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Parinyavottichai, Chanyaporn. "The Application of Global Grammar Theory to Locative and Directional Structures in Chinese, Thai and English." MANUSYA 12, no. 2 (2009): 1–18. http://dx.doi.org/10.1163/26659077-01202001.
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This paper employs the Global Grammar theory to analyze locative and directional phrases in Mandarin, Thai and English. I use translation-equivalent sentences from Mandarin, English, and Thai to illustrate the relation between the global grammar and its derived regional grammars and to show how the translation-equivalent sentences can become partly similar and partly dissimilar to each other. This paper also shows how a language teacher of Mandarin Chinese can effectively use the relation between the Global grammar and particular grammars to help students whose native language is English and Thai to learn the syntax and semantics of any Chinese sentence.
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Subin, Natdanai, and Aphiwit Liang-Itsara. "Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students." English Language Teaching 15, no. 11 (October 26, 2022): 70. http://dx.doi.org/10.5539/elt.v15n11p70.
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Grammar is a foundation of language, as all languages consist of rules and usage. Learning English grammar is challenging for Thai EFL learners because of the contrastive grammatical features between Thai and English. Learning English grammar is even more difficult for Thai deaf and hard-of-hearing students since they have limited tools and cues for acquiring English grammar. This paper discusses possible challenges in teaching English grammar to deaf and hard-of-hearing students and reviews some teaching methodologies that might be effective for deaf and hard-of-hearing Thai EFL students. The authors also introduce the WebQuest instruction as a promising alternative instruction of English grammar for this group of students.
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Singhapreecha, Pornsiri. "A reference grammar of Thai." Lingua 117, no. 8 (August 2007): 1497–512. http://dx.doi.org/10.1016/j.lingua.2006.09.005.
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Osatananda, Varisa, and Parichart Salarat. "The tolerance of English instructors towards the Thai-accented English and grammatical errors." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 685–94. http://dx.doi.org/10.17509/ijal.v9i3.23219.
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Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant towards both grammatical errors and the foreign accent. The third hypothesis was proved correct, that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English, so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.
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Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (February 13, 2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.
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The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.
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Hancin-Bhatt, Barbara. "Optimality in second language phonology: codas in Thai ESL." Second Language Research 16, no. 3 (July 2000): 201–32. http://dx.doi.org/10.1191/026765800671362605.
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This study presents an Optimality Theoretic account of syllable codas in Thai ESL. To date, there is little research in the literature on the study of codas, and Thai ESL presents an interesting test case since Thai has a more restrictive set of constraints on what can occur syllable-finally than does English. Thai ESL learners thus need to resolve the conflict between what they know (their first language or L1) and what they are learning (their second language or L2 grammar). Optimality Theory provides the mechanisms to understand how this phonological conflict is resolved,and in what ways. The main findings of this study are that the native language constraint rankings interact with target constraint rankings in a specific way, allowing a restricted and predictable range of production types by intermediate Thai learners of ESL. The study argues that constraint rerankings occur in an ordered fashion:the constraints on which segments can appear in codas (CODA-AC) re-rank before the constraint disallowing complex codas (*COMPLEX), thereby correctly defining the observed stages in ESL coda development.
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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Rattaneekorn Pochakorn. "An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students." English Language Teaching 10, no. 3 (February 7, 2017): 101. http://dx.doi.org/10.5539/elt.v10n3p101.
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The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.
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Soontornwipast, Kittitouch. "EFL Teachers’ Beliefs about Grammar and Grammar Teaching: A Case Study of a Language Institute at a Thai University." International Journal of the Humanities: Annual Review 8, no. 8 (2010): 143–52. http://dx.doi.org/10.18848/1447-9508/cgp/v08i08/42972.
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Kenman, Leon F., Wasana Kenman, and William Kuo. "Teaching Grammar of Thai (p h aasaa t h aj rian sanuk can "Thai Is Really Fun to Study")." Modern Language Journal 70, no. 2 (1986): 204. http://dx.doi.org/10.2307/327366.
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Everett, Daniel L. "The sentential divide in language and cognition." Pragmatics and Cognition 2, no. 1 (January 1, 1994): 131–66. http://dx.doi.org/10.1075/pc.2.1.06eve.
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Some linguists have argued that sentences should not be studied in isolation. They argue, rather, that the structure of sentences is largely the result of constraints imposed upon them by the discourses they are embedded in. I want to argue that this approach is misguided and that sentence-level syntax and discourse structure constitute distinct domains of study, at least in part because grammar is underdetermined by function. Moreover, I argue that discourse and sentence structures illustrate two types of cognition, dynamic vs. static, and thai these necessarily involve different theoretical constructs for their explanation. That is, they constitute distinct epistemological domains. An important conclu-sion of this study is that principles of sentence grammar cannot be discovered by studies of discourse, but only by careful, theory-guided examination of individual sentences. Because it draws on multiple cognitive domains, discourse itself is inherently resistant to analysis by any single theoretical framework or discipline. Sentence grammar, on the other hand, is amenable to study by a single discipline, i.e., linguistics. These ideas are explored partially here via a review of the book Pragmatics of Word Order Flexibility. It is argued that the studies in this collection have little light to shed on syntactic studies, other than the fact that discourse can exploit independently available syntactic structures.
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SupornneeJampa and Nutprapha Dennis. "A STUDY OF ENGLISH COMMUNICATION PROBLEM BETWEEN NON-THAI AND THAI CO-WORKERS IN LUTHERAN CHURCH IN MUKDAHAN AND UBON RATCHATHANI AREAS." International Journal of Research -GRANTHAALAYAH 4, no. 1 (January 31, 2016): 131–37. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2851.
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This study investigated English communication problem between non-Thai and Thai co-workers in Lutheran church. The study focused on the problems of English listening and speaking skills. The questionnaires were used to collect the data. The data analysis was presented in descriptive statistic. The research findings: 40 Thais and 13 non-Thai co-workers were more female than male in respondents of the study. Most of the Thai co-workers have previously graduated with a bachelor’s degree. There were 38.46% of the non-Thais have previously graduated with bachelor’s degree. There were 76.92% of the non-Thais come from Norway and they do not use English as a first language. Most of non-Thai respondents used Thai language communicated with Thai co-workers. The English communication problems exist between Thai and non-Thai co-workers at their work. The most difficult English skill for Thai co-workers was speaking whereas for non-Thais, it was the listening skill in communication. All of Thai co-workers often have problems in both listening and speaking skills. The major problems in communication were accent/pronunciation, using correct grammar and using appropriate words. Whereas foreigners communicated with Thai co-workers, there were major problems with understanding Thai co-workers’ accent/pronunciation of English.
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Nguyen, Thi Hong Minh, and Truong Thuy Linh. "Designing Online English Grammar Exercises 10th Graders via Learning Management System Chamilo." Journal of English Language Teaching and Applied Linguistics 3, no. 5 (May 29, 2021): 55–63. http://dx.doi.org/10.32996/jeltal.2021.3.5.6.
