Relevant bibliographies by topics / Vocabulary and grammar

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Vocabulary and grammar'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Vocabulary and grammar"

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Vsevolodova, M. V. "VOCABULARY AND GRAMMAR, OR VOCABULARY IN GRAMMAR." Professor’s Journal. Series: Russian and Literature: studying and teaching 1 (March 11, 2020): 7–15. http://dx.doi.org/10.18572/2687-0339-2020-1-7-15.

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Azam, Azmi. "Teaching Grammar and Vocabulary." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 8, 2014): 61–79. http://dx.doi.org/10.24297/jal.v2i1.2009.

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The teaching of grammar and vocabulary is a complex but crucial process in the course of an educationaland epistemological programmeforlearning any language, especially English. It is all mandatory fora teacher of English to teach vocabulary and grammar so that the learner can develop the four basic skills of learning a language. In every teaching strategy, a method followed by a theory, objectives determination (general and specific), syllabus designing, curriculum scheduling, checklist assembling, material selecting, and lesson planning are marked as the mandatory steps to be taken by a teacher of English. In case of methods, generally four types of method i.e. Grammar Translation method, Directmethod, Audio-lingual method and Communicative Language Teaching method can be specified. Further, in case of teaching vocabulary, diverse methods particularly- keyword method, word map,restructuring reading materials, root analysis and so on can also be marked as necessary. While we come across syllabus designing, we find: Grammatical syllabus, Structural syllabus, Situational syllabus and Notional-functional syllabus. In case of materials we have textbooks, workbooks, reference books, teachers manual, supplementary materials, remedial materials and so on. After selection of materials, the selection of gradation comes including linear and cyclic gradation. The checklist is a kind of manual or work-plan provided by the teacher to the students. As a whole, the checklist includes daily programme of topics selected in specific to be taught in a lecture or several lectures whereas a lesson plan is a detail discussion of the topic with the division of time scheduling for each and every class.
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Rappaport, Gilbert C., and Michael Mikos. "Polish Vocabulary and Grammar I." Slavic and East European Journal 32, no. 2 (1988): 348. http://dx.doi.org/10.2307/308919.

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Kwankyu Lee. "Grammar education and vocabulary education." korean language education research ll, no. 40 (April 2011): 127–58. http://dx.doi.org/10.20880/kler.2011..40.127.

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Moscoso del Prado Martín, Fermín. "Vocabulary, Grammar, Sex, and Aging." Cognitive Science 41, no. 4 (March 22, 2016): 950–75. http://dx.doi.org/10.1111/cogs.12367.

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Justice, Laura, Kate Cain, Hui Jiang, Jessica Logan, Rongfang Jia, Hui Jiang, Jessica A. Logan, and Rongfang Jia. "Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade." Journal of Speech, Language, and Hearing Research 61, no. 4 (April 17, 2018): 910–23. http://dx.doi.org/10.1044/2018_jslhr-l-17-0090.

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Purpose This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions Children's growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.
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Husna, Fuyudhatul, Hesty Widiastuty, and Aris Sugianto. "CORRELATION AMONG GRAMMAR MASTERY AND VOCABULARY SIZE TOWARD TRANSLATION ABILITY ON REPORT TEXT." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 692. http://dx.doi.org/10.22460/project.v4i4.p692-703.

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The crucial problem of translating Indonesia to English language are the students’ lack of knowledge and mother tongue (source language) that two of them are grammar and vocabulary. The researcher focused to measure the correlation among grammar mastery and vocabulary size toward translation ability on report text at seventh semester students in State Islamic Institute of Palangka Raya that use quantitative method with a correlational design. The researcher’s instruments were three test which were grammar mastery, vocabulary size, and translation test that were tested to the 32 students’ translation class in academic year 2017/2018. The numerical data were analyzed by Pearson Product Moment that showed that: (1) the most students got “fail” (43.75%) grammar mastery, (2) the most students got “excellent” (46.875%) vocabulary size, (3) the most students got “enough” (87.5%) translation ability. The significant correlation among three variables were proved by correlation coefficient 0.604 (strong category), Fchange > Ftable = 8.349 > 3.33, and the contribution of grammar mastery and vocabulary size delivered 36.5%. Thus, it sums that students’ grammar mastery and vocabulary size correlate with the quality of students’ translation ability on report text at seventh semester students in academic year 2017/2018. Keywords: Grammar Mastery, Vocabulary, Translation
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MARJANOVIČ-UMEK, LJUBICA, URŠKA FEKONJA-PEKLAJ, and GREGOR SOČAN. "Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study." Journal of Child Language 44, no. 2 (March 28, 2016): 457–79. http://dx.doi.org/10.1017/s0305000916000167.

