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Journal articles on the topic 'Grammatical knowledge'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Decyk-Zięba, Wanda. "O zapomnianej dwujęzycznej łacińsko-polskiej edycji Donata z 1595 roku." Poradnik Językowy, no. 7/2023(806) (September 18, 2023): 87–96. http://dx.doi.org/10.33896/porj.2023.7.7.

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The knowledge of the development of the Polish grammatical terminology in the 16th c. was founded on the published descriptions of the 1583 edition of Aelii Donati Vetustissimi grammatici elementa una cum traductione Polonica and the 1542 edition of Regulae grammaticales...by Andrzej Glaber. The copy of the bilingual Latin–Polish edition of Donat’s grammar book of 1595 owned by Erfurt Library, recorded in WorldCat, not only changes the historical view of the history of the Polish grammatical terminology (the publication is 54 years older than the already known edition of 1649) but also contrib

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BOJIČIĆ, Gordana. "GRAMMATICAL COMPETENCE AND EXPLICIT AND IMPLICIT GRAMMATICAL KNOWLEDGE." Lingua Montenegrina 14, no. 2 (2014): 69–83. https://doi.org/10.46584/lm.v14i2.413.

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In this paper, the author notes the importance that contemporary research in the field of educational linguistics and theory of language learning and teaching attribute to the grammatical competence. Although attitudes emerged during the development of language teaching methodology that stated that there was no place for grammar in the language teaching and learning process, the second half of the twentieth century was marked by studies that clearly indicated that students ought to possess knowledge of grammar rules and able to apply this knowledge in their communication in a foreign language.

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Decyk-Zięba, Wanda. "Dawne nomenklatory gramatyczne jako źródło wiedzy o gramatyce." Poradnik Językowy, no. 10/2023(809) (January 15, 2024): 94–114. http://dx.doi.org/10.33896/porj.2023.10.7.

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The subject of the analysis are terms recorded in the 17th–19th-century grammar nomenclatures. The most numerously represented ones were terms from the field of inflection (naming parts of speech and grammatical categories), there were few terms from the field of phonetics and word-formation, and terms from the field of sentence syntax had not appeared in glossaries until the 19th century. This share of terms from various branches was determined by the utilitarian nature of grammatical works: they were intended for learning Polish or foreign languages. It was assumed a priori, so to speak, tha

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Bannard, C., E. Lieven, and M. Tomasello. "Modeling children's early grammatical knowledge." Proceedings of the National Academy of Sciences 106, no. 41 (2009): 17284–89. http://dx.doi.org/10.1073/pnas.0905638106.

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Keller, Bill. "Formalisms for grammatical knowledge representation." Artificial Intelligence Review 6, no. 4 (1992): 365–81. http://dx.doi.org/10.1007/bf00123690.

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김호정, KimEunSung, 박재현, and Kayoung Nam. "Study on Systematizing Grammatical Knowledge System Through Grammatical Terms (I)：Phonology." korean language education research ll, no. 28 (2007): 275–300. http://dx.doi.org/10.20880/kler.2007..28.275.

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Gaiser, María Cecilia. "Grammatical knowledge in school: an approach." Anuario (Facultad de Ciencias Humanas, Universidad Nacional de La Pampa) 12, no. 12 (2015): 1–17. http://dx.doi.org/10.19137/an1205.

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Lee, Teresa. "Grammatical knowledge of Korean heritage speakers." Linguistic Approaches to Bilingualism 1, no. 2 (2011): 149–74. http://dx.doi.org/10.1075/lab.1.2.02lee.

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This paper examines the effects of onset age of exposure to a dominant language (English) with respect to Korean heritage speakers’ knowledge of unaccusativity involving quantifier float. In an attempt to see how the acquisition of heritage grammar is affected by this factor, the present study compares two groups of heritage speakers: early (US-born, n = 13) and late (Korean-born, n = 14) bilinguals. The results show that compared to the late bilinguals, the early bilinguals did not give differential ratings to unergative and unaccusative verbs, which confirms the widely noted observation that

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Fachiroh, Wirdah. "The Influence of Qiraat Knowledge on Arabic Grammar." Interdisciplinary Social Studies 4, no. 3 (2025): 379–84. https://doi.org/10.55324/iss.v4i3.872.