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The integration and application of Information Communication Technology in language teaching has become more and more prevalent in the era of 4.0, which has brought about a lot of significant influences on students’ language learning. However, having a self-led online tool which is appropriate to one’s students’ backgrounds and is free and open-access in a school in a mountainous area in a developing country like Vietnam has not yet been so popular. In the present study, for the purpose of enhancing students’ learning, online grammar exercises for 10th graders at Thai Nguyen High School, Thai Nguyen province, Vietnam, were designed in a learning management system called Chamilo. The study investigated the benefits of the platform towards students’ grammar learning achievements by identifying the changes in students’ scores as well as sought evaluative feedback from teachers and students as the users of the tool. The research instruments included a grammar test in the pre-intervention and after-intervention combined with two questionnaires for eight teachers and twenty students at grade 10 and interviews with the focus group of 5 students. The findings suggested a remarkable improvement in students’ post-test score and a significant relationship between the practice of online exercises and students’ grammar results. Furthermore, positive responses from the teachers and students on such use of the platform indicated that Chamilo could be used as learning tools to enhance students’ grammar learning.
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Iwasaki, Shoichi. "Proprioceptive-state expressions in Thai." Studies in Language 26, no. 1 (June 21, 2002): 33–66. http://dx.doi.org/10.1075/sl.26.1.03iwa.
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While the structure consisting of a topic and a clausal comment, often referred to as the double-topic, double-subject, or double-nominative sentence, has been discussed in the literature, the internal constituent order within the comment has rarely been a target of study of linguistic typology. The purpose of the paper is to compare two constituent order possibilities found in Thai and other Southeast Asian languages to argue specific constructional meanings associated with them. In Thai, the topic with a clausal comment is used when a body-part is involved, and it may take the form of either [ N1 [ N2 V ]] or [ N1 [ V N2 ]]. In this structure, the topic (N1) is a possessor of N2 (= body-part), and the comment is a clause consisting of an intransitive verb (V) and a body-part noun (N2). These two constituent orders are distributed between the external-state and proprioceptive (internal) state. Thus physical sensations (e.g. “I have a headache”) and emotions (e.g. “I am sad”) are expressed with the [VN] structure in the comment, while the description of external-states such as physical appearances (e.g. “My head is big”) is expressed with [NV]. Since proprioceptive states can only be experienced directly by the experiencer himself and contrast with external states which can be observed by anyone, the constituent order reflects fundamentally different cognitive realities experienced by the speaker. I claim that the [VN] order has a structural meaning of “proprioceptively registered experience” in the Thai grammar. This explains further why some other internal events such as “recovering from cold” or “exhausting one’s physical strength” which do not directly involve body parts also take the [VN] order in the comment. I will also argue that the initial noun (N1) in the proprioceptive-state expression is a topic noun added to the more fundamental topicless structure, [VN], whereas the initial noun in the external-state description is an integral part of the basic argument structure. Finally, I will situate the distributional pattern of [VN] and [NV] found in Thai among other East and Southeast Asian languages.
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Patarapongsanti, Ampika, Nuchsara C. Thongsan, Praweerata Sukrutrit, Chamnan Para, and Nawarat Saphanuchart. "An Analysis of Errors in Business-Oriented Written Paragraphs of the Thai EFL Undergraduates." English Language Teaching 15, no. 7 (June 27, 2022): 136. http://dx.doi.org/10.5539/elt.v15n7p136.
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Effective written communication is not only a crucial skill for academic achievement but also for business context as it could lead to individual professional career success and profitable accomplishment. To achieve these goals requires concise and correct communication. This study, therefore, aims to explore the most frequently-made errors by 30 Business English major students. From the total number of 14,118 words, the study found that the students most frequently made three types of errors: morphological (17.91%), syntactical (45.37%), and mechanical (36.72%) levels. Of all the errors that occurred, article errors appeared to be the most problematic use (17.31%), followed by punctuation (13.34%), plurality (13.43%), capitalization (9.55%), and preposition (8.96%) errors. The findings suggested that mostly-made errors by the Business English major students were influenced by the interference of their first language. Additionally, apart from explicit grammar teaching, greater exposure to the target language is also required in the classroom.
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Yossatorn, Yossiri, Theerapong Binali, Sirisira Chokthawikit, and Cathy Weng. "Thai EFL University Students’ Productions of the English Past Counterfactuals and Their Influences from Interlanguage Fossilization." SAGE Open 12, no. 1 (January 2022): 215824402210798. http://dx.doi.org/10.1177/21582440221079892.
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The English past counterfactuality is difficult for non-native learners to learn and understand due to cross-language discrepancies. Oftentimes, individuals unavoidably develop the interlanguage and this language system becomes fossilized regardless of the amount of exposed time and input. The purpose of the study was twofold: (a) to examine 126 Thai EFL university students’ production of the English past counterfactuals through the grammar translation method (GT); (b) to qualitatively investigate how interlanguage fossilization exerts an influence on the students’ production. The results showed that their ability to use the English past counterfactuals was relatively low, whereas the errors of its structural elements could be found across the entire production. It was further observed from the interview that the low productive ability resulted from the L1 transfer and the training migration. The pedagogical implications for foreign language instructors are discussed.
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Janjaroongpak, Kasin. "Exploring Potential Correlation Between CEFR Grammar Profile in English and Learners’ Overall Grammar Knowledge: An Exploratory Study of “that”." Advances in Language and Literary Studies 11, no. 2 (April 30, 2020): 59. http://dx.doi.org/10.7575/aiac.alls.v.11n.2p.59.
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This preliminary study explored the possibility of using an opaque polysemous grammatical unit as a representation for the whole grammatical knowledge of a learner. There were two groups of informants, a group with a certified language proficiency level at CEFR B1-B2 and a learner group at A1-A2 level. The informants were asked to provide a Thai translation of an English text as faithful as possible. The first group consistently and correctly answered the questions by supplying the right translation of polysemous “that” while the answers from the second group were divided in that some could correctly identify C2 function of the word, “that”, though their overall grammatical knowledge was considered to be at A1 but other A2 students failed to identify C2 function of the word in question. The result indicated that the grammatical construction in question could not be used as a key predictor for learners’ syntactic representation as the lineage relation between CEFR level of the grammatical unit corresponded with the translated texts provided to a limited extent. On pedagogical implications, insights provided suggested that instructors should spend more time explaining challenging advanced grammatical functions as they were points that learners were struggling with and one possible way to check whether they did understand syntactic meaning of a function word was by asking students to supply a translation.
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Chuanchaisit, Suttinee, and Kanchana Prapphal. "A Study of English Communication Strategies of Thai University Students." MANUSYA 12, no. 3 (2009): 100–126. http://dx.doi.org/10.1163/26659077-01203008.
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Thai students appear to have problems communicating in English as a second language, especially students of low ability. This may be caused not only by the lack of basic grammar and vocabulary but also by deficiency in the use of appropriate communication strategies. Low-ability students experience difficulties in selecting the most appropriate strategies for many communicative contexts. This study aims to obtain empirical data on the types of communication strategies that low-ability students select which may affect their oral communication abilities. Three hundred Thai university students participated in the initial part of this study, 100 of whom were randomly selected to complete the Strategies Used in Speaking Task Inventory, which was developed to elicit responses related to their use of communication strategies. In addition, content analysis was employed to confirm the quantitative analysis. It was found that low-ability students tended to employ risk-avoidance techniques, especially time-gaining strategies, and needed assistance in developing risk-taking techniques such as social-affective, fluency-oriented, help-seeking, and circumlocution strategies.
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Jordens, Peter. "Tweede-Taalverwerving en Universele Grammatica." Taalverwerving in onderzoek 30 (January 1, 1988): 31–47. http://dx.doi.org/10.1075/ttwia.30.04jor.
