies by topics / Grammatical knowledge / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Grammatical knowledge.

Dissertations / Theses on the topic 'Grammatical knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 27 dissertations / theses for your research on the topic 'Grammatical knowledge.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Saddy, James Douglas 1952. "Investigations into grammatical knowledge." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13731.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Da, Mota Marcia Maria Peruzzi. "The role of grammatical knowledge in spelling." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308663.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Bergvall, Victoria. "Young Swedish students' knowledge of English grammatical morphemes." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-817.

Full text

Abstract:

<p>Research has shown that children who have English as a first language acquire grammatical morphemes in a predictable order. Many researchers claim that second language learners also follow a predictable pattern when learning English grammatical morphemes regardless of their linguistic background, and that the same mechanisms are responsible for both first and second language acquisition.</p><p>The aim of this paper was to study Swedish students’ knowledge of English grammatical morphemes, and to compare their knowledge with that of second language learners from other countries as well as wi

APA, Harvard, Vancouver, ISO, and other styles

4

Fedder, Joshua C. "Factors Motivating Use of Grammatical Aspect." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343403334.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Sato, Masatoshi. "Peer interaction and corrective feedback: proceduralization of grammatical knowledge in classroom settings." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104584.

Full text

Abstract:

This quasi-experimental study implemented an original instructional unit in second language (L2) classrooms where the learners were taught (a) how to interact with each other (peer interaction), and (b) how to provide corrective feedback (CF) to each other (peer CF). This Second Language Acquisition (SLA) intervention was examined from three different viewpoints. First, from a psycholinguistic perspective, the effect of the intervention on learners' interactional patterns as well as its effects on their L2 development (i.e., grammatical knowledge and fluent spontaneous production) were investi

APA, Harvard, Vancouver, ISO, and other styles

6

Cai, Yuyang, and 蔡雨阳. "Modeling ESP ability in reading : a focus on interaction among grammatical knowledge, background knowledge and strategic competence." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/196003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Chao, Yu-Chuan Joni. "Contrastive rhetoric, lexico-grammatical knowledge, writing expertise, and metacognitive knowledge an integral account of the development of English writing by Taiwanese students." Saarbrücken VDM Verlag Dr. Müller, 2003. http://d-nb.info/989314758/04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Turkalj, Karolina. "Learning English as a Second Language : A Study on Grammatical Accuracy and Knowledge in Written English." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-33993.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Qureshi, Muhammad Asif. "Age and knowledge of morphosyntax in English as an additional language| Grammatical judgment and error correction." Thesis, Northern Arizona University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705456.

Full text

Abstract:

<p> Research on age and second language acquisition (L2A) is vast, but inconclusive. Such research has mainly been motivated by the Critical Period Hypothesis (CPH), which postulates that language acquisition becomes extremely difficult after the onset of puberty. Also, there is a lack of research on age and third/additional language (L3/Ln) learning. To fill this gap, this dissertation examines differences in morphosyntactic knowledge between early and late learners of English as a L3/Ln. In this study, `early' and `late' learners are those participants first exposed to English as a medium of

APA, Harvard, Vancouver, ISO, and other styles

10

Chao, Yu-Chuan Joni. "Contrastive rhetoric, lexico-grammatical knowledge, writing expertise, and metacognitive knowledge: An integrated account of the development of English writing by Taiwanese students (China)." Thesis, University of Auckland, 2003. http://wwwlib.umi.com/dissertations/fullcit/3119448.

Full text

Abstract:

The purpose of this study is to draw together various perspectives into a coherent framework that will identify relative importance of respective factors and developmental changes in accounting for second language (L2) writing. A total of 517 Taiwanese EFL students from four educational levels were recruited for inquiring into the development of EFL writing. Quantitative analyses of writing tasks, vocabulary tests and questionnaires were used to describe and explain the multi-faceted nature of EFL writing in terms of the likely influencing factors. Initially the contributions of respective

APA, Harvard, Vancouver, ISO, and other styles

11

Selles, Anthony. "Hybrid model : investigating bilingual language production through code-switching." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31373.

Full text

Abstract:

Bilingual language production is an area of psycholinguistic research that has received recent attention. Experimental evidence from bilingual word production tasks has shown that both languages share representation at the mental lexicon, meaning that concepts will lead to the activation of the target lemma from both languages. Investigations into how bilinguals organise two grammatical systems has largely come from cross-linguistic syntactic priming. Syntactic priming is a phenomenon in which speakers are likely to repeat a syntactic structure in which they have recently experienced: cross-li

APA, Harvard, Vancouver, ISO, and other styles

12

Mackenzie, Ross Allan. "Primary Educators’ Knowledge of Grammatical Concepts as Mandated in the Australian Curriculum (English): Comparison of Pre and In-Service Teachers." Thesis, Curtin University, 2016. http://hdl.handle.net/20.500.11937/54107.

