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Journal articles on the topic 'Grammatical material'
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1
Dangan, Johanna Paula Norma P., and Ruth A. Ortega-Dela Cruz. "Effectiveness of English Learner’s Material in Enhancing Grammatical Competence of Grade 9 Bilingual Students: A Basis for Supplementary Material Development." Asian Journal of Multilingual and Multicultural Education 1, no. 1 (2021): 1–12. https://doi.org/10.71194/ajmme.v1i1.4.
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The study was conducted in order to determine the level of effectiveness of the English learner’s material on the grammatical competence of randomly selected Grade 9 bilingual students of a public secondary school in the Philippines. The students were subjected to grammar test and self-rating assessment of grammatical competence in participle, gerund and adverb before and after using the English learner’s material. Answering the survey questionnaire for assessing English instructional materials was limited to the perception of the respondents of the study. Based on the findings, Grade 9 students are not grammatically competent. The teacher’s guide for Grade 9 teachers are not effective in guiding them in the teaching of their lessons. The learner’s material used by the students are not effective in helping the students understand their lesson and activities. Thus, the study suggested that to improve the grammatical competence of the students, more relevant and useful supplementary materials should be made and given to them. These materials should address their needs or weaknesses. Teaching-learning materials should be constantly evaluated to better guide the teachers and effectively enhance the grammatical competence of Grade 9 bilingual students
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Abdurakhmanov, A., and Zh Abdullaeva. "Problems of Grammar Material Choice in Teaching of English Language." Bulletin of Science and Practice 7, no. 11 (2021): 320–24. http://dx.doi.org/10.33619/2414-2948/72/40.
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Research relevance: this article is considering selection and organization of grammatical materials relevant in English language teaching. Research purpose: at incorrect interpretation of grammatical minimum content, students cannot fully assimilate the simplest and basic phenomena of morphology and syntax. In connection with this, determination of grammatical material quantity and content in a foreign language allows to increase the quality of learning. Research materials and methods: article analyzes differences between basic principles of selection of active and passive grammatical minimums and the criteria for selection of grammatical materials. Research results: there is requirement for teacher to choose a grammatical topic, ideologically relevant for students training and education. Conclusions: choosing a specific topic, students should be able to systematize their training from simple to complex, from simple to complex.
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JA, Inkwell Publishing. "Selection and Organization of Grammatical Material." Journal of Language Pedagogy and Innovative Applied Linguistics 1, no. 1 (2023): 5–9. https://doi.org/10.1997/7m58n812.
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Batrynchuk, Zoriana, and Lesia Shchesniuk. "Formation of foreign language grammar competence in English lessons primary school students with the help of song material." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 822 (2020): 106–18. http://dx.doi.org/10.31861/gph2020.822.106-118.
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The article deals with the role songs play in formation of the foreign grammatical communicative competence of young learners during the English lessons. The age groups are identified and peculiarities of English as a foreign language learning for every age group are outlined with special stress on young learners as the target age group. Young learners (students at the age of 6-10) have limited attention spam, that is why tasks have to be short, various and meaningful, grammar explanation should be avoided while grammatical patterns should be presented indirectly through interactive contexts. On the basis of identified needs and preferences in learning basic principles of presentation and practicing of grammatical patterns among young learners are revealed in the article. It is focused on teaching methods and techniques suitable for the target age group, among which total physical response teaching method and storytelling are chosen as the most productive ones. The article also reveals benefits of a foreign language acquisition rather than learning and overviews principles to be followed in order to create the process of acquisition in and beyond the classroom. Songs and short rhymes are chosen as an easy to remember way to present grammatical patterns. While singing songs young learners unconsciously remember not separate words but complete grammatically correct phrases or sentences and will be able to use them in other language context. Such way of presentation enables learners of primary school to develop grammatical communicative competence without direct learning. The article gives the procedure how to implement songs to develop grammatical competence of young learners.
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Sulnichenko, V. N. "Improving the process of learning numerals in the 6th grade by applying algorithms. Part 1. The grammatical signs of types of numeral and features of their spelling and declension." Russian language at school 82, no. 3 (2021): 34–43. http://dx.doi.org/10.30515/0131-6141-2021-82-3-34-43.
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The purpose of this article is to present a system for learning numerals in the 6th grade based on the methodology for compiling grammatical algorithms. The author examines the grammatical signs of the numerals’ types and the features of their spelling and declination, as well as the most grammatically difficult cases of numerals and nouns combinations. This article employs the collective and independent observation of students working with the grammatical material, its table systematization, and the algorithm compilation. The use of algorithms at the Russian language lessons creates the necessary linguistic foundation for improving the students’ speech culture; it also forms their algorithmic thinking and improves their spelling literacy.
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Yaroshevych, Iryna. "TERMS FOR THE DESIGNATION OF MORPHOLOGICAL CONCEPTS IN A. KRYMSKYI’S “UKRAINIAN GRAMMAR”." Terminological Bulletin, no. 7 (2023): 184–92. http://dx.doi.org/10.37919/2221-8807-2023-7-19.
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The article focuses on one of the aspects of A. Krymskyi’s linguistic activity – development and implementation of morphological terms into scientific circulation as an integral part of Ukrainian grammatical terminology. The work of the scientist “Ukrainian grammar for students of higher classes of gymnasiums and seminaries of the Dnieper Region” (1907–1908) played an important role on normalization of Ukrainian morphological terminology. In the respective research, the stages of development of terms for parts of speech and grammatical categories on a vernacular basis, the processes of their competition on the way to normative consolidation in modern Ukrainian morphological terminology are traced. A. Krymskyi initiated the scientific research of the grammatical system of the language, raised the most important problem of term formation by Ukrainian grammarians – the ratio of borrowed and native Ukrainian terms. The grammar material offers terms for the grammatic designation of gender category (a four-grammatic composition, as in the modern Ukrainian language): masculine gender, feminine gender, neuter gender, and common gender. A linguist developed a seven-component system of cases – nominative, genitive, dative, accusative, vocative, instrumental and locative, which have entered modern scientific terminology unchanged. Some terms for parts of speech (numeral, verb) have also become generally accepted in the modern morphological term subsystem. The terminological material of the grammar testified to the distinct tendency of its author to create his own national terminology on a folk basis. Grammar had a great influence on the formation of grammatical thought in Ukraine, contributed to the enrichment of grammatical theory due to the introduction of new term units into scientific circulation.
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HOMENIUK, Olha, and Tetiana KOLISNYCHENKO. "A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 848 (May 2024): 72–82. http://dx.doi.org/10.31861//gph2024.848.72-82.
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The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.
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Vogel, Ralf. "Grammatical taboos." Zeitschrift für Sprachwissenschaft 38, no. 1 (2019): 37–79. http://dx.doi.org/10.1515/zfs-2019-0002.
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Abstract This explorative study focuses on grammatical taboos in German, morphosyntactic constructions which are subject to stigmatisation, as they regularly occur in standard languages. They are subjected to systematic experimental testing in a questionnaire study with gradient rating scales on two salient and two non-salient grammatical taboo phenomena of German. The study is divided into three subexperiments with different judgement types, an aesthetic judgement, a norm-oriented judgement and the sort of possibility judgement that comes closest to linguists’ understanding of grammar. Included in the investigated material are also examples of ordinary gradient grammaticality: unmarked, marked and ungrammatical sentences. The empirical characteristics of grammatical taboos are compared to those ordinary cases with the finding that they are rated at the level of markedness, but differ from ordinary markedness in that they produce a different pattern of between-subject variance. In addition, we find that grammatical taboos have a particular disadvantage under the aesthetic judgement type. The paper also introduces the concept of empirical grammaticality as a necessary theoretical cornerstone for empirical linguistics. Methodically, the study applies a mix of parametric and non-parametric methods of statistical analysis.
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Al-Khawalda, Mohammad. "Ellipsis in Arabic and English." International Journal of Arabic-English Studies 3, no. 1 (2002): 183–99. http://dx.doi.org/10.33806/ijaes2000.3.1.12.
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The term ellipsis, broadly construed, applies to syntactic structures that seem to host obligatory positions not filled with overt lexical materiaL More narrowly construed, the term refers to a hypothetical grammatical process that deprives lexical material of its phonetic content. So, ellipsis is a grammatical omission in contrast to other kinds of omission such as phonological, morphological, or semantic (Quirk, 1985: 883). Ellipsis can be distinguished by its recoverable nature, which means the insertion of grammatical elements results in a grammatical sentence (ibid., 885). .