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Among researchers in SLA there is currently a debate on wheter or not L2 learners may have access to Universal Grammar. Clahsen & Muysken (1986), for example, claim that this should not be the case. This is because the interlanguage system of L2 learners should contain rules which do not belong to "a possible rule system". Felix (1987), Flynn (1984, 1985) and White (1987), however, claim that the interlanguage system of L2 learners consists of "instantiations of possible rules". Furthermore, L2 learners should possess linguistic knowledge that cannot be related to general learning principles, nor to linguistic knowledge of L1. In the present article evidence from a study by White (1987) with respect to the so-called "logical problem of language acquisition" and from studies by Flynn (1984, 1985) regarding the so-called "logical problem of language development" is examined critically. With regard to the acquisition of the thai-trace effect in L2 English by native speakers of Dutch it can be shown that it is not necessary to assume that L2 learners should have access to Universal Grammar. Similarly, it can be shown that evidence that is interpreted in favour of the resetting of the head-parameters in the L2 English of native speakers of Japanese and Chinese can also be explained alternatively. Methodologically it appears to be problematical to find empirical evidence for the use of Universal Grammar by adult learners of a second language.
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Reyes, Jerielyn V. "The relationship of professional goals and the readiness in acquiring foreign language among advertising students: basis for foreign language training." Jurnal Bahasa Indonesia bagi Penutur Asing (JBIPA) 2, no. 1 (July 4, 2020): 01. http://dx.doi.org/10.26499/jbipa.v2i1.2402.
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The present study aims to determine the relationship of professional goals and readiness of advertising students in learning foreign language to be the basis for foreign language training. This study also aims to identify the preferred teaching method for studying foreign language and the ASEAN native language that they are interested to learn. The descriptive research involved 157 first year advertising students from the Polytechnic University of the Philippines through a survey. After the data gathering and statistical treatment of data, it was found out that the respondents’ aspiration falls on material security and their multicultural aspiration is towards deeper understanding on other people. The respondents expressed the readiness to learn foreign language to better understand the values, ideals, and assumption in life of their foreign counterparts. Grammar translation approach was preferred for learning the language and the most preferred ASEAN native language are Mandarin, Chinese, Thai, and Bahasa Indonesia.
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Crepinsek, Matej, Tomaz Kosar, Marjan Mernik, Julien Cervelle, Rémi Forax, and Gilles Roussel. "On automata and language based grammar metrics." Computer Science and Information Systems 7, no. 2 (2010): 309–29. http://dx.doi.org/10.2298/csis1002309c.
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Grammar metrics have been introduced to measure the quality and the complexity of the formal grammars. The aim of this paper is to explore the meaning of these notions and to experiment, on several grammars of domain specific languages and of general-purpose languages, existing grammar metrics together with the new metrics that are based on grammar LR automaton and on the language recognized. We discuss the results of this experiment and focus on the comparison between grammars of domain specific languages as well as of general-purpose languages and on the evolution of the metrics between several versions of the same language.
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Rattanapan Noonkong, Uraiwan, Anamai Damnet, and Kanjana Charttrakul. "Enhancing Thai Engineering Students’ Complaints and Apologies through Pragmatic Consciousness-Raising Approach (PCR)." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 92. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.92.
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Successful communication requires “Pragmatic Competence” or abilities to use appropriate language in transferring one’s needs while maintaining a positive relationship with the interactant (Thomas, 1995; Leech, 1983). This study was an attempt to investigate the pragmatic competence of Thai Engineering students when making complaints and apologies through twelve sessions of a pragmatic consciousness-raising approach (PCR). Perceptions toward the innovative teaching activities were also examined. Both qualitative and quantitative methods were used to collect data from forty-five engineering students (n=45) at a university in Thailand. Pre-test and posttest written discourse completion tests (WDCTs) were administered and a semi-structured interview was conducted. Three native speaker raters scored the performances through WDCTs using assessment criteria from Hudson (2001) and Duan (2008). For data analysis, paired-samples t-test was employed to compare the mean scores of students, while the researcher employed a Grounded Theory’s color coding technique (Strauss & Corbin, 1998) to generate the findings on students’ perceptions about the innovative methods implemented. The results revealed significant development of students’ pragmalinguistic and sociopragmatic abilities in both complaints and apologies. Furthermore, participants perceived the PCR class to be beneficial in four areas: having more awareness of the impacts of social factors in language use, realizing the favor of indirect strategies, more understanding of nonverbal communication, and provision of motivating class atmosphere. However, some participants concerned about three aspects: inadequate confidence to use expressions learned in class in real communication, insufficient endeavor to develop grammar knowledge, and the test abilities of the roleplay test. The results confirm the teachability of pragmatic and the benefits of PCR in EFL contexts; whereas, students’ concern about learning through the approach might be helpful for further teaching practices.
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Waedaoh, Abdulloh, and Kemtong Sinwongsuwat. "Enhancing English Language Learners’ Conversation Abilities via CA-informed Sitcom Lessons." English Language Teaching 11, no. 12 (November 19, 2018): 121. http://dx.doi.org/10.5539/elt.v11n12p121.
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The study investigated the effectiveness of Conversation Analysis (CA)-informed sitcom lessons in enhancing conversation abilities of Thai learners of English. The participants included 42 high school students enrolled in an English for Communication course at a public high school in Southern Thailand. Through 15-week sitcom lessons, they were taught how to construct conversation sequences to accomplish such sequential actions as greeting and leave-taking, dis/agreement, new announcement, compliment, invitation, and request, as well as to collaboratively analyze conversations from the sitcoms and role-play them at the end of each lesson. Before and after the series of lessons, the participants were engaged in role-play conversations that were videotaped for subsequent assessment of their conversation abilities. The findings from both comparative statistical and close single-case analyses revealed significant improvements in all the aspects assessed especially regarding grammar and appropriacy. Therefore, it is recommended that EFL teachers should apply CA principles to teaching English conversation, integrating conversations from authentic materials such as sitcoms to strengthen English language learners’ conversation abilities.
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Novotný, Miroslav. "Reducing Operators for Generalized Grammars." Fundamenta Informaticae 13, no. 3 (July 1, 1990): 237–44. http://dx.doi.org/10.3233/fi-1990-13302.
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Theory of reducing operators elaborated for pure generalized grammars in [5] is transferred to normed generalized grammars. There exists a reducing operator ρ such that. for any normed generalized grammar G the normed generalized grammars G, ρ(G) generate the same languages; furthemore: ρ(G) is a normed grammar if and only if there exists a normed grammar G ′ such that G and G ′ generate the same language and G ′ is in a certain sense smaller than or equal to G. The reducing operator ρ is used to characterize the so called harmonic languages.
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Carlucci, Lorenzo, John Case, and Sanjay Jain. "Learning correction grammars." Journal of Symbolic Logic 74, no. 2 (June 2009): 489–516. http://dx.doi.org/10.2178/jsl/1243948324.