Full text

Abstract:

This study aims to improve grammar pedagogy in pre-service teaching institutions. While acknowledging grammar and grammar teaching are contentious issues, the National Curriculum, subsequent state curriculums and national testing, have refocused attention on whether teachers have the requisite subject knowledge to teach grammar to students effectively. Therefore, this mixed methods study contrasts pre-service and in-service teacher beliefs and experiences on grammar and grammar teaching, and knowledge of terminology and concepts, to inform pre-service pedagogical practice.

APA, Harvard, Vancouver, ISO, and other styles

13

Stutter, Garcia Ana [Verfasser], Claudia [Akademischer Betreuer] Felser, Sol [Akademischer Betreuer] Lago, Claudia [Gutachter] Felser, and Christoph [Gutachter] Schroeder. "The use of grammatical knowledge in an additional language : effects of native and non-native linguistic constraints / Ana Stutter Garcia ; Gutachter: Claudia Felser, Christoph Schroeder ; Claudia Felser, Sol Lago." Potsdam : Universität Potsdam, 2019. http://d-nb.info/1219078425/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Sprouse, Jon. "A program for experimental syntax finding the relationship between acceptability and grammatical knowlege /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/7283.

Full text

Abstract:

Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Linguistics. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

APA, Harvard, Vancouver, ISO, and other styles

15

Souza, Mérice de Lourdes de. "A interação entre mediador e mediado em situações de dificuldades de aprendizagem em língua portuguesa." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/6384.

Full text

Abstract:

Made available in DSpace on 2015-05-14T12:42:49Z (GMT). No. of bitstreams: 1 Arquivototal.pdf: 916020 bytes, checksum: 179d66fbbcb2c3a215acb2a1ae9f8edc (MD5) Previous issue date: 2012-04-30<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>This research study focuses on student-student interaction in the context of Portuguese Language classes. We want to know if the interactive process, consisting of a mediator - the student most competent - by directing a mediated learner - less competent - favors those who have difficulty learning in school grammatical contests. Whereas, in

APA, Harvard, Vancouver, ISO, and other styles

16

"Spanish Grammatical Gender Knowledge in Young Heritage Speakers." Doctoral diss., 2018. http://hdl.handle.net/2286/R.I.50544.

Full text

Abstract:

abstract: Purpose: The present study examined grammatical gender use in child Spanish heritage speakers (HSs) in order to determine whether the differences observed in their grammar, when compared to Spanish monolinguals, stem from an incompletely acquired grammar, in which development stops, or from a restructuring process, in which features from the dominant and the weaker language converge to form a new grammatical system. In addition, this study evaluated whether the differences usually found in comprehension are also present in production. Finally, this study evaluates if HSs differences

APA, Harvard, Vancouver, ISO, and other styles

17

Shin, Chang Won 1972. "Korean EFL learners' knowledge of semantic, morphological, and syntactic properties of English verbs: the relationships of lexical and grammatical knowledge." Thesis, 2007. http://hdl.handle.net/2152/3583.

Full text

Abstract:

The purpose of this study was to investigate the relationships between lexical and grammatical knowledge in the L2 acquisition of English by Korean EFL learners by examining how the depth of lexical knowledge that Korean learners have about English verbs is related to their grammatical knowledge. For this study, L2 research into depth of lexical knowledge and generative syntactic theory have been reviewed to suggest the interdependent nature of vocabulary and grammar in L2 acquisition (Nation, 1990, 2001; Chomsky, 1981, 1986, 1995; Herschensohn, 2000). Data were collected from Kor

APA, Harvard, Vancouver, ISO, and other styles

18

Shiu, Li Ju. "EFL Learners’ Perceptions of Grammatical Difficulty in Relation to Second Language Proficiency, Performanc, and Knowledge." Thesis, 2011. http://hdl.handle.net/1807/29869.

Full text

Abstract:

This study investigated grammatical difficulty from the perspective of second language (L2) learners in relation to their overall L2 proficiency and L2 performance and knowledge. The design included the administration of a student questionnaire, an interview, a proficiency test, and oral production and metalinguistic tasks. The proficiency test and questionnaire were administered to 277 university-level Chinese EFL learners in Taiwan. The questionnaire explored learners’ perceptions of grammatical difficulty of 20 English grammar features. Thirty of the students who completed the questionnaire

APA, Harvard, Vancouver, ISO, and other styles

19

Kaufman, Diana Kay. "Grammatical and cognitive interactions in the study of children's knowledge of binding theory and reference relations." 1988. http://catalog.hathitrust.org/api/volumes/oclc/22104912.html.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Khoury, Richard. "Grammatical Functions and Possibilistic Reasoning for the Extraction and Representation of Semantic Knowledge in Text Documents." Thesis, 2007. http://hdl.handle.net/10012/3433.