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Kapu, Konstantinus, Endah Dewi Muliandari, and Deli Nirmala. "Grammatical Errors in English for Office BLK Instructional Materials." PAROLE: Journal of Linguistics and Education 8, no. 2 (2018): 46. http://dx.doi.org/10.14710/parole.v8i2.46-51.
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English for Office is one of the programs that is conducted by Balai Latihan Kerja (or BLK for short) or Vocational and Education Training Center (VETC) in Kajen, Pekalongan. BLKhas30 students who prepare their English to work at offices. The English materials are supplied by BLK staff. This paper aims at finding out errors and interlanguage phenomena which occur in the English for Office material used at BLK training. The data were collected by observing the English for Office material at BLK. The result shows that the English for Office materialsat BLKhave grammatical errors, inter-language issues, and sentence or item ambiguity. The grammatical errors consist of misused forms and ambiguous words. From the study, it can be recommended that there should be a proofreading and try out process in order that the materials have met quality control conditions.
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Sulnichenko, V. N. "The role of algorithms in enhancing the effectiveness of studying pronouns in the 6th form: the semantic and grammatical-orthographic aspects. Part 1. Lexicogrammatical classes of pronouns and their correlation with the nominal parts of speech." Russian language at school 83, no. 1 (2022): 26–35. http://dx.doi.org/10.30515/0131-6141-2022-83-1-26-35.
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The paper aims to outline the role of algorithms in improving the effectiveness of studying pronouns at school level. The study demonstrates the correlation between the lexico-grammatical classes of pronouns and the nominal parts of speech (nouns, adjectives, and numerals). The focus of analysis is the grammatical features, declension, and spelling of pronouns. Additionally, the basic spellings and usage of pronouns with prepositions are analysed. The research uses the technique of structuring and processing grammatical material in the form of diagrams, tables, algorithms which are created in the classroom. Thus, they facilitate a successful acquisition of the grammatical material on the syllabus. The effectiveness of the proposed methodology for studying pronouns was proved during a research and methodological investigation. This conclusion is valid as sixth formers learnt to 1) view pronouns in conjunction with their general grammatical meaning; 2) distinguish the morphological features of pronouns; 3) classify pronouns according to their semantic affinity with the nominal parts of speech; 4) decline pronouns and build normative grammatical forms of words; 5) classify the lexico-grammatical classes of pronouns in accordance with their correlation to the nominal parts of speech; 6) identify grammatical homonyms among lexico-grammatical classes of pronouns. The paper substantiates the practicality of the algorithmic approach to teaching the above-mentioned grammatical material in the 6th form. This is evidenced by schoolchildren’s ability to differentiate between pronouns and other parts of speech, discern morphological errors while building word forms and correct them in compliance with algorithms.
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Memetova, Aishe Shamil'evna, and El'vina Useinovna Useinova. "The formation of grammatical competence on the material of pronouns of German language." Филология: научные исследования, no. 12 (December 2020): 116–25. http://dx.doi.org/10.7256/2454-0749.2020.12.34722.
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This article reviews the concept of educational competence, component composition of foreign language communication competence, and content of teaching technique of the grammatical side of speech on the material of pronouns of German language. The grammatical speaking skills, which are in the center of research analysis, manifest as the means of formation of communication competence. The knowledge of grammatical rules is the basis for language proficiency. Grammar performs an organizational role essential to students for structuring oral speech and understanding specializes texts in foreign language. The article analyzes the peculiarities of teaching basic syntactic structures of German language system, the methodologically appropriate presentation of which form grammatical speaking skills of the students. The need for paying closer attention to the formation and development of grammatical competence is substantiated by the fact that communication in foreign language is impossible without the command and proper use of words and phrases that comply with the norms of that language. Possessive and demonstrative pronouns are most difficult to digest for the Russian-speaking audience, due to discrepancy in their morphology and variety of meanings in the contacting languages, which necessitates the use of methodological techniques to alleviate the effect of linguistic interference.
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Ismail, Dede. "PARTICIPANTS OF MATERIAL PROCESSES IN GRAMMATICAL METAPHORS INVOLVING THE VERBS MAKE AND TAKE." Indonesian EFL Journal 6, no. 1 (2020): 55. http://dx.doi.org/10.25134/ieflj.v6i1.2638.
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This article, based on the transitivity system in a systemic functional linguistic study, is focused on the participants of material processes in grammatical metaphors involving the verbs Make and Take. The objective of this study is to analyze how the participants play a significant role in determining the processes of grammatical metaphors in the clauses. The data were taken from the Corpus of Contemporary American English from 2015 to 2017. The qualitative method was employed since the data were in the form of words rather than numbers. The result of this research showed that the participants of material processes are actors and scopes rather than actors and goals as they commonly occur in material processes. Scopes are represented in the clause since the processes of doing are expressed only by the participants. However, in the congruent forms, the participants of material processes are actors and goals since their participants are expressed as �things� rather than expressing the process of doing as they occur in the non-congruent forms termed as grammatical metaphors.Keywords: grammatical metaphor; congruent; non-congruent; material processes; participant; goal; scope.
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Kruty, Kateryna, Iryna Desnova, and Olena Blashkova. "Features of mastering by the child of preschool age of the basic laws of grammatical structure of native language." Bulletin of Luhansk Taras Shevchenko National University 1, no. 8 (346) (2021): 16–28. http://dx.doi.org/10.12958/2227-2844-2021-8(346)-1-16-28.
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The article actualizes the problems of grammatically correct speech formation in preschool children. The conditional standard of norm of mastering by the child of preschool age of a native language is revealed.With the help of longitudinal and scientific research of well-known Ukrainian and foreign authors on the formation of grammatically correct speech in preschool children, which cover all ages and the whole grammatical structure of speech (morphology, word formation, syntax) the current results and valuable experience of the process of speech formation of children of early and preschool age are highlighted. The appropriate use of the term «genesis» of the grammatical structure of the language of a preschool child is proposed, which refers to the appearance, development and formation of this process in children. The so-called «free» or unstimulated speech of preschoolers, depleted in their vocabulary and grammatical forms, is mentioned. The importance of controlling a child's speech by an adult and the use of effective means of stimulating is emphasized. Attention is paid to the problem of formation of grammatical structure of language in preschoolers, which is relevant for adults to understand for the development of children's speech. An attempt is made to generalize the genesis of children's speech and identify stages of speech and speech development of preschool children. The results of the author's researches of children on the material of stimulated and unstimulated speech on the example of adjective adverbs are demonstrated. The importance of further study of the functional aspect of the formation of grammatically correct speech and the disclosure of language and speech potentials of children is emphasized.
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Ageeva, Yu V., and V. S. Gmyzina. "The animate/inanimate category in teaching Russian as a foreign language: The results of experimental work." Philology and Culture, no. 4 (December 28, 2024): 356–62. https://doi.org/10.26907/2782-4756-2024-78-4-356-362.
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The article presents the results of the development and implementation of a methodological system of tasks aimed to develop grammatical competence of international students on the basis of the animate/inanimate category, which is a unique linguistic phenomenon ‘built’ on the opposition of ‘the animate’ to ‘the inanimate’. The study of this grammatical category in the linguodidactic aspect has a great potential due to the specifics of the category under consideration, as it requires not only the knowledge of grammatical rules, but also the ability to evaluate the semantic characteristics of nouns in a particular context. The presented linguodidactic system includes the following types of tasks – preparatory (imitative, substitutional, transformational and retelling) and speech tasks. In addition, when preparing educational materials, the principle of clarity is taken into account, which we believe to be a key element of working with the Russian grammatical category under consideration.During the experimental work it was revealed that the developed system of exercises in combination with theoretical material enabled students from other language backgrounds to gain a deeper and more systematic understanding of the grammatical material and prepare them for the effective application of the acquired knowledge and skills in real communication.The results of this study will be in demand by teachers of RFL and students from other language backgrounds studying Russian both at the initial and more advanced stages of learning in order to form and improve their grammatical competence in Russian.
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Jumaniyazow, Muzaffar. "FORMATION OF GRAMMATICAL SKILLS OF TURKMEN STUDENTS ON THE MATERIAL OF RUSSIAN ADJECTIVES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 21, 2019): 464. http://dx.doi.org/10.17770/sie2019vol3.3756.