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AbstractWe investigate a new paradigm in the context of learning in the limit, namely, learningcorrection grammarsfor classes ofcomputably enumerable (c.e.)languages. Knowing a language may feature a representation of it in terms oftwogrammars. The second grammar is used to make corrections to the first grammar. Such a pair of grammars can be seen as a single description of (or grammar for) the language. We call such grammarscorrection grammars. Correction grammars capture the observable fact that peopledocorrect their linguistic utterances during their usual linguistic activities.We show that learning correction grammars for classes of c.e. languages in theTxtEx-mode(i.e., converging to a single correct correction grammar in the limit) is sometimes more powerful than learning ordinary grammars even in theTxtBc-model (where the learner is allowed to converge to infinitely many syntactically distinct but correct conjectures in the limit). For eachn≥ 0. there is a similar learning advantage, again in learning correction grammars for classes of c.e. languages, but where we compare learning correction grammars that maken+ 1 corrections to those that makencorrections.The concept of a correction grammar can be extended into the constructive transfinite, using the idea of counting-down from notations for transfinite constructive ordinals. This transfinite extension can also be conceptualized as being about learning Ershov-descriptions for c.e. languages. Forua notation in Kleene's general system (O, <o) of ordinal notations for constructive ordinals, we introduce the concept of anu-correction grammar, whereuis used to bound the number of corrections that the grammar is allowed to make. We prove a general hierarchy result: ifuandvare notations for constructive ordinals such thatu<ov. then there are classes of c.e. languages that can beTxtEx-learned by conjecturingv-correction grammars but not by conjecturingu-correction grammars.Surprisingly, we show that—above “ω-many” corrections—it is not possible to strengthen the hierarchy:TxtEx-learningu-correction grammars of classes of c.e. languages, whereuis a notation inOforanyordinal, can be simulated byTxtBc-learningw-correction grammars, wherewis any notation for the smallest infinite ordinalω.
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Nithideechaiwarachok, Bussayarat, Ornpiya Maneekanon, and Thirapong Bubphada. "Exploring English Language Proficiency, English Language Problems, and English Needs Among First Year Undergraduate Students." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 273–90. http://dx.doi.org/10.26803/ijlter.21.12.15.
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English is used widely worldwide and is recognized as the most important language for communication. This research focused on the needs, problems, and proficiency levels in the English language for first-year students majoring in English for Business Management. A questionnaire, an Intensive English test, and a semi-structured interview were used to conduct this research with 40 undergraduate students. Participants achieved low scores in every area of the Intensive English test and expressed their problems and needs in studying the English language. The participants had the desire to learn speaking, reading, writing, and listening language skills, and native English-speaking teachers as well as Thai teachers took turns teaching as requested. The challenges faced when learning English included students’ inability to listen and speak the language. Moreover, students need to improve their English pronunciation, grammar, and vocabulary. The research shows the importance of English at higher education levels and understanding the needs of students with different levels of English proficiency in order to prepare them to be ready to use the language for education and work in the future. Students who want to study English for Business Management must have a good foundation in English to further expand their knowledge in the curriculum, which has an emphasis on using English skills in various areas, including listening, speaking, reading, and writing. Furthermore, one of the project objectives is to prepare students for the first semester of their university life.
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Abdul Rahman, Aqilahfarhana, Wan Heng Fong, Nor Haniza Sarmin, Sherzod Turaev, and Nurul Liyana Mohamad Zulkufli. "Static Watson-Crick regular grammar." Malaysian Journal of Fundamental and Applied Sciences 14 (October 25, 2018): 457–62. http://dx.doi.org/10.11113/mjfas.v14n0.1282.
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DNA computing, or more generally, molecular computing, is a recent development at the interface of computer science and molecular biology. In DNA computing, many computational models have been proposed in the framework of formal language theory and automata such as Watson-Crick grammars and sticker systems. A Watson-Crick grammar is a grammar model that generates double stranded strings, whereas a sticker system is a DNA computing model of the ligation and annealing operations over DNA strands using the Watson-Crick complementarity to form a complete double stranded DNA sequence. Most of the proposed DNA computing models make use of this concept, including the Watson-Crick grammars and sticker systems. Watson-Crick grammars and their variants can be explored using formal language theory which allows the development of new concepts of Watson-Crick grammars. In this research, a new variant of Watson-Crick grammar called a static Watson-Crick regular grammar is introduced as an analytical counterpart of sticker systems. The computation of a sticker system starts from a given set of incomplete double stranded sequence to form a complete double stranded sequence. Here, a static Watson-Crick regular grammar differs from a dynamic Watson-Crick regular grammar in generating double stranded strings: the latter grammar produces each strand string “independently” and only check for the Watson-Crick complementarity of a generated complete double stranded string at the end, while the former grammar generates both strand strings “dependently”, i.e., checking for the Watson-Crick complementarity for each complete substring. In this paper, computational properties of static Watson-Crick regular grammars are investigated to correlate with the Chomsky hierarchy and hierarchy of the families of dynamic Watson-Crick regular languages. The relationship between families of languages generated by static Watson-Crick regular grammars with several variants of sticker systems, Watson-Crick regular grammars and Chomsky grammars are presented by showing the hierarchy.
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Sygal, Yael, and Shuly Wintner. "Towards Modular Development of Typed Unification Grammars." Computational Linguistics 37, no. 1 (March 2011): 29–74. http://dx.doi.org/10.1162/coli_a_00035.
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Development of large-scale grammars for natural languages is a complicated endeavor: Grammars are developed collaboratively by teams of linguists, computational linguists, and computer scientists, in a process very similar to the development of large-scale software. Grammars are written in grammatical formalisms that resemble very-high-level programming languages, and are thus very similar to computer programs. Yet grammar engineering is still in its infancy: Few grammar development environments support sophisticated modularized grammar development, in the form of distribution of the grammar development effort, combination of sub-grammars, separate compilation and automatic linkage, information encapsulation, and so forth. This work provides preliminary foundations for modular construction of (typed) unification grammars for natural languages. Much of the information in such formalisms is encoded by the type signature, and we subsequently address the problem through the distribution of the signature among the different modules. We define signature modules and provide operators of module combination. Modules may specify only partial information about the components of the signature and may communicate through parameters, similarly to function calls in programming languages. Our definitions are inspired by methods and techniques of programming language theory and software engineering and are motivated by the actual needs of grammar developers, obtained through a careful examination of existing grammars. We show that our definitions meet these needs by conforming to a detailed set of desiderata. We demonstrate the utility of our definitions by providing a modular design of the HPSG grammar of Pollard and Sag.
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TRUTHE, BIANCA. "REMARKS ON CONTEXT-FREE PARALLEL COMMUNICATING GRAMMAR SYSTEMS GENERATING CROSSED AGREEMENTS." International Journal of Foundations of Computer Science 19, no. 04 (August 2008): 873–86. http://dx.doi.org/10.1142/s0129054108006017.
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Parallel communicating grammar systems are language generating devices consisting of several grammars which derive synchronously their sentential forms and communicate with each other by sending their sentential forms to another component on request. Due to collaboration, grammar systems with context-free components are more powerful than a single context-free grammar; they even can generate all recursively enumerable languages. In natural languages, there occur constructions that cannot be modelled by context-free languages. Three important phenomena are the so-called multiple agreements, crossed agreements and replication which are represented by the three non-context-free languages K1 = { anbncn | n ≥ 1 }, K2 = { anbmcndm | m ≥ 1, n ≥ 1 }, and K3 = { ww | w ∈ { a, b }+}, respectively. In the present paper, we give parallel communicating grammar systems (PC grammar systems) that are context-free and that generate the language K2, working in different modes. In two cases, the results are optimal.
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Zwartjes, Otto. "The description of the indigenous languages of Portuguese America by the Jesuits during the colonial period." Historiographia Linguistica 29, no. 1-2 (August 12, 2002): 19–70. http://dx.doi.org/10.1075/hl.29.1.06zwa.