Full text

Abstract:

This study seeks to explore and develop innovative methods for the extraction of semantic knowledge from unlabelled written English documents and the representation of this knowledge using a formal mathematical expression to facilitate its use in practical applications. The first method developed in this research focuses on semantic information extraction. To perform this task, the study introduces a natural language processing (NLP) method designed to extract information-rich keywords from English sentences. The method involves initially learning a set of rules that guide the extraction of k

APA, Harvard, Vancouver, ISO, and other styles

21

Fernandes, Miguel José da Fontoura Müller da Cruz. "Finger-Counting in Two Illuminated Grammatical Manuscripts (12th – 13th centuries)." Master's thesis, 2021. http://hdl.handle.net/10362/128082.

Full text

Abstract:

A sophisticated system of finger-counting was developed in Greco-Roman antiquity and was used until the middle ages. It enabled people to count to high amounts on their fingers. In the early middle ages, this system gave emergence to a pictorial tradition that lasted centuries: throughout the middle ages, large numbers of illuminated manuscripts with depictions of number-gestures circulated across Europe. There is no doubt that finger-counting illuminated manuscripts carried a heavy cultural and intellectual weight in the middle ages. This is evident from the peculiar form of their images, the

APA, Harvard, Vancouver, ISO, and other styles

22

Wan-Li, Yang, and 楊婉儷. "Relative Effectiveness of Input-based and Collaborative Output-based FonF Instruction on Grammatical Knowledge of English Plural Form ‘-s’ in EFL Young Learners." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/78311679668244264892.

Full text

Abstract:

碩士<br>國立臺北教育大學<br>兒童英語教育學系碩士班<br>101<br>This study investigated the effectiveness of two relative focus on form (FonF) practice modes, input-based (IB) and collaborative output-based instruction (COB), on learning the English plural form –s. Participants included 81 second-grade students in an elementary school in New Taipei City. Three equal-sized classes (n = 27), two experimental groups (IB and COB) and one control group, underwent an eight-week instructional period where four number songs were taught. With every song taught, IB engaged in a FonF textual enhancement task, COB performed a Fo

APA, Harvard, Vancouver, ISO, and other styles

23

Tucker, Stanley K. "The nature of explicit knowledge in foreign language learning grammatical judgments, written production, and articulation of rules and principles of verb aspect among secondary school Spanish learners /." 2004. http://purl.galileo.usg.edu/uga%5Fetd/tucker%5Fstanley%5Fk%5F200408%5Fphd.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Heinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German." Thesis, 1999. http://hdl.handle.net/1959.13/24814.

Full text

Abstract:

This thesis is placed in the context of the ongoing debate on the issue whether second language acquisition occurs on the basis of innate language-specific learning mechanisms or general learning mechanisms. The author shares the view of scholars who propose that an innate knowledge base underlying first language acquisition does not extend to second language acquisition due to the lack of uniform success in the acquisition of native speaker competence, the possibility of fossilisation and the facilitative potential of form-focused instruction. It is, thus, assumed that the sequential second l

APA, Harvard, Vancouver, ISO, and other styles

25

Heinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German." Diss., 1999. http://hdl.handle.net/1959.13/24814.

Full text

Abstract:

This thesis is placed in the context of the ongoing debate on the issue whether second language acquisition occurs on the basis of innate language-specific learning mechanisms or general learning mechanisms. The author shares the view of scholars who propose that an innate knowledge base underlying first language acquisition does not extend to second language acquisition due to the lack of uniform success in the acquisition of native speaker competence, the possibility of fossilisation and the facilitative potential of form-focused instruction. It is, thus, assumed that the sequential second

APA, Harvard, Vancouver, ISO, and other styles

26

Arseneau, Rosianne. "Favoriser le transfert de connaissances grammaticales en situation d'écriture : mise à l'essai d'une séquence didactique auprès d'élèves de troisième secondaire." Thèse, 2010. http://hdl.handle.net/1866/3726.

Full text

Abstract:

Cette recherche-action vise à déterminer par quels moyens les enseignants de français peuvent contribuer à favoriser le transfert de connaissances grammaticales en situation d’écriture chez leurs élèves de niveau secondaire. Nous avons d’abord constaté que, chez les élèves du secondaire en général, les accords sont plus facilement réussis en contexte d’exercice qu’en contexte de production écrite. Sur la base de propositions didactiques pertinentes concernant l’orthographe grammaticale et/ou le transfert de connaissances, propositions fondées notamment sur une approche inductive, centrée

APA, Harvard, Vancouver, ISO, and other styles

27

PAUKEJE, Josef. "Funkce polovětných vazeb ve španělském textu a jejich ekvivalenty v češtině." Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-80497.

Full text

Abstract:

Tato diplomová práce je rozdělena na teoretickou a praktickou část a zabývá se výskytem polovětných konstrukcí tvořených některým z neosobních slovesných tvarů ve španělském jazyce a volbou jejich ekvivalentů při překladu do češtiny. Cílem této práce je poskytnout přehled vlastností, zvláštností a dalších poznatků o polovětných konstrukcích ze španělsky a česky psaných zdrojů. Široké spektrum gramatik, publikací a skript, včetně dvoujazyčného elektronického korpusu literárních děl, přináší nejen velké množství informací o těchto konstrukcích, ale také rozbor volených jazykových prostředků při

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!