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The article is devoted to the pressing issue of formation of grammatical skills of foreign students. The author presents the concept of formation of grammatical skills of Turkmen students taking into consideration their mother tongue. The implementation of this concept is shown on the material of Russian adjectives. The article contains an overview of linguistic research on Russian language by Turkmen linguists, including a comparative aspect. The comparative analysis data was taken into account in the development of materials for the experimental training of Turkmen students. The article describes a complex of exercises which are aimed at the formation of grammatical skills of Turkmen students on the material of adjectives based on their mother tongue. Complexes of exercises that develop these skills include language exercises (choice and completion, transformational, etc.), conditional speech exercises, including exercises based on the text (question-answer, descriptive with graphic or visual aid, etc.), proper speech, creative tasks, providing for the creation of their own texts of various types. The article presents the results of an experiment conducted by us among the foreign students of Pskov State University. As a result, the effectiveness of the developed model of the formation of the grammatical skills of Turkmen students was proved on the basis of adjectives.
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Kalyatin, Igor' Sergeevich. "Analysis of grammatical means for the expression of reason in German, Italian and Russian scientific text of the XXI century." Litera, no. 8 (August 2020): 127–43. http://dx.doi.org/10.25136/2409-8698.2020.8.33476.
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The goal of this work lies in definition and scientific description of combination of the basic grammatical means for expression of category of reason in a scientific text (on the material of German, Italian and Russian languages). The subject of this research is a comparative analysis of the structural and semantic peculiarities of grammatical means for the expression of reason in a scientific text of the XXI century (on the material of German, Italian and Russian languages). The relevance is substantiated by insufficient study within comparative linguistics of the ways to represent the category of reason on grammatical level by comparing several languages (in this case, German, Italian and Russian). The scientific novelty of consists in conducting comparative analysis of grammatical language means for the expression of semantic category of reason in German, Italian and Russian scientific text of the XXI century. Within the framework of contrastive analysis, the author revealed the peculiarities of structuring the functional-semantic field of reason on the example of the texts under consideration. The acquired results allow concluding that in such type of texts the functional semantic field of causality is represented by grammatical means that express reason in a general form or with additional connotation. The presented materials can be applied in the course of lectures on comparative typology of the German, Italian and Russian languages.
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Krismayani, Ni Wayan. "Lexical and Grammatical Features of Business English." International Journal of Social Sciences World (TIJOSSW) 2, no. 01 (2020): 51–64. https://doi.org/10.5281/zenodo.3819303.
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The purpose of this study is to describe a lexical and grammatical feature that can be integrated into English learning materials for business purposes (English for Business) in university and enrich business English vocabulary in order to understand a reading text in a professional context and business environment. The data collected were then analyzed using descriptive qualitative method. The finding of this study shows that in reading material that has been developed, lexical and grammatical feature data are found. In a lexical feature, the data found is in the form of nouns, verbs, adjectives, adverbs, compound noun, and word family. While, on the results of the analysis of grammatical feature, there are adjective markers and sentence structure such as simple present tense, simple future tense and of the present perfect tense.
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Vlasov, Sergei V., and Leonid V. Moskovkin. "Categories of the name and the verb in Anfangs-Gründe der Russischen Sprache (1731)." Vestnik of Saint Petersburg University. Language and Literature 18, no. 3 (2021): 528–45. http://dx.doi.org/10.21638/spbu09.2021.307.
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The relevance of this study is due to the importance of Vasiliy Adodurov’s Anfangs-Gründe der Russischen Sprache as the first academic grammar of the Russian language written by a Russian scholar and published in Russia. The aim of the article is to show the innovations of Adodurov’s grammatical views and the relation of his grammar with Western European and Slavic grammatical traditions in the conceptual presentation of the name and the verb. The material of the research is the Russian grammar of Adodurov in comparison with the grammars by H.W.Ludolph, I.W.Paus, the Slavonic grammar by M. Smotritsky, the Latin grammars by I.Rhenius, E.Kopijewitz, I.Lange, “Grammatica Marchica”, and the German grammar by M. Schwanwitz. The descriptive and comparative research methods are used. A particularity of the research approach is the comparison of Anfangs-Gründe not only with the Russian, Slavonic and German grammars, but also with the Latin grammars. The results of the study show the innovations of Adodurov in the interpretation of the gender of names, voices of the Russian verb, and the forms of the future and the past tense. He simplifies the noun and verb description scheme taking into account specific features of the Russian language and methodological considerations. The article also proposes a new version of the collaboration between Adodurov and the anonymous German-speaking author of the comments in the margins of the manuscript Compendium Grammaticae Russicae, explaining Adodurov’s use of these comments in Anfangs-Gründe.
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Artarifah, Fitriani, Baharuddin, Arafiq, and Lalu Ali Wardana. "Analysis of Grammatical Cohesion of Reading Texts in "Paragraph Writing" Textbook." Journal of English Education Forum (JEEF) 4, no. 3 (2024): 127–30. http://dx.doi.org/10.29303/jeef.v4i3.691.
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This study aims to find out the types of grammatical cohesion in the reading texts in “Paragraph Writing” textbook. The data were the reading texts taken from a textbook entitled “Paragraph Writing” and analyzed using the theory proposed by Halliday & Hasan (1976). This study uses a qualitative approach with a descriptive qualitative design and documentary technique as data collection procedures. The findings show that all types of grammatical cohesion are found in the total 22 reading texts. From 211 sentences, 569 data are classified as grammatical cohesion items and all types of it are found. The reference occurs 442 times, ellipsis 17 times, substitution only once, and conjunction 109 times. To sum up, “Paragraph Writing” Textbook is a good supplementary teaching material for lecturers in teaching grammatical cohesion, and a suitable additional learning material for students in mastering discourse analysis, especially the grammatical cohesion.
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Tskhovrebov, A. S. "Erratological approach to teaching complex sentences to a foreign audience." Tambov University Review. Series: Humanities 29, no. 3 (2024): 708–23. http://dx.doi.org/10.20310/1810-0201-2024-29-3-708-723.
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Importance. Teaching foreign students of engineering and technical profile to complex specific text-forming structures of scientific style of speech is a laborious process. The identification of the causes and mechanisms of the occurrence of the errors noted in the structure of a complex sentence, their analysis (identification, elimination, correction) facilitates the process of studying these important grammatical units. The purpose of the research is to develop a new approach (erratological) to the study of a complex sentence based on error analysis. Its structural and meaningful description is proposed. Materials and methods. The study is conducted on the basis of the Military Institute (Engineering and Technical) Military Academy of Logistics named after Army General A.V. Khrulev. The research material is a corpus of “negative material” obtained as a result of an experimental study of the speech of engineering students. The corpus of violations in a complex sentence formed the basis of the approach we developed, called the “erratological approach”. This study is also based on the analysis and generalization of scientific works on erratology.Results and Discussion. An erratological approach to the study of complex structures of the scientific style of speech has been developed, including six main interrelated stages – the selection of grammatical material, the organization of grammatical material (its logical arrangement), the introduction of grammatical material (presentation in classes in the language of the specialty), training, practice, control, which allow you to form not only Russian-speaking professional competencies, but also skills for all types of speech activity.Conclusion. The use of an erratological approach, namely complex work with one’s own mistakes in the classroom, will ensure the student’s undoubted interest in learning a new language, will contribute to the intensification of the educational process, enrich it with new technologies, teaching methods, a new system of tasks, will form both linguistic and professional competence.
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Krivenko, L. A., and M. A. Sternina. "PECULIARITIES OF THE DEVELOPMENT OF POLYSEMY IN RUSSIAN AND ENGLISH (ON THE MATERIAL OF THE MOST FREQUENT SUBSTANTIVE AND VERBAL LEXEMES)." Modern Linguistic and Methodical-and-Didactic Researches, no. 3(38) (December 31, 2022): 8–13. http://dx.doi.org/10.36622/mlmdr.2022.10.77.001.