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Summary The paper explores three grammars of two indigenous languages of Brazil written in Portuguese during the colonial period: two grammars of the Tupi language composed by José Anchieta (1534–1597) in 1595 and Luís Figueira (1575–1643) in 1621 (2nd ed., 1687), and one grammar of the Kiriri language, written by Luis Vincêncio Mamiani (1652–1730) in 1699. Although most studies agree that these grammars were based on a Latin framework, they usually do not specify which grammar in particular served as a model. It is known, however, that the Latin grammar by Manuel Álvares (1526–1582), first published in 1572, became the main Latin school grammar for Jesuits all over the world. This article tries to give answers to questions such as why did the Jesuits favour this grammar, which grammars were used by them before 1572, how did the Portuguese missionaries in Brazil adapt or copy Álvares’ model, which parts of speech did they particularly use, and which definitions did they select and which elements did they discuss, add or omit?
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Rungwaraphong, Piyawan. "A Phenomenological Diagnosis of the ProDuct-based Instruction in EFL’s Writing Class: Barriers and Strategies to Tackle." International Journal of Language Education 5, no. 4 (December 31, 2021): 309. http://dx.doi.org/10.26858/ijole.v5i4.19701.
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This paper presents a phenomenological diagnosis of the implementation of ProDuct-based Instruction (PDI) in EFL’s writing class in Thailand contexts. PDI is a new instructional method for teaching business English writing. Its key is in the products that are tangible and appeal to human senses; the product’s tangibility serves as a scaffold to help students generate ideas and stimulate analysis and interrogations. The study focused on the first phase of PDI, in which students were required to learn inductively, and was conducted to explore barriers that both the learners and the instructors encounter while learning inductively in the researcher’s PDI approach, and to discover possible solutions to tackle with those barriers. Participants were 3 Thai lecturers of English writing and 60 Thai students from three government universities in Thailand. Data was collected through vignettes, participant observations, and students’ written texts. Results indicate three major barriers of implementing inductive phase of PDI in Thailand contexts, which include: students’ English reading and grammar skills; students’ inference skill; and teachers’ inductive teaching expertise. The study suggests solutions to tackle these barriers, which include creating a guided graphic organizer, providing formative assessment and feedback for the students, and organizing a PDI training for the teachers who want to adopt PDI in their profession.
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Dereh, Ni-ameenah, Imam Suyitno, and Titik Harsiati. "Analisis Kebutuhan untuk Pengembangan Bahan Ajar Membaca Pemahaman bagi Mahasiswa Thailand Tingkat Menengah." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 8 (August 15, 2021): 1238. http://dx.doi.org/10.17977/jptpp.v6i8.14955.
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<p><strong>Abstract:</strong> This research aims to analyze the need for reading comprehension materials for Thai students with an intermediate Indonesian language competency level. Thai students are distinguished in character from students from other countries. Based on the issue, research on the need for reading comprehension materials for intermediate Thai students is imperative. Reading comprehension materials are composed of three crucial aspects, i.e., tangibility, content, and material structure. Results demonstrate that intermediate Thai students called for reading comprehension and grammar materials. There were eight chapters addressing reading comprehension materials, each of which contained the learning objectives, advocating information, exercises, and translation in Thai.</p><strong>Abstrak:</strong><em> </em>Penelitian ini bertujuan menganalisis kebutuhan materi dalam bahan ajar membaca pemahaman bagi mahasiswa Thailand dengan kemampuan berbahasa Indonesia tingkat menengah. Mahasiswa asal Thailand memiliki karakteristik khusus yang berbeda dengan mahasiswa asal negara lain. Berdasarkan kekhususan tersebut, diperlukan penelitian tentang kebutuhan mahasiswa Thailand tingkat menengah yang berkaitan dengan materi pembelajaran dalam bahan ajar. Bahan ajar membaca pemahaman memiliki tiga aspek penting, yaitu wujud, isi, dan struktur materi. Berdasarkan temuan penelitian, dapat disimpulkan bahwa kebutuhan bahan ajar bagi mahasiswa Thailand tingkat menengah terdiri atas materi ajar membaca pemahaman dan tata bahasa. Terdapat delapan bab yang berkaitan dengan bahan ajar membaca pemahaman. Setiap bab memuat tujuan pembelajaran, informasi pendukung, latihan, dan terjemahan bahasa Thai.
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JEŻ, ARTUR. "CONJUNCTIVE GRAMMARS GENERATE NON-REGULAR UNARY LANGUAGES." International Journal of Foundations of Computer Science 19, no. 03 (June 2008): 597–615. http://dx.doi.org/10.1142/s012905410800584x.
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Conjunctive grammars, introduced by Okhotin, extend context-free grammars by an additional operation of intersection in the body of any production of the grammar. Several theorems and algorithms for context-free grammars generalize to the conjunctive case. Okhotin posed nine open problems concerning those grammars. One of them was a question, whether a conjunctive grammars over a unary alphabet generate only regular languages. We give a negative answer, contrary to the conjectured positive one, by constructing a conjunctive grammar for the language {a4n : n ∈ ℕ}. We also generalize this result: for every set of natural numbers L we show that {an : n ∈ L} is a conjunctive unary language, whenever the set of representations in base-k system of elements of L is regular, for arbitrary k.
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Meir, Irit, Carol Padden, Mark Aronoff, and Wendy Sandler. "Competing iconicities in the structure of languages." Cognitive Linguistics 24, no. 2 (May 2, 2013): 309–43. http://dx.doi.org/10.1515/cog-2013-0010.
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AbstractThe paper examines the role that iconicity plays in the structuring of grammars. Two main points are argued for: (a) Grammar does not necessarily suppress iconicity; rather, iconicity and grammar can enjoy a congenial relation in that iconicity can play an active role in the structuring of grammars. (b) Iconicity is not monolithic. There are different types of iconicity and languages take advantage of the possibilities afforded by them. We examine the interaction between iconicity and grammar by focusing on the ways in which sign languages employ the physical body of the signer as a rich iconic resource for encoding a variety of grammatical notions. We show that the body can play three different roles in iconic forms in sign languages: it can be used as a naming device where body parts represent body parts; it can represent the subject argument of verbal signs, and it can stand for first person. These strategies interact and sometimes compete in the languages under study. Each language resolves these competitions differently, which results in different grammars and grammatical structures. The investigation of the ways in which grammar and iconicity interact in these languages provides insight into the nature of both systems.
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Chueasuai, Pasakara. "The Interpersonal Metafunction and Translation of Power Relations: A Case Study of Fifty Shades of Grey." MANUSYA 20, no. 3 (2017): 1–22. http://dx.doi.org/10.1163/26659077-02003001.
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This article aims at analysing how Systemic Functional Linguistics’ interpersonal metafunction can inform us about the notion of power relations expressed in both the original English version and its Thai translation in a case study of the popular contemporary novel Fifty Shades of Grey written by E.L. James in 2011. The study analyses conversations between the two main characters, Christian Grey and Anastasia Steele, taking place during their intimate acts which clearly demonstrate the two main characters’ power relations. Systemic Functional Linguistics’ interpersonal metafunction is concerned with the social role relationship between text participants and is applied as an analytical tool in order to see how it can explain the notion of power relations when one communicative participant has more power than the other. Analysing the mood structure of lexico-grammar (Eggins, 2004) at the textual level has found two types of clause, imperative and declarative, that are used to construct the notion of power relations between the two characters. Examining interpersonal metafunction’s tenor regarding power, contact and affective involvement further explains the notion of power relations occurring on the contextual plane. Although the findings demonstrate a certain degree of difference in the representation of power in the Thai translated version of the novel, that is, in the use of final particles; it is a characteristic of the Thai language that does not exist in English.