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The science of Qiraat constitutes a foundational source for Arabic grammatical study (Nahwu). Addressing scholarly polemics regarding variances in Qiraat and its application as qiyas (analogical reasoning) within Arabic grammatical methodology, this research aims to: introduce Qiraat knowledge through its definition, conditions, and historical development; and elucidate its functional benefits for Arabic grammatical methodologies, supplemented by examples. Employing a descriptive-analytical methodology, the researcher presents a surah to demonstrate variant recitations. Through analytical exam

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Mekala, S., M. Ponmani, and M. P. Shabitha. "Transfer of Grammatical Knowledge into ESL Writing." Eurasian Journal of Applied Linguistics 2, no. 2 (2016): 47–64. http://dx.doi.org/10.32601/ejal.461016.

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Walter, Daniel, and Brian MacWhinney. "US German Majors' Knowledge of Grammatical Gender." Die Unterrichtspraxis/Teaching German 48, no. 1 (2015): 25–40. http://dx.doi.org/10.1111/tger.10179.

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Altmann, Gerry T. M., Zoltán Dienes, and Alastair Goode. "Modality independence of implicitly learned grammatical knowledge." Journal of Experimental Psychology: Learning, Memory, and Cognition 21, no. 4 (1995): 899–912. http://dx.doi.org/10.1037/0278-7393.21.4.899.

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Seong-Chul Shin and 강승혜. "English L1-Korean L2 Learners’ Grammatical Knowledge on High Frequency Grammatical Error Items." Journal of Korean Language Education 26, no. 4 (2015): 59–99. http://dx.doi.org/10.18209/iakle.2015.26.4.59.

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Tamaoka, Katsuo, Hiromu Sakai, Yayoi Miyaoka, et al. "Sentential inference bridging between lexical/grammatical knowledge and text comprehension among native Chinese speakers learning Japanese." PLOS ONE 18, no. 4 (2023): e0284331. http://dx.doi.org/10.1371/journal.pone.0284331.

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The current study explored the role of sentential inference in connecting lexical/grammatical knowledge and overall text comprehension in foreign language learning. Using structural equation modeling (SEM), causal relationships were examined between four latent variables: lexical knowledge, grammatical knowledge, sentential inference, and text comprehension. The study analyzed 281 Chinese university students learning Japanese as a second language and compared two causal models: (1) the partially-mediated model, which suggests that lexical knowledge, grammatical knowledge, and sentential infere

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Laleko, Oksana, and Maria Polinsky. "Marking Topic or Marking Case: A Comparative Investigation of Heritage Japanese and Heritage Korean." Heritage Language Journal 10, no. 2 (2013): 178–202. http://dx.doi.org/10.46538/hlj.10.2.3.

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In this paper, we examine the relationship between grammatical and discourse-related domains of linguistic organization in heritage speakers by comparing their knowledge of categories mediated at different structural levels: grammatical case marking, which is mediated within the structure of the clause, and the marking of information structure, grammatically mediated at the syntax-discourse interface. To this end, we examine the knowledge of case and topic particles in heritage speakers and L2 learners of Japanese and Korean as assessed through a series of rating tasks. We find that heritage s

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Schmitz, Barbara. "Grammatical Propositions." Grazer Philosophische Studien 71, no. 1 (2006): 227–49. http://dx.doi.org/10.1163/18756735-07101012.

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SummaryFirst of all, this paper aims at a clarification of Wittgenstein’s conception of grammatical propositions. Their essential characteristics will be developed and some of the central questions concerning their status will be discussed: Should grammatical propositions be seen as arbitrary conventions? How do they work in practices? And how do they relate to natural facts? Later on, the two propositions “Every rod has a length” and “Sensations are private” will be discussed in more detail, for both fulfil three important features of grammatical propositions: They are not empirical descripti

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Schmitz, Barbara. "Grammatical Propositions." Grazer Philosophische Studien 71, no. 1 (2006): 227–49. http://dx.doi.org/10.1163/18756735-071001013.

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First of all, this paper aims at a clarification of Wittgenstein's conception of grammatical propositions. Their essential characteristics will be developed and some of the central questions concerning their status will be discussed: Should grammatical propositions be seen as arbitrary conventions? How do they work in practices? And how do they relate to natural facts? Later on, the two propositions "Every rod has a length" and "Sensations are private" will be discussed in more detail, for both fulfil three important features of grammatical propositions: They are not empirical descriptions, th

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McGREGOR, KARLA K., LI SHENG, and BRUCE SMITH. "The precocious two-year-old: status of the lexicon and links to the grammar." Journal of Child Language 32, no. 3 (2005): 563–85. http://dx.doi.org/10.1017/s0305000905006926.