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Problem statement. The paper considers the peculiarities of the development of polysemy of 200 Russian (100 substantive and 100 verbal) and 200 English (100 substantive and 100 verbal) most frequent lexemes taken from the Frequency Dictionary of S.A. Sharov and the lists of frequency nouns and verbs of the British National Corpus. The development of polysemy in Russian and English is considered from the point of view of the integral theory of polysemy, according to which polysemy exists at two levels: lexical and lexico-grammatical (part-of-speech) in the form of lexical and lexico-grammatical polysemy. The latter exists in two types: lexico-grammatical polysemy proper and lexico-grammatical variation. Results. With the help of the comparative-parametric method of linguistic research developed by the Voronezh Theoretical and Linguistic School, the peculiarities of the development of lexical and lexical-grammatical polysemy in the compared languages are described. Lexical polysemy is considered from the point of view of the average sememic volume of semanthemes, as well as the development of denotative and connotative polysemy. Lexico-grammatical polysemy is considered from the point of view of the development of lexico-grammatical polysemy proper, as well as lexico-grammatical variation. The parts of speech at the level of which the development of lexico-grammatical derivation occurs in both languages are determined. The description is carried out in groups, depending on the volume of their semanthemes. Small-seme, multi-seme, hyper-seme and super-hyper-seme Russian and English substantive and verbal lexemes are studied. Conclusion. On the basis of the integral index of national-specific peculiarities and the scale of the degree of manifestation of national-specific peculiarities developed within the framework of the comparative-parametric method of linguistic research, it was found that in terms of lexical polysemy, national differences can be recognized as noticeable, while in terms of lexical-grammatical polysemy, they are bright.
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Vasiljeva, Olga V. "Grammar description of the material in the Dictionary of Everyday Russian Language of Muscovite Rus' of the 16th–17th centuries." Voprosy leksikografii, no. 35 (2025): 41–62. https://doi.org/10.17223/22274200/35/3.
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The aim of this article is to describe the methods of presenting grammatical information used in the Dictionary of Everyday Russian Language of Muscovite Rus' of the 16th–17th Centuries. The dictionary represents the general Russian colloquial speech of the specified period, using only secular texts of various genres (excluding Church Slavonic texts). A distinctive feature of the dictionary is the principle of completeness, according to which both lexical and grammatical features of the material are described in the most detailed manner possible. For the first time, the article summarizes data from the published 10 volumes of the Dictionary (2004–2025), which present words and fixed combinations from A to K (over 12,000 dictionary entries). The grammatical marks of the Dictionary are described against the background of other lexicographic sources of the studied period, which represent different regional variants of Russian or the language of the broader area. All of them are explanatory, i.e., focused primarily on capturing the semantics. Grammatical description is usually given little attention. Common to all is the approach to selecting grammatical material: lexemes of all parts of speech, both notional and functional, are fixed. In contrast to other sources, grammatical information in the Dictionary can be presented at different levels of a word's semantic structure: not only for a lexeme but also for individual meanings and shades of meaning. All units receive a part-of-speech characterization. The system of grammatical marks for nouns and verbs is most thoroughly developed in the Dictionary. For nouns, all identified features of gender and number are indicated (e.g., feminine nouns can be used as male personal names and nicknames). For verbs, aspect and its peculiarities (e.g., mismatch of aspect for different word meanings), impersonality, as well as participles and gerunds, are designated. An important feature of the Dictionary is the reflection of grammatical characteristics related to word compatibility: types of verb government, the possibility of combining with a specific case for nouns, adjectives, adverbs, and prepositions are indicated. The categories of functional parts of speech are described. Grammatical transposition (change of part of speech) and grammatical characteristics of phraseological units are also described; neither of these is represented in other historical dictionaries of the Russian language. Thus, the grammar of words and fixed combinations receives an exhaustive description in the Dictionary. This allows to represent the complex, dynamic, and variable grammatical system in the early period of the national language formation.
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Жолшаева, М., та А. Елемесова. "КИНО МАТЕРИАЛДАРЫ – ОҚУ МАҚСАТТАРЫН ЖҮЗЕГЕ АСЫРУДЫҢ БІР ҚҰРАЛЫ". Педагогика и методы обучения 56, № 3 (2021): 31–43. http://dx.doi.org/10.47344/sdu20bulletin.v56i3.597.
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The article considers the film material as one of the means of implementing educational goals. Film is an art form in the creation of visual moving images, capable of broadly embracing modern life in all its aesthetic significance and originality. Correctly selected fragments of the film are not only a means of mastering the grammatical topic in the Kazakh language lessons, but also a visual aid and an effective method of introducing students to universal andnational values. The article analyzes the use of film materials in the assimilation of grammatical topics using specific examples.
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Suvorova, A. G. "PRACTICAL COURSE CONTENT OF RUSSIAN GRAMMAR FOR CHINESE STUDENTS." Arts education and science 1, no. 3 (2020): 29–34. http://dx.doi.org/10.36871/hon.202003004.
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The article discusses the role and place of grammar in the practical course of teaching Russian as a foreign language. It analyzes the difficulties faced by Chinese students in learning Russian and provides ways to overcome them. The article gives recommendations on reading and understanding the text content based on familiar lexical and grammatical material, and pays great attention to how Chinese students acquire the necessary level of communicative competence using intensive teaching method. The purpose of the article is to show how students learn Russian as a foreign language in the process of teaching a practical course in speech communication using grammatical material. The article uses the following materials and methods: vocabulary and phonetics combined with grammar, which are the building blocks that make it possible to form speech both orally and in writing. Authentic texts created in the conditions of natural speech communication, tables, and didactic games are used as text material for studying grammar. In the process of practical mastering Russian, foreign students solve problems of self-realization and disclosure of their creative potential and ability to communicate in Russian using correct grammatical forms. The methods of Russian grammar as a foreign language offered in the article help Chinese students not only to learn grammatical categories of Russian language, but also to get acquainted with some fragments of Russian culture through different language units, which open up a number of opportunities for them to positively perceive Russian culture and study difficult cases of Russian grammar.
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Sahib, Dr Khaled Ismail. "Probability according to Ibn Ya'ish in his explanation of Al-Mufassal." Thi Qar Arts Journal 2, no. 42 (2023): 91–110. http://dx.doi.org/10.32792/tqartj.v2i42.438.
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This research is an attempt to trace the probabilities presented by Ibn Yaish, but it is an investigation that differs from the concept of multiple probabilities, which means multiple grammatical and semantic aspects and an attempt to weigh between them. Rather, it has another form by mentioning the grammatical, morphological or phonetic issue - even sometimes reaching the grammatical witness - and then placing a graduation, or a new direction under the name of probability once, and with a synonymous word another time. And often this probability is his personal opinion, which he wanted to present without disclosing it publicly, and it can be justified from the point that he does not want to deviate from the doctrine of his school and its opinions. The researcher follows Ibn Yaish and puts forth the possibility that he wanted through this method to give a new or different grammatical opinion from his school, but in an indirect way without revealing his intention, or perhaps he was hesitant in this opinion, and the evidence is that he does not often look or expand in analyzing and directing his probabilities until he reaches the correctness of his statement. In order to formulate the research material, a plan was put in place consisting of three demands after an introduction entitled (Grammatical Probability: Foundation and Use), where I showed the foundation for grammatical probability in its usual form and the difference I found with Ibn Yaish, followed by the first demand for probability in grammatical issues, and the second demand for probability in morphological issues, and the third demand for probability in directing Quranic and poetic evidence, and then a conclusion with the most important findings of the research. Ibn Yaish's approach in all his issues was to narrate the issue and then mention what was said about it from sayings and arguments in order to direct it grammatically, and then he presents his probability or personal opinion under this title. When he finishes mentioning the grammatical aspects, he issues a judgment by preferring one of them by probability. And this - grammatical probability - is not new or made by Ibn Yaish, as grammatical probabilities abound in most grammatical books, but the difference is that he limits probability to his opinion alone without mentioning others' probabilities.
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Kuleshova, Lyudmila, and Nadiia Stepanenko. "Syntagmatic relations in gastronomisms semantics (on the material of Internet culinary sites)." Philological Review, no. 1 (May 31, 2022): 80–86. http://dx.doi.org/10.31499/2415-8828.1.2022.257938.