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Byrne, Jason, and Robert Diem. "CALL SIG: A survey of mobile English language learners." Language Teacher 38, no. 5 (September 1, 2014): 10. http://dx.doi.org/10.37546/jalttlt38.5-3.
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The purpose of this study was to use an app-embedded survey to profile language learner demographics. 3,759 EFL language learners from primarily eight L1 backgrounds (French, German, Italian, Japanese, Korean, Russian, Spanish, and Thai) responded to the survey embedded within a popular English grammar app that has 500,000 downloads and over 100,000 active users. While presently there is very little concrete research on autonomous mobile language learning, it is hoped that this research will provide a methodological foundation for more in-depth research into learner habits and preferences. 本論の目的は、携帯アプリに組み込まれた調査結果を使用することにより、アプリを使用した言語学習者の実態を明らかにすることである。3,759人のEFL学習者（L1の内訳はフランス語、ドイツ語、イタリア語、日本語、韓国語、ロシア語、スペイン語、タイ語の8カ国語）が、ダウンロード数50万、アクティブユーザー数10万以上の人気の英文法アプリに組み込まれた質問項目に解答した。現時点では携帯電話を使用した自主的な言語学習に関する具体的研究はあまり見受けられないが、本論が携帯を使用した言語学習者の特性や傾向についての更なる研究の方法論的基礎となることを期待する。
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Tsvetov, V. P. "ON A SUPERCLASS OF A-GRAMMARS." Vestnik of Samara University. Natural Science Series 20, no. 10 (May 29, 2017): 102–8. http://dx.doi.org/10.18287/2541-7525-2014-20-10-102-108.
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In this paper we consider a superclass of automaton grammars that can be represented in terms of paths on graphs. With this approach, we assume that vertices of graph are labeled by symbols of finite alphabet A . We will call such grammars graph-generated grammars or G-grammars. In contrast to the graph grammars that are used to describe graph structure transformations, G-grammars using a graphs as a means of representing formal languages. We will give an algorithm for constructing G-grammar which generate the language recognized by deterministic finite automaton. Moreover, we will show that the class of languages generated by G-grammars is a proper superset of regular languages.
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HAWKINS, ROGER. "The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language." Journal of French Language Studies 14, no. 3 (November 2004): 233–55. http://dx.doi.org/10.1017/s0959269504001784.
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Human beings have a genetically-determined capacity to walk, rather than to fly or swim. People can learn to swim, but it is not something that is genetically programmed. Do humans have a genetically-determined capacity to acquire language? Universal Grammar is a theory that assumes that they do. Except in cases of genetic disorder, humans have specialised mental architecture which is uniform across the species in its initial state, and which determines the ways in which samples of language encountered are converted into mental grammars. The specialised architecture is Universal Grammar, and it underlies our capacity to acquire particular languages like English, French, Chinese and so on. Two questions that need to be asked immediately about Universal Grammar if it is to be of any interest in understanding the acquisition of French as a second language are: (i) What evidence is there that Universal Grammar is operating when people who have already acquired a native language learn French as a second language? (ii) What insight does the adoption of a theory of Universal Grammar bring to understanding the processes involved, the course of development over time and the nature of the end state grammars that learners achieve? The article presents empirical evidence from a selection of studies bearing on these questions. It will be argued that the assumption that humans have mental architecture dedicated specifically to language acquisition – Universal Grammar – even in the case of second language acquisition, has allowed considerable progress to be made in understanding second language French.
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Versteegh, Kees. "Extended grammar: Malay and the Arabic tradition." Histoire Epistémologie Langage 42, no. 1 (2020): 13–31. http://dx.doi.org/10.1051/hel/2020006.
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Throughout history, a number of languages have achieved the status of learned language, i.e., a language included in the curriculum of an educational system without yielding any communicational benefits. In large parts of the Islamic world, Arabic was (and still is) such a learned language. Acquisition of the learned language took place through the memorization of texts, with instruction and/or translation in vernacular languages. The vernacular languages themselves were not deemed to be in need of grammatical description, which explains why grammars for them were late to be developed. The present paper focuses on Malay, the lingua franca of choice in Southeast Asia for both Muslim missionaries and British and Dutch colonial administrators, while serving as the auxiliary language in the Islamic curriculum. The first grammars of Malay were published by the British and Dutch. Malay grammars written by native speakers did not make their appearance until the nineteenth century. Their main representative is Raja Ali Haji (d. probably 1873). In his Bustān al-kātibīn, he used the grammatical framework of Arabic grammar for a grammatical sketch of Malay, using in part the Malay terminology that had been developed in traditional education for the study of Arabic grammar and Qurˀānic exegesis.
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Payne, Thomas E. "Introduction." Perspectives on Grammar Writing 30, no. 2 (March 31, 2006): 235–43. http://dx.doi.org/10.1075/sl.30.2.02pay.
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A grammatical description is an essential component of any program of language documentation and preservation. With over half the languages in the world currently in danger of extinction within a century, the need for descriptive grammars is more critical than ever. Potential grammar writers often find themselves paralyzed by the massive prospect of describing a language. Additionally, grammar writing is a long term task, and more immediate concerns often preclude the expenditure of time and energy necessary to accomplish an adequate grammatical description. The papers in the present volume provide suggestions and encouragement from experienced grammar writers and users regarding concrete methods for approaching the complex task of writing a descriptive grammar of a language.
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Beg, Martina. "The Effects of Verbal and Nonverbal Communication on Relationship Satisfaction in Thaigerman Couples." MANUSYA 21, no. 1 (2018): 20–38. http://dx.doi.org/10.1163/26659077-02101002.
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This study aims to explore the ways in which Thai-German couples perceive their mutual verbal and nonverbal communication as causing them dissatisfaction in their daily lives. Furthermore, it investigates the extent to which the partners’ mutual communication satisfaction is correlated to the general satisfaction with their relationship. A mixed-methods approach was used for data collection. The data were collected from 544 questionnaire respondents and 11 interviewees. Data analysis employed statistical analyses for quantitative data (2 sets of questionnaires), and text analysis for the individual indepth interview. The survey results indicated a strong positive correlation between communication satisfaction and relationship satisfaction: r (531) = +.62, p < .001, while the interviews narrowed down the specific communicational problems for the Thai-German couples. These included linguistic skills, accent, pronunciation, grammar, different styles of communicating (direct vs. indirect communication), and differences in emotional expressiveness. Meaningful contrasts were found in the use of humor, eye contact, smiling, intimate touch and personal space. Patterns of conflict management were described, as well as the phenomena of double cultural identity and third language building, which were present in successful relationships.
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Tzakosta, Marina, and Anthi Revithiadou. "A Grammar Inclusion Hypothesis of child language variation." Journal of Greek Linguistics 7, no. 1 (2006): 49–70. http://dx.doi.org/10.1075/jgl.7.04tza.