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This is a study of the lexical and grammatical abilities of 16 lexically precocious talkers. These children, aged 2;0 were compared to their age-matched peers, 22 typical talkers aged 2;0, and their expressive vocabulary-matched peers, 22 typical talkers aged 2;6. Individual differences in children's lexical knowledge at 2;0 were stable – evident in parent report, laboratory observation, and an experimental fast-mapping paradigm. In accordance with the continuity hypothesis, the lexically precocious children were also grammatically precocious, having a greater representation of grammatical typ

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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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Dimroth, Christine. "Input and the acquisition of productive grammatical knowledge." Epistemological issue with keynote article “A Formalist Perspective on Language Acquisition” by Charles Yang 8, no. 6 (2018): 717–21. http://dx.doi.org/10.1075/lab.18057.dim.

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21

Lee, Jeongwon. "Effects of Grammatical Knowledge on EFL Reading Performance." Modern Studies in English Language & Literature 62, no. 1 (2018): 103–20. http://dx.doi.org/10.17754/mesk.62.1.103.

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Belacchi, Carmen, and Roberto Cubelli. "Implicit Knowledge of Grammatical Gender in Preschool Children." Journal of Psycholinguistic Research 41, no. 4 (2011): 295–310. http://dx.doi.org/10.1007/s10936-011-9194-y.

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23

Zou, Yiqin. "Impact of Chinese Grammatical Knowledge on Translation on Think-Aloud Protocols." English Language and Literature Studies 6, no. 3 (2016): 47. http://dx.doi.org/10.5539/ells.v6n3p47.

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<p>This paper presents the validity and feasibility of Chinese grammatical knowledge in translation competence. Based on empirical research and think-aloud protocols, details of our research design include questionnaire, pretest and posttest, teaching procedure and verbalization recording process. Pretest and posttest testify that twelve participants’ translation competences are improved after Chinese grammatical knowledge is taught. Verbalization recordings demonstrate that participants’ translation competences are improved after Chinese grammatical knowledge teaching only because of th

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Sattar, Ayesha, Aleem Shakir, and Hayqa Amjad. "The Relationship Between Grammatical Knowledge and Argumentative Essay Writing Proficiency Among IELTS Test Takers in Pakistan." Linguistic Forum - A Journal of Linguistics 5, no. 1 (2025): 1–7. https://doi.org/10.5281/zenodo.14781688.

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The purpose of this study was to investigate the potential correlation between grammatical knowledge and argumentative essay writing proficiency among IELTS test takers in Pakistan. Specifically, the study aimed to determine whether grammatical knowledge played a role in improving students' writing proficiency or not. To collect data, the researcher employed three instruments: a prompt for argumentative essay writing, a scoring rubric based on IELTS band descriptors, and a set of grammatical knowledge items developed by the researcher. A total of 131 students from various IELTS institutes in P

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Zebiniso, Asadova. "GRAMMATICAL ASPECTS OF TRANSLATION." International Journal Of Literature And Languages 03, no. 01 (2023): 1–9. http://dx.doi.org/10.37547/ijll/volume03issue01-01.

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The article is devoted to a detailed examination of the grammatical aspects of translation from English into Uzbek. The problem of definition of translation is considered in the light of domestic and foreign studies, types of translation, their functional load. The article focuses on the concept of translation transformation, highlights the classification of translation transformations and the reasons for their use; this determines the specifics of the use of translation transformations as aspects of translation at the word-formation, morphological and syntactic levels of speech. The translati

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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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Idaryani, Idaryani. "The analysis of grammatical structures in written texts of ELF learners." ACCENTIA: Journal of English Language and Education 2, no. 1 (2022): 7–15. http://dx.doi.org/10.37598/accentia.v2i1.1312.

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This paper aims to analyze the grammatical structures used in the written texts of two English as a foreign language (EFL) learners. One of the EFL learners was from stage 2 and the other was from stage four. Therefore, both learners had different periods in learning English, and also grammatical knowledge of English. The learner in stage 2 has studied English for three terms and the learner in stage 4 has learnt English for two terms. The study was conducted using mixed-method approach. The results of the study showed that writing competence highly relied on the learners’ grammatical structur

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Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.

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Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed t

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Xamidjanovna, Turakulova Lola. "The Concept of Grammatical Competence and Its Essence." European International Journal of Pedagogics 5, no. 4 (2025): 51–58. https://doi.org/10.55640/eijp-05-04-13.