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AbstractThe aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.
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Méndez, Lucía I., and Gabriela Simon-Cereijido. "A View of the Lexical–Grammatical Link in Young Latinos With Specific Language Impairment Using Language-Specific and Conceptual Measures." Journal of Speech, Language, and Hearing Research 62, no. 6 (June 19, 2019): 1775–86. http://dx.doi.org/10.1044/2019_jslhr-l-18-0315.

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Purpose This study investigated the nature of the association of lexical–grammatical abilities within and across languages in Latino dual language learners (DLLs) with specific language impairment (SLI) using language-specific and bilingual measures. Method Seventy-four Spanish/English–speaking preschoolers with SLI from preschools serving low-income households participated in the study. Participants had stronger skills in Spanish (first language [L1]) and were in the initial stages of learning English (second language [L2]). The children's lexical, semantic, and grammar abilities were assessed using normative and researcher-developed tools in English and Spanish. Hierarchical linear regressions of cross-sectional data were conducted using measures of sentence repetition tasks, language-specific vocabulary, and conceptual bilingual lexical and semantic abilities in Spanish and English. Results Results indicate that language-specific vocabulary abilities support the development of grammar in L1 and L2 in this population. L1 vocabulary also contributes to L2 grammar above and beyond the contribution of L2 vocabulary skills. However, the cross-linguistic association between vocabulary in L2 and grammar skills in the stronger or more proficient language (L1) is not observed. In addition, conceptual vocabulary significantly supported grammar in L2, whereas bilingual semantic skills supported L1 grammar. Conclusions Our findings reveal that the same language-specific vocabulary abilities drive grammar development in L1 and L2 in DLLs with SLI. In the early stages of L2 acquisition, vocabulary skills in L1 also seem to contribute to grammar skills in L2 in this population. Thus, it is critical to support vocabulary development in both L1 and L2 in DLLs with SLI, particularly in the beginning stages of L2 acquisition. Clinical and educational implications are discussed.
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Rutland, Linda W., Peter V. Jones, and Keith C. Sidwell. "Reading Latin (Grammar, Vocabulary and Exercises)." Modern Language Journal 71, no. 3 (1987): 343. http://dx.doi.org/10.2307/326464.

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Dissertations / Theses on the topic "Vocabulary and grammar"

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McGarry, Theresa, and R. Marotta. "Songs and Memories for Expanding Vocabulary and Grammar." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/6152.

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Book Summary: New Ways in Teaching With Humor explores the whole gamut of possibilities for using humor in English language teaching. Find ideas for beginning to advanced students, 5-minute activitiesto start a class on a humorous note to multiday projects, and silly English puns and jokes to activities for examining controversial social issues. Topics covered include: Humor and Language Development; Wordplay and Puns; Comics and Cartoons; Jokes and Joke Telling; Sitcoms and Movies; Internet Resources and Digital Literacy; and Parody, Satire, and Sarcasm.What all these lessons have in common is that they all use humor to enhance the English learning experience and provide English language learners with the linguistic and cultural knowledge they need to become more proficient users of the language. New Ways in Teaching With Humor not only shows the how of using humor in the English language classroom, but also the why.
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Petzell, Malin. "The Kagulu language of Tanzania grammar, texts and vocabulary." Köln Köppe, 2007. http://d-nb.info/989931285/04.

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Cox, Eriksson Christine. "Children's Vocabulary Development : The role of parental input, vocabulary composition and early communicative skills." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-108079.