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AbstractThis paper examines variation in language development based on production data from three Greek-speaking children. Variation suggests that children employ more than one grammar during the acquisition process. This naturally raises the question of how ‘unwanted’ grammars gradually give way to the one that relates to the adult/target grammar. To account for variation, we implement partial ordering (Anttila 1997a, 1997b) to Tzakosta’s (2004) Multiple Parallel Grammars model of language development. More specifically, we propose that, in the intermediate stage of acquisition, constraint permutation of the initial Markedness » Faithfulness ranking leads to grammar explosion. We view the resulting grammars as partial orders that contain sets of totally ranked grammars (subgrammars). The pivotal claim is that only those subgrammars that are typologically closer to the target one will eventually survive. This is stated as the Grammar Inclusion Hypothesis. The theoretical gain of the proposed model is that it provides a principled basis to define developmental paths and also to distinguish between smart and non-smart paths. The latter are partial orders that do not contain the target grammar as a total order and hence are doomed to extinction. The former, on the other hand, are partial orders that contain at least one total order that relates to the target grammar and, crucially, connect the running state of acquisition with the end state of language development. Our hypothesis finds empirical support by both inter-child and intra-child language acquisition data.
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Zwartjes, Otto. "The description of the indigenous languages of Portuguese America by the jesuits during the colonial period: The impact of the latin grammar of Manuel Álvares." Historiographia Linguistica International Journal for the History of the Language Sciences 29, no. 1-2 (2002): 19–70. http://dx.doi.org/10.1075/hl.29.1-2.06zwa.
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SUMMARY The paper explores three grammars of two indigenous languages of Brazil written in Portuguese during the colonial period: two grammars of the Tupi language composed by José Anchieta (1534–1597) in 1595 and Luís Figueira (1575–1643) in 1621 (2nd ed., 1687), and one grammar of the Kiriri language, written by Luis Vincêncio Mamiani (1652–1730) in 1699. Although most studies agree that these grammars were based on a Latin framework, they usually do not specify which grammar in particular served as a model. It is known, however, that the Latin grammar by Manuel Álvares (1526–1582), first published in 1572, became the main Latin school grammar for Jesuits all over the world. This article tries to give answers to questions such as why did the Jesuits favour this grammar, which grammars were used by them before 1572, how did the Portuguese missionaries in Brazil adapt or copy Álvares’ model, which parts of speech did they particularly use, and which definitions did they select and which elements did they discuss, add or omit?RÉSUMÉ Cet article étudie trois grammaires de deux langues indigènes du Brésil écrites en portugais durant l’époque coloniale: deux grammaires de la langue des Tupi ont été composées par Anchieta (1534–1597) en 1595 et Luís Figueira (1575–1643) en 1621 (2e éd. en 1687) et une grammaire de la langue des Kiriri, écrite par Luis Vincêncio Mamiani (1652–1730) en 1699. Bien que la plupart des études s’accordent pour dire que ces grammaires étaient fondées sur des structures latines, d’habitude elles ne fournissaient davantage de détails quant aux sources possibles. La grammaire latine de Manuel Álvares (1526–1582) fut publiée en 1572 pour la première fois et devint la grammaire scolaire latine des Jésuites dans le monde entier. Cet article tente d’apporter une réponse aux questions suivantes: pourquoi avaient-ils choisi cette grammaire, quelles grammaires étaient utilisées avant 1572, comment les missionnaires portugais au Brésil ont-ils adapté ou copié le modèle des Álvares, dans quelle mesure cette grammaire a-t-elle été particulièrement utilisée, quelles définitions ont-ils choisi et de quels éléments ont-ils discuté, et lesquels a-t-on ajouté ou omis?ZUSAMMENFASSUNG In dem Beitrag werden drei Grammtiken der Kolonialzeit analysiert, welche zwei Eingeborenensprachen Brasiliens beschreiben: zwei Grammatiken des Tupí, eine 1595 von José Anchieta (1534–1597) verfaßte und eine 1621 von Luís Figueira redigierte (2. Aufl., 1687), sowie eine Grammatik des Kiriri, die Luis Vincêncio Mamiani (1652–1730) 1699 erstellt hat. Auch wenn man üblicherweise davon ausgeht, daß diese Grammatiken auf dem Gedankengut lateinischer Grammatiken basieren, so wird doch nie präzisiert, welche lateinische Grammatik konkret als Modell gedient hat. Man weiß allerdings auch, daß die lateinische Grammatik von Manuel Álvares (1526–1582), welche 1572 zum erstenmal erschien, zur Standardgrammatik der Jesuiten in der ganzen Welt wurde. In diesem Beitrag wird versucht, Fragen zu beantworten wie: Warum favorisierten die Jesuiten diese Grammatik? Welche Grammatiken wurden von ihnen vor 1572 benutzt? Wie haben die Jesuiten Brasiliens die Grammatik von Álvares adaptiert bzw. kopiert? Welche Redeteile waren von besonderer Wichtigkeit für sie, welche Definitionen wählten sie aus und welche Details diskutierten sie vorrangig, bzw. welche ergänzten sie oder ließen sie ganz weg?
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Kumsorn, Praochompoo. "A Linguistic Analysis of AEC News in an English Newspaper for Language Learning and Teaching." Journal of Education and Vocational Research 5, no. 2 (June 30, 2014): 73–84. http://dx.doi.org/10.22610/jevr.v5i2.155.
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An English newspaper, as an authentic English resource, provides a view of global knowledge and English usage in a physical world as it contains manifold issues and discourses valuable for English teaching and learning in a contemporary classroom. This study employed Systemic Functional Grammar of Halliday’s approach to analyze texts of news linguistically. The purposes of the study were 1) to explore prevalent topics of AEC news as a reflection of Thailand and communicative purposes for the upcoming ASEAN Economic Community in 2015, 2) to specifically analyze grammatical sentence structures used in an English newspaper aiming for English teaching and learning in Thai context. AEC news’ articles were chosen for this study as it has become a considerably important event which shares multilateral information to ASEAN country members. The Nation newspaper was chosen for data collection for the period from January to August, 2013. Results showed that economics, tourism, and transportation were the most important topics and were reflective of Thailand’s movement towards AEC. The news was mostly organized the idea by particular to general technique and mainly conveyed to the readers with informing as a communicative purpose. The most prevalent sentence structures were complex sentence. Active voice was more prevalent than Passive voice. The conclusion of the study was drawn descriptively. This study implicated that an English newspaper was beneficial for English teaching and learning as it contained a variety of language usage that could be used as a teaching material to improve students’ grammatical and writing skills.
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Seuren, Pieter. "Essentials of Semantic Syntax." Cadernos de Linguística 2, no. 1 (January 28, 2021): 01–20. http://dx.doi.org/10.25189/2675-4916.2021.v2.n1.id290.