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This article highlights the role of grammatical competence in the development of language competencies among learners within the methodology of teaching foreign languages. It also analyzes students’ ability to use language correctly, logically, and precisely—that is, their skill in understanding grammar rules and constructing expressions based on them. The aspects of developing grammatical competence are examined. The main methods of enhancing grammatical competence, as well as the difference between grammatical competence and grammatical knowledge, are explained.

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Gong, Shuxiao, and Jie Zhang. "Modelling Mandarin speakers’ phonotactic knowledge." Phonology 38, no. 2 (2021): 241–75. http://dx.doi.org/10.1017/s0952675721000166.

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This paper investigates the nature of native Mandarin Chinese speakers’ phonotactic knowledge via an experimental study and formal modelling of the experimental results. Results from a phonological well-formedness judgement experiment suggest that Mandarin speakers’ phonotactic knowledge is sensitive not only to lexical statistics, but also to grammatical principles such as systematic and accidental phonotactic constraints, allophonic restrictions and segment–tone co-occurrence restrictions. We employ the UCLA Phonotactic Learner to model Mandarin speakers’ phonotactic knowledge, and compare t

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Klavan, Jane. "The alternation between exterior locative cases and postpositions in Estonian web texts." Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 12, no. 1 (2021): 153–88. http://dx.doi.org/10.12697/jeful.2021.12.1.05.

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Abstract. A probabilistic grammar approach to language assumes that grammatical knowledge has a probabilistic component and that this probabilistic knowledge of language is derived from language experience. It is assumed that the extent and nature of grammatical knowledge is reflected in language variation. In the present paper, the probabilistic variation patterns of the Estonian exterior locative cases and the corresponding postpositions are determined by exploring a large, manually annotated dataset of Estonian web texts. It is proposed that there are both similarities and differences in th

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Laufer, Batia, and Liubov Baladzhaeva. "First language attrition without second language acquisition." ITL - International Journal of Applied Linguistics 166, no. 2 (2015): 229–53. http://dx.doi.org/10.1075/itl.166.2.02lau.

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We investigate whether Russian immigrants in Israel with little or no knowledge of Hebrew (L2) experience attrition of Russian (L1). We compared immigrants with no knowledge of Hebrew (−Hebrew), immigrants who knew Hebrew (+Hebrew), and monolingual controls on correctness judgment of collocations and of complex grammatical constructions. On collocations, the −Hebrew immigrants performed similarly to the +Hebrew immigrants. On grammatical constructions, they performed worse. Results of grammatical constructions correlated positively with Hebrew proficiency and usage. We conclude that immigrants

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Strübbe, Simon M., Alexander T. D. Grünwald, Irina Sidorenko, and Renée Lampe. "A Rule-Based Parser in Comparison with Statistical Neuronal Approaches in Terms of Grammar Competence." Applied Sciences 15, no. 1 (2024): 87. https://doi.org/10.3390/app15010087.

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The “Easy Language” standard was created to help individuals with cognitive disabilities understand texts more easily. Typically, text simplification is performed by language experts and is available for limited materials. We introduce a new software tool designed to analyze and simplify any text according to the “Easy Language” rules. This tool uses a rule-based system, conducting a full grammatical analysis of each sentence and then simplifying it into a grammatically correct form. Unlike neuronal approaches, which are based on statistics and are very popular today, our rule-based approach e

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Sutton, Ann. "Evidence of Sensitivity to Structural Contrasts in the Literature on Children's Language Comprehension." Journal of Speech, Language, and Hearing Research 39, no. 6 (1996): 1304–14. http://dx.doi.org/10.1044/jshr.3906.1304.

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This paper reviews the developmental literature on grammatical knowledge in language comprehension in the preschool years from the perspective of sensitivity to structural contrasts. This concept differs from mastery of individual grammatical structures. Structural sensitivity focuses on increments of partial grammatical knowledge that can be observed in distinctive response patterns to contrasting grammatical structures. Direct evidence of sensitivity to structural contrasts is found in comprehension studies that measured differential responding. Indirect evidence of sensitivity can also be d

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Halaran, Jayson M., and Kriscentti Exzur P. Barcelona. "GRAMMATICAL KNOWLEDGE, METACOGNITIVE STRATEGIES, AND TECHNOLOGY USE: IMPLICATIONS ON THE PRE-SERVICE TEACHERS' WRITING QUALITY." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 1737–55. https://doi.org/10.5281/zenodo.15536296.

