Journal articles: 'English language Grammar'

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Dr. Dhaval Purohit. "How to Teach English Grammar Effectively." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 4, no. 2 (December 10, 2022): 298–303. http://dx.doi.org/10.58213/ell.v4i2.57.

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All languages made use of by human beings in order that they can communicate either in speech or in black and white possess their own grammars. Whether it be one’s native language or second language (hereinafter referred to as the English Language), it must be having its grammar. It is like a flit-gun and its grammar is its plunger, and it is the plunger that does set and keep the flit-gun in operation. Wherefore the grammar of a language cannot be thought of as autonomous of the language. Rather it should be said that a language and its grammar are integrated and of it there is no doubt at all. This research article shall wherefore be focusing on how to effectively teach the grammar of the English language.

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Normawati, Afi, and Dwitiya Ari Nugrahaeni. "Grammar Teaching and Learning in English Language Class: Students’ View." English Education:Journal of English Teaching and Research 9, no. 1 (May 25, 2024): 41–48. http://dx.doi.org/10.29407/jetar.v9i1.21536.

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Grammar, which differs in structure among languages, plays an important component of language acquisition. Grammar proficiency is essential for clear communication since it improves understanding and coherence. Therefore, mastering English grammar is essential to EFL study. This study explores the students’ view on the importance of grammar in language acquisition in detail and explores how EFL students evaluate the teaching and learning of grammar. A qualitative method was used, including open-ended questionnaire and interview, to better understand students' perspectives. The results support the participants' understanding of grammar's significance and reinforce the idea that grammar teaching is essential. The findings of this study further highlight the need of combining explicit and implicit teaching strategies within grammar teaching and learning, acknowledging the mutually beneficial nature of both methods. These strategies further emphasise the critical role that technology and the internet play in language learning. These results together offer educators knowledge for developing effective grammar teaching strategies that correspond with students' viewpoints and academic objectives.

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AARTS, BAS. "Grammatici certant Rodney Huddleston & Geoffrey K. Pullum (in collaboration with Laurie Bauer, Betty Birner, Ted Briscoe, Peter Collins, David Denison, David Lee, Anita Mittwoch, Geoffrey Nunberg, Frank Palmer, John Payne, Peter Peterson, Lesley Stirling and Gregory Ward), The Cambridge grammar of the English language. Cambridge: Cambridge University Press, 2002. Pp. xvii+1,842." Journal of Linguistics 40, no. 2 (July 2004): 365–82. http://dx.doi.org/10.1017/s0022226704002555.

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The first large-scale modern grammars of English were Quirk et al.'s A grammar of contemporary English (1972) and A comprehensive grammar of the English language (1985). It has taken 18 years for a major competitor to be published. Many linguists, especially those whose main focus is English, will have looked forward to the publication of the present book. The Cambridge grammar of the English language (henceforth CaGEL) is first and foremost the brainchild of Rodney Huddleston, whose 1984 Introduction to the grammar of English had already established itself as an important text. He was joined by Geoffrey Pullum and the other authors listed above at various points in time.

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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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Enesi, Miranda, Ekaterina Strati, and Anisa Trifoni. "Alternative grammar teaching vs. traditional grammar teaching in Albanian tertiary education." International Journal of Education and Practice 11, no. 2 (April 12, 2023): 279–94. http://dx.doi.org/10.18488/61.v11i2.3337.

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Owing to the complex nature of the English Grammar, teachers of English language and linguistics face many challenges when teaching Grammar. Besides, it is difficult for students to master grammar structures though English teachers in Albania try hard to make grammar teaching as engaging as possible but through the traditional grammar teaching approach. The traditional approach and techniques have produced ineffective learning and inert knowledge problems. However, through alternative teaching approaches, especially the communicative one, students learn the language in all its three dimensions, form, meaning and use. This helps them to make use of grammatical structures meaningfully, accurately, and appropriately. With the view to investigate Albanian University lecturers’ perspectives in teaching English grammar in foreign languages departments in Albania, this research paper aimed to survey English Language lecturers’ most effective grammar teaching approaches and strongly suggest them teaching grammar communicatively. With the aid of a questionnaire, lecturers provided their opinions on the effectiveness of this alternative teaching approach and its impact on their students’ success. As an integral component part of language, as a mechanism that makes language move, grammar improves the quality as well as accuracy of English language writing and fluency, and the best approach to integrate it into English language teaching skills, should be applied by all English language lecturers. The questionnaire’s results show an integration of both approaches. Lecturers prefer teaching grammar communicatively to the traditional approach; however, they also use elements of the traditional one.