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The aim of this thesis is to examine the early vocabulary development of a sample of Swedish children in relation to parental input and early communicative skills. Three studies are situated in an overall description of early language development in children. The data analyzed in the thesis was collected within a larger project at Stockholm University (SPRINT- “Effects of enhanced parental input on young children’s vocabulary development and subsequent literacy development” [VR 2008-5094]). Data analysis was based on parental report via SECDI, the Swedish version of the MacArthur-Bates Communicative Development Inventories, and audio recordings. One study examined parental verbal interaction characteristics in three groups of children with varying vocabulary size at 18 months. The stability of vocabulary development at 18 and 24 months was investigated in a larger study, with focus on children’s vocabulary composition and grammatical abilities. The third study examined interrelations among early gestures, receptive and productive vocabulary, and grammar measured with M3L, i.e. three longest utterances, from 12 to 30 months. Overall results of the thesis highlight the importance of early language development. Variability in different characteristics in parental input is associated with variability in child vocabulary size. Children with large early vocabularies exhibit the most stability in vocabulary composition and the earliest grammatical development. Children’s vocabulary composition may reflect individual stylistic variation. Use of early gestures is associated differentially with receptive and productive vocabulary. Results of the thesis have implications for parents, child- and healthcare personnel, as well as researchers and educational practitioners. The results underscore the importance of high quality in adult-child interaction, with rich input fine-tuned to children’s developmental levels and age, together with high awareness of early language development.
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Mikan, Kathrin Angela Maria. "Verbal short-term memory and vocabulary learning." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44799/.

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This thesis addressed two key issues. The first was the extent to which verbal short-term memory (STM) for item and order information can be differentiated in terms of their underlying neural mechanisms. The second was to analyze the relative contributions of item and order STM to vocabulary learning in bilingual (BL) and monolingual (ML) children and ML adults. The first issue was addressed with four studies. Three used electroencephalography (EEG) with ML adults, BL adults and ML children. The aim was to determine whether there is any evidence that the two types of verbal STM have different neural signatures. The fourth study used transcranial magnetic stimulation (TMS) in ML adults to test the hypothesis that the right intraparietal sulcus (IPS) is involved in order STM but not item STM. The second issue was addressed by two behavioural studies. The first was a large-scale longitudinal study testing item and order STM in relation to natural vocabulary acquisition in 7 to 10 year old BL and ML children. The children were tested once in the beginning and once in the end of the school year. In addition, ML children learning a second language were examined in the end of the school year. The second behavioural study explored therelationship of item and order STM with new-word-learning in ML adults using artificially-created nonwords. Some evidence was found to support the view that the distinction of item and order STM is a useful one. Results of the EEG data suggested differences in patterns of neuro-electrical activity for ML and BL adults and ML children when they are performing item STM and order STM tasks. The results suggest that order STM is important for new word learning in one´s native language learning, where there has already been some exposure to this language, but not in complete novice language learners.
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Thompson, Jeremy Paul. "Learning biblical hebrew vocabulary : insights from second language vocabulary acquisition." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17819.