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While educators increasingly integrate technology and metacognitive approaches into writing instruction, a critical knowledge gap exists regarding how these factors interact with fundamental grammatical knowledge to affect preservice teachers' writing quality in the Philippine context. This study explores the implications of the grammatical knowledge level, use of metacognitive strategies, and technology use on the writing quality of the 101 preservice teachers in one public higher learning institution in Misamis Oriental, Philippines. This research investigates the relationships between these

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Simov, Kiril. "Integrated Language and Knowledge Resources for a Bulgarian-Centric Knowledge Graph." Digital Presentation and Preservation of Cultural and Scientific Heritage 9 (September 13, 2019): 65–74. http://dx.doi.org/10.55630/dipp.2019.9.5.

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This paper reports on the integration of language and knowledge resources within CLaDA-BG infrastructure. The idea is to encode linguistic knowledge on all levels of language starting from text, grammatical annotation and lemmatization to semantic and conceptual annotation. Our goal is to support conceptual annotation of various research objects (mainly texts). One of the main applications will be the management of a Bulgaria-centric Knowledge Graph.

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Sanosi, Abdulaziz B. "Correlation of EFL learners’ metalinguistic knowledge and grammatical accuracy." Studies in English Language and Education 9, no. 3 (2022): 908–25. http://dx.doi.org/10.24815/siele.v9i3.24615.

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Grammar teaching has been a topic of debate for a considerably long time. Researchers and teachers discussed the benefits and shortcomings of its explicit instruction, which entails students’ awareness of metalanguage. Although much research has investigated metalanguage, its effect on improving students’ grammatical accuracy is still an unresolved issue, and the research concerning it is relatively limited. Nevertheless, it is widely recognised that metalanguage is beneficial for grammar teaching. Responding to this research gap, the present study investigated the relationship between EFL stu

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WALTZMAN, DAVA E., and HELEN S. CAIRNS. "Grammatical knowledge of third grade good and poor readers." Applied Psycholinguistics 21, no. 2 (2000): 263–84. http://dx.doi.org/10.1017/s014271640000206x.

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The relationship between grammatical knowledge and reading ability in third grade good and poor readers was investigated. Two aspects of grammar – binding and control – were assessed to determine whether poor readers had syntactic deficits. These principles both relate to the interpretation of pronominal elements. Interpretations were assessed through a sentence–picture matching task in which picture depictions of all the possible interpretations of pronominal elements in verbally presented sentences were included. The only sentence type that differentiated the two reading groups was performan

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Ioup, Georgette. "Grammatical Knowledge and Memorized Chunks: A Response to Ellis." Studies in Second Language Acquisition 18, no. 3 (1996): 355–60. http://dx.doi.org/10.1017/s0272263100015072.

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Oba, Miyu. "Can Language Models Induce Grammatical Knowledge from Indirect Evidence?" Journal of Natural Language Processing 32, no. 1 (2025): 360–65. https://doi.org/10.5715/jnlp.32.360.

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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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Zhao, Xiaoda, and Xiaoyan Jin. "A Comparative Study of Text Genres in English-Chinese Translation Effects Based on Deep Learning LSTM." Computational and Mathematical Methods in Medicine 2022 (June 2, 2022): 1–9. http://dx.doi.org/10.1155/2022/7068406.

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In recent years, neural network-based English-Chinese translation models have gradually supplanted traditional translation methods. The neural translation model primarily models the entire translation process using the “encoder-attention-decoder” structure. Simultaneously, grammar knowledge is essential for translation, as it aids in the grammatical representation of word sequences and reduces grammatical errors. The focus of this article is on two major studies on attention mechanisms and grammatical knowledge, which will be used to carry out the following two studies. Firstly, in view of the

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Fried, Mirjam. "Constructing grammatical meaning." Studies in Language 31, no. 4 (2007): 721–64. http://dx.doi.org/10.1075/sl.31.4.02fri.

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In a usage-based analysis of four syntactic reflexives in Czech, this paper examines the question of representing speakers’ knowledge of polyfunctional grammatical categories. I argue that the reflexives form a prototype-based network of partially overlapping grammatical patterns, organized by the pragmatic concept of unexpected referential status in agent–patient relations. This concept is manifested in four distinct communicative functions: marking referential identity between agent and patient roles; distancing discourse participants from their involvement in the reported event; recasting a

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Muhammadzhonovna, Tilyakhodzhaeva Fazilya. "REQUIRED ENGLISH LINGUISTIC KNOWLEDGE FOR TEACHING MATH IN ENGLISH." American Journal of Applied sciences 05, no. 01 (2023): 1–4. http://dx.doi.org/10.37547/tajas/volume05issue01-01.