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Introduction. The article is devoted to the linguistic semantic characteristics of gastronomisms on the materials of culinary sites on the Internet. In the linguistic picture of the world, one of its most important parts is associated with food and human nutrition as a necessary and essential aspect of life. In the structure of this semantic field, a number of lexico-semantic groups can be distinguished. Among them, a special place is occupied by the names of culinary products, dishes used for food, which constitute the main content of the language of the culinary tradition. It is advisable to designate such names with the term «gastronomisms». The syntagmatic connections within them are of interest, that is, the compatibility of words within complex names of dishes. Purpose. The objective of the paper is to describe and systematize the ways of syntagmatic linking of words in the names of dishes on Internet culinary sites as the basis for their semantic characteristics. Results. The article shows that an important aspect of gastronomisms semantics is the syntagmatic relations in complex names, based on lexical and grammatical meanings of their components. The article identifies three types of compatibility of language units in gastronomisms: 1) by components of meanings; 2) by denotations, which are indicated by language units; 3) by grammatical meanings (syntactic positions). The components of meanings combine generic names of culinary products and names with additional food and non-food meanings, as well as generic names and proper names, which are foreign borrowings, toponyms and anthroponyms. By their denotations, the complex gastronomisms connect, as a rule, the denotative meanings of dishes and their food and non-food properties, dishes and their parts, as well as the ways and methods of their preparation, their purpose and functions. Finally, according to grammatical meanings, one can connect the grammatical subject and its attributes – simple and complex. The special kind of connections is that which contains the detailed subject, which is formed by the generic name of a dish and its proper name. Conclusion. The study gave grounds for the conclusion that an important aspect of the semantics of gastronomisms is syntagmatic relations in complex names based on the lexical and grammatical meanings of their components. Keywords: gastronomisms, culinary sites, semantics, syntagmatic relations, lexical meaning, grammatical meaning, denotation.
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Nygård, Mari, and Anne Kathrine Hundal. "Features of Grammatical Writing Competence among Early Writers in a Norwegian School Context." Languages 9, no. 1 (2024): 29. http://dx.doi.org/10.3390/languages9010029.
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In this article, we investigate how grammatical competence is manifested in young students’ written texts and how this contributes to the students’ overall writing competence. We pose the following two research questions: (i) Which grammatical features appear in a selection of young students’ texts? and (ii) What do these features reveal about different aspects of the students’ grammatical writing competence? The empirical fundament for this study is a representative sample of texts gathered through the project FUS—Functional Writing in the First School Years. Our primary material amounts to a total of 534 texts written by first- and second-grade students (ages 6–7). The students have completed two writing tasks, in which they were asked to write one descriptive and one narrative text. In our analyses, we see grammatical writing competence as consisting of several sub-competencies—namely, grammatical repertoire, grammatical complexity, grammatical variation, and grammatical choice. Our analyses show that the grammatical repertoire of beginner students is well-developed. The frequency of specific grammatical features differs between the two writing tasks, underpinning the argument that certain text types trigger certain grammatical choices.
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Шапошников and Vladimir Shaposhnikov. "Russian language in modern communication: grammatical material and stylistic structure." Modern Communication Studies 1, no. 1 (2012): 0. http://dx.doi.org/10.12737/72.
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The communication and development of the language problem are considering. The language existence and communication realization are analyzing. The language change and its nature problem are describing. The language development criterions are noting. The language changes have been fixing and its typology making. The language changes have been with basic factors of language process correlating. The language signs semantics, lexical-grammatical transforms and its state in language system and role in communication have been studying.
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Kuibida, Khrystyna. "SOME MAIN CHARACTERISTIC FEATURES OF AN ADJECTIVE (ON THE MATERIAL OF." Grail of Science, no. 39 (May 21, 2024): 393–402. http://dx.doi.org/10.36074/grail-of-science.10.05.2024.060.
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The article examines the basic properties of adjectives as an independent class of words on the basis of various theoretical positions existing in the linguistic literature, and interprets key linguistic terms and concepts. The research emphasizes that the analysis of adjectives as a distinct part of speech can be conducted based on different criteria, including semantics, key morphological features, syntactical considerations, and word-formation peculiarities. So, this article delves into the historical, semantic, and grammatical aspects of adjectives, particularly within the context of the Greek language. It begins by tracing the linguistic traditions surrounding adjective studies, from antiquity to modern times, highlighting the evolution of the concept of adjectives as a distinct part of speech. The article explores various linguistic traditions' classifications of adjectives and their roles within different morphological schools. In terms of semantics, the article clarifies the categorical meaning of adjectives, emphasizing their attributiveness and their ability to express static qualities of objects. It outlines the distinction between primary and secondary adjectives, explains their formation and semantic nuances. Furthermore, the article delves into the semantics of derivative adjectives, including qualitative, relative, and possessive adjectives, and explicates their lexical motivation and compositional nuances. Grammatically, the article describes the morphological and syntactic properties of adjectives, focusing on their agreement with nouns in gender, number, and case. It discusses the semantic-grammatical category of comparison and explores the syntactic functions of adjectives as attributive and predicative elements within sentences. Additionally, the article examines the position of adjectives relative to nouns in Ancient Greek, highlighting their syntactic independence from their position. The main points are supported by many illustrative examples based on the Greek language.
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Pozdniakova, Marina N., Irina A. Karpacheva, Galina I. Panarina, and Artem S. Kisarin. "Development of grammatical speaking skills in a foreign language lesson in secondary school using gamification technique." Perspectives of Science and Education 64, no. 4 (2023): 170–85. http://dx.doi.org/10.32744/pse.2023.4.11.
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Introduction. Knowledge of foreign languages is now an indispensable condition revealing competence of a specialist in any field. As a result, a foreign language is one of the tools for personal and professional development. However, it should be noted that the motivation to learn a foreign language at the secondary education level is sometimes reduced. The research is aimed at determining the efficiency of introducing gamification technique into the educational process for the successful mastery of grammatical material in the fifth grade of secondary school. The research is based on the material of the German language; however, the proposed teaching technique might be used in the study of other foreign languages. Materials and methods. An experiment to identify the efficiency of using gamification technique for the development of grammatical speaking skills during the education process was performed on the basis of three secondary schools in the Lipetsk, Voronezh and Moscow regions. The initial and final level of development of grammatical speaking skills was determined. In order to assess the role of gamification for development of grammatical speaking skills among students in the fifth grade, a survey of teachers was conducted. Pearson’s chisquared test was used to evaluate the experiment efficiency. Results. During the experiment, the developed set of tasks and exercises aimed at the development of grammatical speaking skills and having formulations characteristic of the game, was tested. The use of the above set of tasks significantly influenced the development of grammatical speaking skills in a foreign language of the fifth grade students (χ2 = 6.290; p<0.05). Scientific novelty. It has been revealed that the use of gamification technique for the development of grammatical speaking skills in the fifth grade students is efficient when combining games with traditional didactic tasks, including those developed using digital tools. Practical relevance. The use of gamification technique in the educational process allows for successful solving of problems of teaching foreign languages being identified during the research. The proposed methodology for the development of grammatical speaking skills in the fifth grade students can be used in the practical activities of foreign language teachers as well as teachers of additional education.
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Давлетукаева, А. Ш., and Л. Ю. Исраилова. "The role of auxiliary means of presenting new material in the process of forming grammatical competence in English lessons." Management of Education, no. 11(57) (December 1, 2022): 82–85. http://dx.doi.org/10.25726/x4385-0654-5263-i.
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Данная статья посвящена вспомогательным средствам презентации нового материала и их роли в процессе формирования грамматической компетенции на уроках английского языка. Авторы отмечают, что удачная презентация грамматического материала является одним из ключевых шагов в процессе успешного формирования грамматической компетенции. В процессе формирования грамматической компетенции особую роль играет то, каким образом новое грамматическое явление презентуется учителем. Без таблиц, схем, презентаций PowerPoint, использование интерактивных досок SMART Board формирование грамматической компетенции будет происходить не так насыщенно, интересно и эффективно. Так, все популярнее становятся в последние годы программы, которые являются приложением к традиционному, печатному учебнику. Распространенными являются тренажеры для формирования грамматических понятий, например, «Duolingo» и «Duolingo для школ» – тренажеры, разработанные на основе простой и универсальной платформы для систематической работы по формированию речевых навыков детей и взрослых. Они с успехом могут применяться в процессе и после презентации нового грамматического явления. Возможности современного занятия и системы образования в целом значительно расширяются благодаря использованию мультимедийных, интерактивных технологий, Интернета. This article is devoted to auxiliary means of presenting new material and their role in the process of forming grammatical competence in English lessons. The authors note that the successful presentation of grammatical material is one of the key steps in the process of successful formation of grammatical competence. In the process of forming grammatical competence, a special role is played by the way in which a new grammatical phenomenon is presented by the teacher. Without tables, diagrams, PowerPoint presentations, the use of SMART Board interactive whiteboards, the formation of grammatical competence will not be so rich, interesting and effective. So, in recent years, programs that are an appendix to a traditional, printed textbook have become more and more popular. Common are simulators for the formation of grammatical concepts, for example, "Duolingo" and "Duolingo for Schools" - simulators developed on the basis of a simple and universal platform for the systematic work on the formation of speech skills of children and adults. They can be successfully applied during and after the presentation of a new grammatical phenomenon. The possibilities of modern occupation and the education system as a whole are significantly expanding due to the use of multimedia, interactive technologies, the Internet.