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Thesis (DPhil)--Stellenbosch University, 2011.
ENGLISH ABSTRACT: Though Biblical Hebrew (=BH) is no longer a spoken language, students continue to learn it for the purpose of reading, or at least interacting at a deeper level, with the text of the Hebrew Bible. This suggests that BH shares with any modern language learning course the goal of learning to read. One important part of learning to read is the acquisition of an adequate number of vocabulary items. The purpose of this study is to determine which insights from Second Language Vocabulary Acquisition (=SLVA) research and related fields hold the most promise for a new — and possibly more effective — approach to learning BH vocabulary, to evaluate currently existing BH instructional materials in light of these insights, to develop a new approach based on these insights, and to test aspects of the new approach empirically. Researchers in SLVA have uncovered a number of helpful insights concerning how vocabulary and vocabulary learning should be defined as well as concerning how vocabulary is best learned. On the other hand, BH instructional materials reflect little to no influence from these insights. These materials have continued to define vocabulary narrowly as individual words and continued to conceive of vocabulary learning primarily as pairing form and meaning in contrast to the much more sophisticated definitions found in the SLVA literature. For example, SLVA researchers consider items beyond the word level, such as idioms, to be vocabulary (Moon 1997; Lewis 1993, 1997). BH instructional materials have also failed to include a significant number of beneficial Vocabulary Learning Strategies (=VLSs), while including some VLSs that are either intrinsically problematic or problematic in the ways they are employed. For example, the strategy of learning semantically related items together is common in BH instructional materials, though it has been shown to be problematic in a considerable number of experimental studies (e.g. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Since SLVA research has yet to influence BH instructional materials, a new approach to BH vocabulary learning is warranted. This new approach is based on sound theory concerning what vocabulary is and what it means to learn it, while offering learners as many helpful strategies for learning lexical items as possible. To justify this new approach, a set of experimental studies was run including one longitudinal case study and three larger-scale experiments. This testing was partial in nature since it was only possible to test one variable at a time. The testing revealed a number of important areas for future research into BH vocabulary learning.
AFRIKAANSE OPSOMMING: Alhoewel Bybelse Hebreeus (=BH) nie meer gepraat word nie, hou studente aan om dit aan te leer vir die doel om te lees, of ten minste om op ‘n dieper vlak met die oorspronklike teks van die Hebreeuse Bybel om te gaan. Dit impliseer dat die aanleer van BH net soos met die aanleer van moderne tale, ten doel het om die taal te kan lees. Een belangrike aspek van om te leer lees, is om die woordeskat aan te leer wat vir hierdie doel nodig is. Die doel van hierdie studie is om vas te stel watter insigte, verkry uit Tweede Taal Woordeskat-Aanleer (=TTWA) navorsing en ander verwante studievelde, die meeste belofte inhou vir ‘n nuwe – en moontlik meer effektiewe – benadering tot die leer van BH woordeskat; om huidige BH leermateriaal te evalueer, in lig van hierdie insigte; om ‘n nuwe benadering te ontwikkel gebaseer op hierdie insigte; en om aspekte van die nuwe benadering empiries toets. Navorsers in TTWA het al heelwat insig verkry in hoe woordeskat en die aanleer van woordeskat gedefineer behoort te word, sowel as aangaande die mees effektiewe maniere waarop woordeskat aangeleer kan word. Dit lyk egter of beskikbare BH leermanier niks of baie min by hierdie insigte baatgevind het. Hierdie materiaal handhaaf tipies ‘n baie nou definisie van wat woordeskat is, te wete, individuele woorde. Dit beskou dus die aanleer van woordeskat as die aanleer van hoofsaaklik woordpare met verskillende vorme en betekenisse, in plaas daarvan om die meer gesofistikeerde definisies te gebruik wat in TTWA literatuur gevind word. TTWA navorsers beskou, byvoorbeelde idiome, wat uit meer as een woord kan bestaan, ook as woordskat-eenhede (Moon 1997; Lewis 1993, 1997). BH leermateriaal gebruik selde van die groot getal beskikbare nuttige Woordeskat Leer- Strategieë (=WLS). Daar word eerder dikwels strategieë gebruik wat volgens TTWA navorsing nie baie effektief is nie.’n Goeie voorbeeld in hierdie verband is die strategie om semanties-verwante items saam te leer. Empiriese navorsing het aangetoon dat hierdie strategie sonder twyfel problematies kan wees (bv. Nation 2000; Finkbeiner & Nicol 2003; Papathanasiou 2009). Aangesien TTWA feitelik nog geen beduidende invloed op BH leermateriaal gehad het, is ‘n nuwe benadering tot die aanleer van BH woordeskat waarin TTWA insigte verreken word, geregverdig. Hierdie nuwe benadering is gebaseer op ‘n deeglik begrondige teoriese model aangaande wat woordeskat is, en wat dit beteken om dit te leer. Verder kan geput word uit die skat van nuttige strategieë wat al in TTWS geïdentifiseer is om sodoende aan BH leerder strategieë te bied wat hulleself al bewys het. Om die nuwe benadering empiries te begrond, is ‘n reeks eksperimentele studies geloods. Nie alle aspekte van die nuwe model kon sistematies getoets word nie. Die grondslag vir verdere navorsing is egter gelê.
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McGreevy, Michael. "Statistical language modelling for large vocabulary speech recognition." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16444/.

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The move towards larger vocabulary Automatic Speech Recognition (ASR) systems places greater demands on language models. In a large vocabulary system, acoustic confusion is greater, thus there is more reliance placed on the language model for disambiguation. In addition to this, ASR systems are increasingly being deployed in situations where the speaker is not conscious of their interaction with the system, such as in recorded meetings and surveillance scenarios. This results in more natural speech, which contains many false starts and disfluencies. In this thesis we investigate a novel approach to the modelling of speech corrections. We propose a syntactic model of speech corrections, and seek to determine if this model can improve on the performance of standard language modelling approaches when applied to conversational speech. We investigate a number of related variations to our basic approach and compare these approaches against the class-based N-gram. We also investigate the modelling of styles of speech. Specifically, we investigate whether the incorporation of prior knowledge about sentence types can improve the performance of language models. We propose a sentence mixture model based on word-class N-grams, in which the sentence mixture models and the word-class membership probabilities are jointly trained. We compare this approach with word-based sentence mixture models.
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Aavik, Toivo. "Lexical analysis of Estonian personal values vocabulary and relation to socially desirable responding and parenting practices /." Tartu, Estonia : Tartu University Press, 2006. http://dspace.utlib.ee/dspace/bitstream/10062/1230/5/aaviktoivo.pdf.