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This article deals with issues related to grammatical structures of the English language used in teaching mathematics. The article emphasizes the need for knowledge of mathematical patterns used by native English speakers. The stated hypotheses are illustrated by illustrative examples.

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Długosz, Kamil. "The accelerating effect of multilingualism on learning a new language grammar: the case of grammatical gender agreement." XLinguae 17, no. 2 (2024): 216–30. http://dx.doi.org/10.18355/xl.2024.17.02.15.

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Mounting evidence suggests that prior knowledge of multiple languages can enhance learning additional languages. Nevertheless, the effects of multilingualism on grammar learning among adults are yet to be unveiled. The present study investigates the effect of prior foreign language knowledge on the acquisition of pronominal gender agreement in a new language. Forty-three native speakers of Polish learning Swedish with and without prior knowledge of German completed a speeded acceptability judgment task that involved items with grammatical and ungrammatical pronominal gender agreement in Swedis

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Талабірчук, Оксана. "Граматичні трансформації у процесі художнього перекладу з угорської мови українською". Acta Academiae Beregsasiensis, Philologica III, Special (2024): 186–202. https://doi.org/10.58423/2786-6726/2024-spec-12.

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The article on the study of grammatical transformations that are used in the process of literary translation from Hungarian into Ukrainian. This subject remains understudied in modern scientific literature and requires detailed study, as the systematization and knowledge of various types of transformations contribute to the search for appropriate translation solutions during the reproduction of the original work into the target language.The purpose of the research is to trace in detail the grammatical differences between the Hungarian and Ukrainian languages in order to learn more about the gr

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Gotowski, Megan, and Forrest Davis. "What language models can tell us about learning adjectives." Proceedings of the Linguistic Society of America 9, no. 1 (2024): 5693. http://dx.doi.org/10.3765/plsa.v9i1.5693.

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It has been argued that language models (LMs) inform our knowledge of language acquisition. While LMs are claimed to replicate aspects of grammatical knowledge, it remains unclear how this translates to acquisition directly. We ask if a language model trained specifically on child-directed speech (CDS) is able to capture grammatical knowledge of adjectives. Ultimately, our results reveal that what the model is “learning” is how adjectives are distributed in CDS, and not the grammatical properties of different adjective classes. While highlighting the ability of LMs to learn distributional info

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Al-Dokom, Abeer Adnan, and Fatima Rasheed Al-Qeyam. "The Effect of Peer Interaction Enhancement on Sixth-Grade Jordanian EFL Students’ Reading Comprehension and Grammatical Knowledge." International Journal of Linguistics 16, no. 5 (2024): 200. http://dx.doi.org/10.5296/ijl.v16i5.22350.

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This study explored the impact of peer interaction enhancement on sixth-grade Jordanian EFL students' reading comprehension and grammatical knowledge. Sixty female EFL students from two Al Mowaqqer schools were divided randomly into an experimental group and a control group. It employed a quasi-experimental design, over a ten-week duration, one experimental group underwent a peer interaction enhancement intervention, while the other group served as the control group, adhering to conventional teaching methods as outlined in the instructions of Action Pack 6 Teachers' Book. The experimental grou

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Chamalaun, Robert, Anna Bosman, and Mirjam Ernestus. "Teaching verb spelling through explicit direct instruction." L1-Educational Studies in Language and Literature 22 (February 18, 2022): 1–29. http://dx.doi.org/10.21248/l1esll.2022.22.1.379.

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Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and one with university students - compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive with traditional instruction (TI) on Dutch homophonous verb spelling. The two approaches differ in the attention dedicated to the identification of the grammatical functions of verb forms and in the teacher’s guidance of the students, which affects the interactivity during the classes. Students were pre-tested and post-tested on th

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Boldyrev, N. N. "GRAMMATICAL SCHEMAS OF SECONDARY LINGUISTIC INTERPRETATION." Voprosy Kognitivnoy Lingvistiki, no. 4 (2021): 22–34. http://dx.doi.org/10.20916/1812-3228-2021-4-22-34.

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The author analyses grammatical forms of linguistic cognition which are used for primary and secondary interpretation of the world in the process of its mental construal in language, i.e. cognitive schemas of direct interpretation of variety of objects, events and of their characteristics as they are perceived in the world around (primary interpretation), on the one hand, and those of interpretation of previously gained and verbalized conventional knowledge about the world, on the other. He argues that structuring world and world knowledge in the processes of conceptualization and categorizati

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