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Semantic Syntax (SeSyn), originally called Generative Semantics, is an offshoot of Chomskyan generative grammar (ChoGG), rejected by Chomsky and his school in the late 1960s. SeSyn is the theory of algorithmical grammars producing the well-formed sentences of a language L from the corresponding semantic input, the Semantic Analysis (SA), represented as a traditional tree structure diagram in a specific formal language of incremental predicate logic with quantifying and qualifying operators (including the truth functions), and with all lexical items filled in. A SeSyn-type grammar is thus by definition transformational, but not generative. The SA originates in cognition in a manner that is still largely mysterious, but its actual form can be distilled from the Surface Structure (SS) of the sentences of L following the principles set out in SeSyn. In this presentation we provide a more or less technical résumé of the SeSyn theory. A comparison is made with ChoGG-type grammars, which are rejected on account of their intrinsic unsuitability as a cognitive-realist grammar model. The ChoGG model follows the pattern of a 1930s neopositivist Carnap-type grammar for formal logical languages. Such grammars are random sentence generators, whereas, obviously, (nonpathological) humans are not. A ChoGG-type grammar is fundamentally irreconcilable with a mentalist-realist theory of grammar. The body of the paper consists in a demonstration of the production of an English and a French sentence, the latter containing a classic instance of the cyclic rule of Predicate Raising (PR), essential in the general theory of clausal complementation yet steadfastly repudiated in ChoGG for reasons that have never been clarified. The processes and categories defined in SeSyn are effortlessly recognised in languages all over the world, whether indigenous or languages of a dominant culture—taking into account language-specific values for the general theoretical parameters involved. This property makes SeSyn particularly relevant for linguistic typology, which now ranks as the most promising branch of linguistics but has so far conspicuously lacked an adequate theoretical basis.
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K, Jelin Suji, and Mahila Jeni D. "Tamil Vidu Thoothu is a Literary Grammar Expert." International Research Journal of Tamil 4, S-15 (December 9, 2022): 17–23. http://dx.doi.org/10.34256/irjt224s153.
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Tamil is the oldest language among all world languages. It is an ancient language, and its origin cannot be defined. It is a language that excels in literary grammars. When looking at the history of Tamil literature, many literary genres have emerged according to time, context, and political backgrounds. Literature tells the stories of people's lives. It relates to grammar in Tamil, and literature itself becomes grammar. Tolkappiyam is a book that exemplifies the grammatical system of the Tamil language with distinction. Letter, word, subject matter, prosody, and rhetoric—these five are dealt with in the book Tolkappiyam. There are many books that arose after that ancient, proud, and complete book of Tolkappiyam. This article examines how grammar in literature has gained prominence through the book Tamil Vidu Thoothu.
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Dang, Thi Ngoc Anh, Van Thinh Nguyen, and Pham Thi Nga. "Utilizing Video Recording to Develop EFL Student’s Speaking Skills." International Journal of Linguistics, Literature and Translation 5, no. 5 (April 30, 2022): 63–71. http://dx.doi.org/10.32996/ijllt.2022.5.5.8.
Full textAbstract:
Speaking skill plays a crucial part of the curriculum in any language teaching, yet it is considered one of the most difficult aspects of language learning. Speaking is a significant skill with complex constituents that need to be mastered by the learners, including vocabulary, grammar, pronunciation, fluency, and interactive communication so that they can obtain success in their life, work, and study in this globalized world. Nevertheless, EFL language learners are finding it difficult to convey their thoughts effectively in the target language, and creating a successful speaking lesson has always been a challenging task for the teachers. This study aims to examine the effectiveness of utilizing video recording on EFL students' speaking skills and performance at Thai Nguyen University of Economics and Business Administration (TUEBA). It also attempts to explore the students' perceptions of the utilization of video recording in completing speaking assignments. The research involves 26 freshmen of the advanced program at TUEBA randomly assigned to experimental and control groups. The data were collected based on the pretest, posttest, and questionnaire for analysis. The divergence between the pretest and posttest scores revealed that the experimental groups possessed higher achievements as a result of employing video recording. In addition, the survey respondents showed positive attitudes toward the application of video recording in fostering their oral skills. The results from the study are expected to provide grounds for suggestions and recommendations for the teaching and learning speaking for both the advanced program and the standard one at TUEBA.
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González-Rey, Ma Isabel. "La phraséologie dans l’étude du français langue maternelle : des faits de langue d’Hippolyte-Auguste Dupont aux faits d’expression de Charles Bally." Yearbook of Phraseology 11, no. 1 (November 25, 2020): 171–98. http://dx.doi.org/10.1515/phras-2020-0009.
Full textAbstract:
AbstractThe Phraséologie française élémentaire ou Nouveaux exercices de grammaire by Hippolyte-Auguste Dupont (1833) is, to our knowledge, the only work to use the word phraseology as a synonym for “Grammar of the French language”. It represents an exception not only to the school grammars of the nineteenth century, the century of schooling in France and school grammars, but also to the phraseological precepts of Charles Bally (1909). The analysis of this work, intended for the teaching of French as a mother tongue, will allow us to highlight two innovative aspects for the time: on the one hand, a very particular meaning of the word phraseology, namely that of the study of language through ordinary syntactic sentences, and, on the other hand, the place reserved for gallicisms, considered as “particular idioms” contrary to the general rules of grammar. The study of the opposition between these two groups of constructions in both Dupont’s and Bally’s work will lead us to contrast the facts of language in the former with the facts of expression in the latter.
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ZETZSCHE, GEORG. "TOWARD UNDERSTANDING THE GENERATIVE CAPACITY OF ERASING RULES IN MATRIX GRAMMARS." International Journal of Foundations of Computer Science 22, no. 02 (February 2011): 411–26. http://dx.doi.org/10.1142/s0129054111008118.
Full textAbstract:
This article presents approaches to the open problem of whether erasing rules can be eliminated in matrix grammars. The class of languages generated by non-erasing matrix grammars is characterized by the newly introduced linear Petri net grammars. Petri net grammars are known to be equivalent to arbitrary matrix grammars (without appearance checking). In linear Petri net grammars, the marking has to be linear in size with respect to the length of the sentential form. The characterization by linear Petri net grammars is then used to show that applying linear erasing to a Petri net language yields a language generated by a non-erasing matrix grammar. It is also shown that in Petri net grammars (with final markings and arbitrary labeling), erasing rules can be eliminated, which yields two reformulations of the problem of whether erasing rules in matrix grammars can be eliminated.
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ROEPER, THOMAS. "Minimalism and bilingualism: How and why bilingualism could benefit children with SLI." Bilingualism: Language and Cognition 15, no. 1 (December 2, 2011): 88–101. http://dx.doi.org/10.1017/s1366728911000605.
Full textAbstract:
We begin with the hypothesis that all people are “bilingual” because every language contains ingredients from several grammars, just as English exhibits both an Anglo-Saxon and a Latinate vocabulary system. We argue that the dominant grammar is defined by productivity and recursion in particular. Although current evidence is sparse, in principle, for a child who shows Specific Language Impairment (SLI) in a bilingual environment, richer modules in one grammar may help trigger more obscure modules in another language. Thus, if one language has a rich case system, it may help a child see an impoverished case system in another grammar. Examples from prepositional systems, wh-movement, recursive possessives and others are discussed. In general, a second language can be beneficial to the SLI child in the acquisition of both languages. Minimalism offers a level of abstraction where these cross-language connections can most naturally be stated.
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Rice, Keren. "A typology of good grammars." Perspectives on Grammar Writing 30, no. 2 (March 31, 2006): 385–415. http://dx.doi.org/10.1075/sl.30.2.10ric.
Full textAbstract:
Writing a grammar is an exhilarating and exhausting experience. All grammars must meet high expectations. This paper reports on a study of qualities sought in grammars based on a survey of reviews of grammars. The study reveals that linguists expect a grammar to be comprehensive, clear, and accessible to all. It should also contain careful argumentation and a wealth of data that is appropriate, authentic, and meticulously checked. Writers of grammars must ask themselves a variety of questions before they begin, including what the goal of the grammar is, who the audience for the grammar is, how much time there is to write the grammar, and what the language reveals about its grammar. The paper then discusses and evaluates specific examples of good grammars of various types.