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Stephens, James A. "Caesar's Bellum Gallicum Book 1 with Vocabulary, Notes, and Clause Subordination." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3644.

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Efficiency in the presentation of a Latin text and its study-aids is the key to assisting intermediate students, who frequently become overwhelmed with the amount of vocabulary and grammar that needs to be simultaneously understood in order to read with any accuracy. This text breaks down the first book of Caesar's Bellum Gallicum in both a visual and a conceptual manner to aid students in learning intermediate Latin efficiently. The text is comprised of five parts. The first section contains the text as found in DuPontet's edition of Caesar's Bellum Gallicum. The second section has grammar notes that explain tense and case uses that are necessary for grasping the text, as well as citations for further reading. The third section displayes the text segmented into clauses and is positioned in such a way that the student can, at a glance, visualize what is part of the main clause, and what is subordinate to it. This segmentation assists the reader in learning to follow the order of Caesarian clauses when translating. The fourth section provides a list of vocabulary, not previously memorized by students, that happens to appear in that specific section. The final component is a list of all words that first appear in Book 1 of Caesar's Bellum Gallicum and that appear throughout Caesar's text five or more times.
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Hughes, A. J. "The gaelic of Tangaveane and Commeen, County Donegal (texts, phonology, aspects of grammar and a vocabulary)." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357446.

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Larsson, Therese. "Different ‘colo(u)rs’ of the English language : A corpus-based study on Swedes’ choices in spelling, vocabulary and grammar." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40781.

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The aim of this study is to discover if Swedish writers use American or British spelling, vocabulary and grammar when writing a text in English. The focus is on differences in spelling categories, lexical variation between the two varieties as well as differences in the usage of non-finite complementation. This is a quantitative study based on material from the Swedish in English Newspapers Corpus (SWENC), the Blogs in English by Swedes Corpus (BESC), and the Corpus of English Tweets by Swedes (CETS). The results show that Swedish writers of English prefer to use British English spelling, American English vocabulary and that they tend to imitate American English grammar usage when it comes to non-finite complementation. The conclusions are that the English of Swedish writers is affected by the standards of the English used in at least two of the countries in the Inner Circle, i.e. American and British English, and that it seems to be influenced both by what is taught in school and what the writers see and hear in the media.
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Books on the topic "Vocabulary and grammar"

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Maganga, Clement. Kinyamwezi: Grammar, texts, vocabulary. Köln: R. Köppe, 1992.

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Sharma, S. R. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Sharma, S. R. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Deccan College Post-graduate and Research Institute., ed. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Sharma, S. R. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Sharma, S. R. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Sharma, S. R. Byangsi grammar and vocabulary. Pune: Deccan College Postgraduate and Research Institute, 2007.

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Ellen, Balla, ed. Spin!: Grammar, vocabulary, and writing. White Plains, N.Y: Pearson Education/Longman, 2002.

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Bourke, Kenna. Vocabulary. Oxford: Oxford University Press, 2005.

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Thomas, B. J. Elementary vocabulary. London: Edward Arnold, 1990.

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Book chapters on the topic "Vocabulary and grammar"

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Siepmann, Dirk. "Vocabulary and Grammar." In German and English, 182–203. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003107057-4.

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Freeborn, Dennis. "Vocabulary." In A Course Book in English Grammar, 91–103. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24079-1_5.

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Sundkvist, Peter. "The vocabulary and grammar of the Shetland dialect." In The Shetland Dialect, 47–73. London; New York: Routledge, 2020. | Series: Routledge studies in world Englishes: Routledge, 2020. http://dx.doi.org/10.4324/9781003058410-4.

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Martin, David. "Second Commentary Speaking Christian, its Vocabulary and Grammar." In Ruin and Restoration, 41–55. Burlington : Ashgate, 2016.: Routledge, 2018. http://dx.doi.org/10.4324/9781315607108-4.

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Boers, Frank. "Avenues." In Evaluating Second Language Vocabulary and Grammar Instruction, 207–13. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-61a.

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Boers, Frank. "Making it Stick." In Evaluating Second Language Vocabulary and Grammar Instruction, 158–87. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-12a.