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Lee, Chang-soo. "A corpus-based approach to transitivity analysis at grammatical and conceptual levels." International Journal of Corpus Linguistics 21, no. 4 (2016): 465–98. http://dx.doi.org/10.1075/ijcl.21.4.02lee.
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The paper aims to demonstrate the usefulness of a novel corpus-based approach to analyzing Halliday’s transitivity for application to critical discourse analysis (CDA). The approach expands transitivity analysis beyond the traditional profiling of participant roles and process types at grammatical level to conceptual subcategorization, in light of the fact that CDA researchers often end up delving into the meanings of individual processes as part of their transitivity analyses. The paper introduces a scheme for annotating transitivity both at grammatical and conceptual levels on the basis of Halliday & Matthiessen (2004) and applies it to a case study examining news reports from two ideologically opposed South Korean newspapers on a nationwide public movement against US beef imports. The analysis reveals that the two newspapers contrast with each other in representing the riot police and the demonstrators as Actor and Goal in material processes grammatically and in processes of violence conceptually.
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Golubeva, Nadezda A. "On the history of the issue of stratification of semantics: didactic aspect." Yazyk i kul'tura, no. 66 (2024): 176–95. https://doi.org/10.17223/19996195/66/10.
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The article is devoted to the substantiation of the method of stratification of semantics and its specific use in didactic practice. The article highlights the research concept of stratification of semantics in diachronic and synchronic aspects. The author shows specific approaches, techniques and methods of semantics research within the framework of domestic and foreign linguistic schools and directions, highlights the meaning and meaning as key concepts that are operational units of semantic analysis, reveals their ontogeny and phylogeny. The novelty and relevance of the article is determined by the author's unconventional approach to the stratification of semantics as a method of linguistic analysis, and the differentiation of meaning and meaning as one of the aspects of this method, which indicates the scientific and didactic significance of the material under discussion. As a method, it is universal and finds a priori its application also in cognitive modeling, for example, in the form of a concept, and conceptual analysis in identifying cognitive-semantic features. This determines the scientific and didactic significance of this method. Taking into account the scientific and didactic advantages of different approaches and concepts to the study of semantics – meaningful grammar, conceptual categories, field theory, etc., the author substantiates the relevance of the modern cognitive–semantic direction, in which the a priori correlation and interaction of language structures and underlying knowledge structures is postulated, shows the role of the predecessors of cognitive linguistics in the formation of this direction. The use of the method of stratification of grammatical semantics in line with the cognitive-discursive direction with the description of other methods used is shown by the example of a textbook on the German language, which aims to form the grammatical competence of students. For the effective assimilation of grammatical semantics by students, the thematic material has a uniform structure representing two subsystems of grammatical knowledge – its formal-grammatical and cognitive-semantic features. In this manual, along with the primary grammatical topics (article, gender, voice, mood), such “contextually sensitive” ones as comparison and assignment are developed. The latter, as a rule, when compiling educational materials, remain out of the field of view of specialists in general, at best occupy their periphery. The logic of the presentation of grammatical knowledge and the way of its organization in the textbook take into account the patterns of formation and improvement of grammatical competence as a dynamic combination of knowledge, understanding and abilities. In addition, the textbook is compiled in German, which should contribute to improving the language skills of forming a grammatical terminological apparatus in order to use it adequately in linguistic discourse. The illustrative material has different discursive coloring in accordance with the solution of a particular linguodidactic problem. This significantly increases the relevance and didactic significance of the analyzed manual within the framework of specific academic disciplines.
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Salim, Agus, Aridlah Sendy Robikhah, Evi Zulianah, and Fattahur Rokhimul Barik. "Implementation of the Translation Grammatical Method in Arabic Learning." Al-Mada: Jurnal Agama, Sosial, dan Budaya 5, no. 4 (2022): 546–54. http://dx.doi.org/10.31538/almada.v5i4.2820.
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The learning method is one of the elements that must be met in the process of delivering material. The technique serves as a bridge between teachers and students and a lubricant to maximize learning. When teaching Arabic subjects, a teacher must master the material and have a high ability to convey material to students. For the learning process to take place effectively, the teacher learns to be observant in choosing the appropriate method to be applied so that the material can be appropriately conveyed and easily understood by students. The technique used in this research is Qualitative Field Research conducted at MTs Bahrul Ulum Blawi. As for the results of this study, the implementation of the Grammatical Tarjamah method at MTs Bahrul Ulum Blwi Class 7 has been going well. The learning process takes place in 3 stages: introduction, core activities, and closing. From the third stage, educators have adapted and carried out following the prepared RPP.
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Holubinka, Nadiya. "LEXICAL AND GRAMMATICAL FEATURES OF THE SCIENTIFIC AND TECHNICAL TEXT TRANSLATION INTO UKRAINIAN (ON THE MATERIAL OF GEODESIC TERMINOLOGY)." Acta Neophilologica 2, no. XX (2019): 113–19. http://dx.doi.org/10.31648/an.3640.
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 This article analyzes typical problems that arise when translating scientific and technical texts in the field of geodesy from the Russian language into Ukrainian. The analysis of complex cases that appear in the process of translation of scientific texts gives us grounds to assert that their distribution into lexical and grammatical aspects is rather conditional, since in each language, including Ukrainian, the grammatical is combined with the lexical, and transmission methods in the translation of grammatical forms and structures often depends on their lexical content. The ways of overcoming these problems are suggested, which will contribute to the process of affirming in the scientific style specific traditions, inherent in the Ukrainian language, both at the lexical and grammatical levels. These traditions have taken the back seat under the influence of a long period of the Russian language dominating in the field of science.
 
 
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Sazhina, Svetlana A. "Adjectives in the Upper-Kama dialect of the Komi-Permian language." Finno-Ugric World 14, no. 3 (2022): 284–92. http://dx.doi.org/10.15507/2076-2577.014.2022.03.284-292.
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Introduction. The paper deals with the description of grammatical and word-formation features of the adjectives in the Upper-Kama dialect of the Komi-Permian language. The purpose of the study is to characterize the syntactic relations of an adjective with a defined word; linguistic analysis of grammatical categories of an adjective: consideration of the formation and distribution of members of grammatical categories of degrees of comparison and degrees of quality; identification of features of word formation. Materials and Methods. The study is based on the analysis of linguistic audio materials collected and recorded on digital media during several dialectological expeditions with the participation of the author to the area of residence of the Kirov Permians in the period from 2002 to 2012. Descriptive and comparative methods were used in writing the article. Results and Discussion. Based on the field material, the paper studies the grammatical and derivational features of the adjectives in the Upper Kama dialect of the Komi-Permian language. In particular, the functioning of this part of speech as a definition and nominal predicate is considered; cases of adjective congruence in adjective and predicative functions are described; the grammatical categories of degrees of comparison and degrees of quality are characterized, the main word building suffixes are presented. Conclusion. The study revealed a significant influence of the Russian language on the formation of attributive syntactic constructions and grammatical forms of the adjective. The specific morphological features characteristic in the Komi dialect area only for the studied idiom are recorded.
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Decyk-Zięba, Wanda, and Izabela Stąpor. ""Słownik historyczny terminów gramatycznych online" jako baza materiałowa do badań nad kształtowaniem się polskiej terminologii gramatycznej." Poradnik Językowy, no. 8/2024(817) (November 8, 2024): 7–19. https://doi.org/10.33896/porj.2024.8.1.
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This article is focused on the first online Historical Dictionary of Grammatical Terms, which is being created by the Department of the History of Polish Language and Dialectology at the University of Warsaw and the Laboratory of the History of Language at the University of Warsaw, and is funded by the NPRH project. The authors of the dictionary aim at collecting terms from as many sources as possible and to create a database that would enable researchers to rewrite the history of Polish grammatical terminology but also to show its formation contextualised across different time periods. Additionally, we hope that the material will allow us to estimate the contribution of individual grammarians to codifying Polish grammatical terminology. The article presents the general idea of the lexicon, its design, and the structure of the dictionary, which allows multifaceted queries of the database.