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Boers, Frank. "Estimating the Chances of Incidental Acquisition." In Evaluating Second Language Vocabulary and Grammar Instruction, 17–35. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-3.

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Boers, Frank. "The Aim, Scope and Organization of This Book." In Evaluating Second Language Vocabulary and Grammar Instruction, 2–16. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-2.

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Boers, Frank. "Evaluating the Merits of Inferencing and Discovery Learning." In Evaluating Second Language Vocabulary and Grammar Instruction, 89–125. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-18a.

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Boers, Frank. "What Practice Makes (Almost) Perfect (and for What Purpose)?" In Evaluating Second Language Vocabulary and Grammar Instruction, 126–57. Names: Boers, Frank, author. Title: Evaluating second language vocabulary and grammar instruction : a synthesis of the research on teaching words, phrases, and patterns / Frank Boers.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003005605-19a.

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Conference papers on the topic "Vocabulary and grammar"

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Kuruvilla, Anupama, Jian Li, Pablo Hennings Yeomans, Pedro Quelhas, Nader Shaikh, Alejandro Hoberman, and Jelena Kovacevic. "Otitis media vocabulary and grammar." In 2012 19th IEEE International Conference on Image Processing (ICIP 2012). IEEE, 2012. http://dx.doi.org/10.1109/icip.2012.6467492.

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Debowski, Lukasz. "On vocabulary size of grammar-based codes." In 2007 IEEE International Symposium on Information Theory. IEEE, 2007. http://dx.doi.org/10.1109/isit.2007.4557209.

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Ye, Bei-bei. "Case Grammar and its Application in English Vocabulary Teaching." In 3d International Conference on Applied Social Science Research (ICASSR 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icassr-15.2016.34.

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Gill, Amaninder Singh, Joshua D. Summers, and Cameron J. Turner. "Impact of Level of Detail and Information Content on Accuracy of Function Structure-Based Market Price Prediction Models." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59662.

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This paper explores the amount of information stored in the representational components of a function structure: vocabulary, grammar, and topology. This is done by classifying the previously developed functional composition rules into vocabulary, grammatical, and topological classes and applying them to function structures available in an external design repository. The pruned function structures of electromechanical devices are then evaluated for how accurately market values can be predicted using graph complexity connectivity method. The accuracy is inversely with amount of information and level of detail. Applying the topological rule does not significantly impact the predictive power of the models, while applying the vocabulary rules and the grammar rules reduce the accuracy of the predictions. Finally, the least predictive model set is that which had all rules applied. In this manner, the value of a representation to predict or answer questions is quantified through this research approach.
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Beutler, R., T. Kaufmann, and B. Pfister. "Integrating a non-probabilistic grammar into large vocabulary continuous speech recognition." In IEEE Workshop on Automatic Speech Recognition and Understanding, 2005. IEEE, 2005. http://dx.doi.org/10.1109/asru.2005.1566496.

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Song, Yinxiu. "Recognition and analysis of English grammar and vocabulary in computer code." In 2013 International Conference on Advanced Materials and Information Technology Processing. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/amitp131141.

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Bogatyreva, T. L. "GAMIFICATION AS A METHOD INCREASE MOTIVATION OF STUDENTS TO LEARN FRENCH." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.189-193.

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The article considers gamification as one of the possible ways to increase students' motivation to learn French by using online gaming resources. Special attention is paid to the gradual development of grammar and vocabulary.
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Pronina, Natalia. "Grammar And Vocabulary As The Operational Basis For Language Learning At School." In SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.353.

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Popova, Svetlana. "SONGS’ LYRICS AND CATCHY TUNES - EFFECTIVE TOOLS OF BUILDING VOCABULARY AND LEARNING GRAMMAR." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.2438.

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Gemmeke, Jort F., Janneke van de Loo, Guy de Pauw, Joris Driesen, Hugo Van hamme, and Walter Daelemans. "A self-learning assistive vocal interface based on vocabulary learning and grammar induction." In Interspeech 2012. ISCA: ISCA, 2012. http://dx.doi.org/10.21437/interspeech.2012-252.

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Reports on the topic "Vocabulary and grammar"

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Munger, Michael P., Ronald L. Small, and David T. Williamson. A Cockpit Natural Language Study: Vocabulary and Grammar Analyses. Fort Belvoir, VA: Defense Technical Information Center, February 1988. http://dx.doi.org/10.21236/ada193289.

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