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Septianingrum, Nila Prima, and Atiqa Sabardila. "PIRANTI KOHESI GRAMATIKAL DAN LEKSIKAL PADA WACANA RUBRIK "SELEBRITAS" DALAM MAJALAH FEMINA SEBAGAI BAHAN AJAR MENULIS TEKS NARASI." Jurnal Penelitian Humaniora 18, no. 2 (2017): 88. http://dx.doi.org/10.23917/humaniora.v18i2.5194.
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The purpose of this study are (1) describes the use of grammatical cohesion devices in the rubric "Selebritas" in the Feminamagazine; (2) describes the use of lexical cohesion devices in the rubric "Selebritas" in the Femina magazine; and (3) implement the use of grammatical and lexical cohesion devices in rubric "Selebritas" in Femina magazine as one of the teaching material to write narrative texts. The results of this study were (1) grammatical cohesion devices analyzed in this study consisted of 10 reference, 6 conjunction, 3substitution, and 3 ellipsis. Counterfeit reference cohesion divided into 7 reference persona, 2 demonstrative reference and 1 comparative reference. Reference persona is divided into 1 pronoun first person singular, 1 pronoun first personplural, 4 pronouns third person singular, and 1 pronouns third person plural; (2) lexical cohesion devices analyzed in this study consisted of 7 equivalence, 2 hyponymy, 2antonym, 2 repetition, 1 synonymy and 1 collocation; and (3) the results of this research are used as teaching material in high school students of class VII in accordance with Curriculum 2013. These teaching materials can be applied to core competencies 4 and basic competence 4.5.1 which students were asked to compile a narrative text.
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Gaye, Karina Salsabilla Kartika Putri. "PENERAPAN MEDIA PERMAINAN ONLINE “BAAMBOOZLE” UNTUK MELATIH POSSESIVPRONOMEN IM AKKUSATIV BAGI SISWA KELAS XI BAHASA 2 SMA NEGERI 7 MALANG." Journal DaFIna - Journal Deutsch als Fremdsprache in Indonesien 8, no. 1 (2024): 1. https://doi.org/10.17977/um079v8i12024p1-9.
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The research sets out to describe how the application of Baamboozle online game media was used to train Possesivpronomen im Akkusativ grammar for students in XI Language class 2 at SMAN 7 Malang and to describe their responses. This research used a descriptive qualitative method. The data of this research are informative verbal data related to the application of the online game media Baamboozle. The data was collected using observation and some questionnaires. In this research, the data was analyzed interactively using the Miles and Huberman model through three steps, such as data reduction, data display, and conclusion-drawing presented in descriptive paragraphs. The results showed that the lesson plan was properly followed when appliying the Baamboozle online game media. Through the application of this game media, the Possesivpronomen im Akkusativ grammatical material can be easily understood and applied by students. Students response to the presentation of the Possesivpronomen im Akkusativ material using the online game Baamboozle were very positive. Students can easily understand and apply the grammatical material. It is suggested that German language teachers use this Baamboozle online game media based on the report’s result and next researchers should be able to investigate moreover about this Baamboozle online game media on other German grammatical materials in an integrative way with German language skills such as reading (Lesefertigkeit) and speaking (Sprechfertigkeit) skills.
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Stolz, Thomas, and Nataliya Levkovych. "Absence of material exponence." STUF - Language Typology and Universals 72, no. 3 (2019): 373–400. http://dx.doi.org/10.1515/stuf-2019-0015.
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Abstract The paper argues in favor of considering the absence of material exponence (AOME) of grammatical category a morphological mismatch on a par with established categories such as suppletion and syncretism. It is shown that the phenomenon under review can be integrated into the taxonomy of deviations from canonical inflection as proposed within the framework of Canonical Morphology. Empirical evidence from eleven languages of different genetic, geographic and typological background is presented and discussed. Different kinds of AOME are identified. Their interaction with other non-canonical phenomena is discussed additionally.
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Musyafaah, Nurul, Mas Tajuddin Ahmad, Fatya Nia Rahmawati, Khabib Syaikhu Rohman, and Muhammad Afthon Ulin Nuha. "Muhāwālātu Tākwini Māhārāti ān-Nāhwiyyāh Bii Tāthbiqi Tā’limi ān-Nāhwi āl-Qāim ‘Alā Mādzhābi āl-Kufāh Fii Mā’hādi ‘Adnān āl-Chārish Bojonegoro." Mantiqu Tayr: Journal of Arabic Language 4, no. 1 (2023): 136–58. http://dx.doi.org/10.25217/mantiqutayr.v4i1.3900.
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This grammar study aims to provide students with the necessary tools to read Arabic books. Learning grammar starts with easy-to-understand material. The Grammar book is generally used as primary materials, and the goal is to obtain the appropriate tools for understanding and mastering the Arabic language. Teaching grammar also attempts to overcome many problems, such as students’ boredom or difficulties they face in understanding the material. Although there are differences within the grammar school, Islamic educational institutions tend to focus on presenting grammatical materials according to popular texts. However, the differences in grammar schools can enrich thinking about grammar and Arabic sciences. This research will explore the effects of the Kufic grammar method in improving the grammar skills of beginners at the Adnan Al-Haris Institute. This research will collect data from 82 students of Islamic boarding schools in Adnan Al-Haris Institute, and will consider the impact of grammar teaching on students' grammatical skills. In this discussion, the grammar pattern of Kufa in Adnan Al-Haris Islamic Boarding School will be explained. In this research, the researcher chose the appropriate type of method and approach. This types of research is Library Research, this research consists of introduction, research methodology, results until conclusion, the Participant in this research is santri in Adnan Alcharis Boarding School and this is designed by qualitative research. The research uses the qualitative research method or the desk research method. In conclusion, teaching grammar according to the Kufa doctrine can improve grammatical skill. Future research is hoped to develop grammatical skills using the other type of Madzhab in Nahwu.
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Ismoilova, Gulshoda Turaboy kizi. "THE CHALLENGES OF GRAMMATICAL TRANSFORMATION IN TRANSLATION." XXI ASRDA INNOVATSION TEXNOLOGIYALAR, FAN VA TA'LIM TARAQQIYOTIDAGI DOLZARB MUAMMOLAR 1, no. 3 (2023): 10–13. https://doi.org/10.5281/zenodo.7883574.
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The lesson presents a contemporary understanding of the primary issues with translation and the field of translation studies. papers on translation theory in the sciences. Based on the factual material translation process, methods for completing certain translation jobs are presented, highlighting lexical-semantic, grammatical, and stylistic issues. Examples are utilized as reference points for the English to Uzbek-translations.
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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, characteristic for the formation of grammatical competence of future foreign language teachers in the process of realization of the communicative approach, are offered and substantiated. The grammatical competence of the future foreign language teacher as a component of professional competence can be defined as intuitive (determining the creative and spontaneous use of language) and intellectual (which can be manipulated consciously) knowledge and ability to use grammatical resources of the language which can be achieved due to the integrated approach to learning grammar material, which provides an organic combination of conscious and subconscious components in the learning process, which will ensure their success in further professional activities. While communicative approach realization communicative (linguistic) tasks are prioritized. After all, it is the latter that bring the development of grammatical skills and abilities closer to the conditions of real communication - motivated and purposeful. Each grammatical structure can be carefully processed and automated thanks to the creative approach of the teacher to the selection of tasks.
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Кривенко, Л. А., and М. А. Стернина. "PECULIARITIES OF THE DEVELOPMENT OF POLYSEMY IN RUSSIAN AND ENGLISH (ON THE MATERIAL OF THE MOST FREQUENT SUBSTANTIVE AND VERBAL LEXEMES)." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 3(55) (October 14, 2022): 15–22. http://dx.doi.org/10.36622/vstu.2022.85.23.001.
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Постановка задачи. В статье на материале 100 субстантивных и 100 глагольных русских и 100 субстантивных и 100 глагольных английских наиболее частотных лексем рассматриваются особенности развития полисемии в русском и английском языках. Рассмотрение развития полисемии проводится с точки зрения интегральной концепции полисемии. Результаты. С помощью сопоставительно-параметрического метода лингвистических исследований описаны особенности развития лексической и лексико-грамматической полисемии в сравниваемых языках. Лексическая полисемия рассмотрена с точки зрения средней семемной наполненности семантем, а также развития денотативной и коннотативной полисемии. Лексико-грамматическая полисемия рассмотрена с точки зрения развития как собственно лексико-грамматической полисемии, так и с точки зрения развития лексико-грамматической вариантности. Определены части речи, на уровне которых происходит развитие лексико-грамматической производности в обоих языках. Описание проводится по группам лексем в зависимости от объема их семантем. Исследованы малосемемные, многосемемные, гиперсемемные и сверхгиперсемемные русские и английские субстантивные и глагольные лексемы. Выводы. На основании разработанных в рамках сопоставительно-параметрического метода лингвистических исследований интегрального индекса национально-специфических различий и шкалы степени проявления национально-специфических различий установлено, что по аспекту лексической полисемии национальные различия могут быть признаны заметными , а по аспекту лексико-грамматической полисемии они являются яркими . Problem statement. The paper considers the peculiarities of the development of polysemy of 200 Russian (100 substantive and 100 verbal) and 200 English (100 substantive and 100 verbal) most frequent lexemes taken from the Frequency Dictionary of S.A. Sharov and the lists of frequency nouns and verbs of the British National Corpus. The development of polysemy in Russian and English is considered from the point of view of the integral theory of polysemy, according to which polysemy exists at two levels: lexical and lexico-grammatical (part-of-speech) in the form of lexical and lexico-grammatical polysemy. The latter exists in two types: lexico-grammatical polysemy proper and lexico-grammatical variation. Results. With the help of the comparative-parametric method of linguistic research developed by the Voronezh Theoretical and Linguistic School, the peculiarities of the development of lexical and lexical-grammatical polysemy in the compared languages are described. Lexical polysemy is considered from the point of view of the average sememic volume of semanthemes, as well as the development of denotative and connotative polysemy. Lexico-grammatical polysemy is considered from the point of view of the development of lexico-grammatical polysemy proper, as well as lexico-grammatical variation. The parts of speech at the level of which the development of lexico-grammatical derivation occurs in both languages are determined. The description is carried out in groups, depending on the volume of their semanthemes. Small-seme, multi-seme, hyper-seme and super-hyper-seme Russian and English substantive and verbal lexemes are studied. Conclusion. On the basis of the integral index of national-specific peculiarities and the scale of the degree of manifestation of national-specific peculiarities developed within the framework of the comparative-parametric method of linguistic research, it was found that in terms of lexical polysemy, national differences can be recognized as noticeable, while in terms of lexical-grammatical polysemy, they are bright.
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Kurniawati, Aprilia, Suyitno Suyitno, and Slamet Mulyono. "ASPEK GRAMATIKAL NOVEL HUJAN KARYA TERE LIYE DAN RELEVANSINYA DALAM PEMBELAJARAN DI SEKOLAH MENENGAH ATAS." Basastra: Jurnal Bahasa, Sastra, dan Pengajarannya 6, no. 2 (2019): 22. http://dx.doi.org/10.20961/basastra.v6i2.37663.
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<em>The purpose of this study is to describe (1) the grammatical aspects contained in Tere Liye's novel "Rain" and (2) the grammatical aspect of Tere Liye's novel "Rain" which can be used as a learning material in High School XII class. This research includes qualitative research with the main data source is Tere Liye's novel "Rain" by 2017. The characteristic of the novel "Rain" is simple, both simple in the use of language, and simple in the story presented. Sampling technique of this research using purposive sampling. Data analysis technique used is discourse analysis model according to text and context. The results of this study indicate that Tere Liye's novel "Rain" uses the appropriate grammatical aspects so as to form a unified discourse. Grammatical aspects used include references, substitutions, ellipsis and conjunctions. The discourse of "Rain" by Tere Liye has relevance as a novel teaching material at High School because the discourse is presented in simple language and featuring a light storyline.</em>
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A.A., Tastygina, and Belotserkovskaya N.V. "USING INTERNET TECHNOLOGIES TO DEVELOP FOREIGN-LANGUAGE GRAMMAR SKILLS IN ELEMENTARY SCHOOL." ИННОВАЦИОННЫЕ НАУЧНЫЕ ИССЛЕДОВАНИЯ 2021 12-1(14) (January 13, 2022): 167–75. https://doi.org/10.5281/zenodo.5846822.
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The article analyzes the importance of using modern technology to develop grammatical skills in the learning process. The article highlights the typology of the most common grammatical errors. A grammatical error is an error in the structure of a language unit: in the structure of a word, phrase or sentence; it is a violation of any grammatical norm – word-formation, morphological, syntactic. Error analysis is an important key to identifying the language barrier, determining appropriate teaching methods, selecting and developing effective exercises and implementing purposeful planning of the learning process and presentation of educational material. Foreign language teaching methodology focuses its attention on the issues of speech errors and methods of overcoming them. In the early stages of the organization of training require a teacher to be able to manage the involuntary attention of students, due to the age of which is a response to a bright, creative, active and original presentation of the material. Depending on how students are tuned, depends on the perception of new knowledge, assimilation and understanding of the subject.
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Turkevych, Oksana. "Основні принципи викладання граматики української мови як успадкованої: від теорії до практики". Slavica Wratislaviensia 175 (6 вересня 2022): 195–205. http://dx.doi.org/10.19195/0137-1150.175.15.
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The article describes the principles of different stages of teaching the grammar of Ukrainian as a heritage language (selection of grammatical material, presentation, mastering, training, use — correcting errors and assessment). The main method used is the descriptive method, which demonstrates certain aspects of the world experience that can be useful for the Ukrainian language education, while the method of component analysis has been used to identify the semantics of the studied terms, as well as elements of the observation method (based on teaching experience). Grammatical competence is defined as the ability to produce speech by choosing the right grammatical forms, understanding grammatical categories and meanings. The meaning of the terms grammatical minimum (set of grammatical meanings, functions and forms required for learning), explicit (explanation by means of rules) and implicit (unconscious learning), deductive (from rule to examples), inductive (from examples to rules) methods for mastering grammar have been specified. Examples of tasks that can be used in the learning process have been offered.
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Soleckah, Umma Khoirotus, Wahyu Hanafi Putra та Kunti Nadiyah Salma. "Taḥlīl al-Akhṭā’ al-Naḥwiyyah wal al-Ṣarfiyyah wa al-Imlāiyyah fī Kitābah al-Insyā’ bi al-Ma’had". Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 7, № 2 (2023): 161–76. http://dx.doi.org/10.32699/liar.v7i2.5438.
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The aims of this study were: 1. To find out the forms of grammatical, morphological and spelling errors in writing papers, 2. To know the analysis of grammatical, morphological and spelling errors in writing, 3. To demonstrate how to solve problems with grammatical, morphological and spelling errors in essay writing. The research approach used is qualitative research. And data collection techniques used by researchers are observation, interviews, and documentation. The research was conducted at the Ar Risalah Modern Islamic Boarding School. The results of the study: there are three forms of errors, namely: 1) morphological errors, 2) grammatical errors, 3) spelling errors. In the analysis there were 73 errors: 14 in morphological form, and grammatical errors there were 23 errors. As for overcoming the problem of morphological and grammatical errors in writing essays, namely: 1) explaining the material again, 2) giving examples of grammar, 3) repeated exercises and practices, 4) choosing learning methods
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Behnke, Lars. "Korpuslinguistische Betrachtungen zum grammatischen Wandel in DaF-Lehrwerken. Zwischen Authentizität und Lernbarkeit." AUC PHILOLOGICA 2022, no. 3 (2023): 11–39. http://dx.doi.org/10.14712/24646830.2023.2.
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The grammar of a language constantly changes. Synchronically this change is manifest in the emergence of alternate grammatical constructions. The side-by-side of old and new variants is part of a speaker’s language competence. Thus, a greater awareness of variation, which would allow learners to contextualize different variants, at least receptively, is demanded for the teaching German as a foreign language. The present paper investigates how five different textbook series of German as a foreign language deal with five different language change phenomena: (1) explicitly in productive exercises and grammatical overviews, (2) (for three of the five textbooks) implicitly in their audio- and reading material, which was compiled into a corpus. The distribution of variants was compared with the distribution in authentic texts, available in corpora of written and spoken speech. It turns out that the productive exercises aimed at the acquisition of grammatical constructions are limited to constructions, which are typical for written language use, although some textbooks draw attention to grammatical variants. In audio-material and reading texts, grammatical variation between new and old constructions, which is manifest most clearly in the distinction between oral and written speech, is present, but remains uncommented. On the basis of these data the paper argues for a more authentic approach and a more tolerant attitude towards phenomena of grammatical change in teaching German as a foreign language, which also includes their adequate production.