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Patria, Aditya Nur. "Vocational English Students’ Perceptions of Learning English Grammar." International Journal of English Language Studies 4, no. 4 (December 14, 2022): 62–66. http://dx.doi.org/10.32996/ijels.2022.4.4.9.

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The vocational college is commonly known as a place to prepare students to be ready for work in the industry. Hence, the English language taught in this institution should be more functional or applicable rather than theoretical and analytical. The present study aims to investigate the perception of students taking the English language stream in the Applied Foreign Languages program at a vocational college toward learning English grammar. There are 40 student participants involved. The data are collected using a 13-item questionnaire to identify students’ perception of the importance of learning grammar, the relevance to their study and future career, and their feeling toward learning grammar. Analyzed using descriptive statistics, the data indicate that students consider learning grammar important. Their perception tends to be positive regardless fields of their future career. However, translation is the field career in which many students choose and seem to demonstrate a positive perception toward learning English grammar.

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Tintemann, Ute. "The Traditions of Grammar Writing in Karl Philipp Moritz’s (1756–1793) Grammars of English (1784) and Italian (1791)." Historiographia Linguistica 42, no. 1 (May 26, 2015): 39–62. http://dx.doi.org/10.1075/hl.42.1.03tin.

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Summary Until the late 18th century, authors of vernacular grammars often adopted the categories of Latin grammar to describe these languages. However, by adapting the Latin system to English, German or Italian, grammarians could succeed only in part, because these languages work in different ways. In the present paper, the author discusses the solutions that Karl Philipp Moritz (1756–1793) proposes in his Englische and Italiänische Sprachlehre für die Deutschen, textbooks for German learners. The author analyses to what extent Moritz’s grammar descriptions were influenced by the Latin model as well as by the traditions of English and Italian grammar writing that he encountered in his sources. It will be demonstrated that he translated extensively from the works of other authors: For his English textbook (Moritz 1784), he mainly used James Greenwood’s (1683?–1737) The Royal English Grammar (1737), and for Italian (Moritz 1791), he profited especially from Benedetto Rogacci’s (1646–1719) Pratica, e compendiosa istruzione circa l’uso emendato, ed elegante della Lingua Italiana (1711).

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Qizi, Durdona Axmadova Axror. "THE ROLE OF GRAMMAR IN LEARNING ENGLISH LANGUAGE." American Journal Of Social Sciences And Humanity Research 03, no. 05 (May 1, 2023): 118–22. http://dx.doi.org/10.37547/ajsshr/volume03issue05-21.

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This research article aims to investigate the role of grammar in the process of learning the English language. The study explores the importance of grammar instruction, its impact on language proficiency, and its relevance in different language learning contexts. Through a comprehensive review of relevant literature, this article examines various perspectives and theories regarding the role of grammar in language acquisition.

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Schachter, Jacquelyn. "On the issue of completeness in second language acquisition." Interlanguage studies bulletin (Utrecht) 6, no. 2 (December 1990): 93–124. http://dx.doi.org/10.1177/026765839000600201.

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The issue of completeness in adult second language acquisition is critical in the development of a theory of second language acquisition. Assuming the Chomskyan definition of core grammar as being those aspects of the language determined by the interaction of the innately specified Universal Grammar and the input to which the learner is exposed, we need to ask if it is possible for an adult learner of a second language to attain native-speaker competence in the core aspects of the grammar of the second language. This paper examines evidence for presence or absence of one principle of UG, Subjacency, in the grammars of groups of proficient nonnative speakers of English. There are three groups whose native languages - Korean, Chinese, Indonesian - differ from English with regard to Subjacency, Korean showing no evidence of it, Chinese and Indonesian showing partial evidence of it. There is one group whose native language, Dutch, shows the full range of Subjacency effects that English does. If all groups show the same Subjacency effects in English that native speakers do, then it must be the case UG is still available for adult second language learning and completeness in second language grammars is possible; if not, then completeness cannot be included as a possible characteristic of adult second language acquisition. Proficient nonnative university students with the above native languages were given grammaticality judgement tests on a set of sentences containing a variety of structures (islands) and Subjacency violations involving those structures. Analysis showed that though all groups were able to correctly judge grammatical sentences (containing islands) as grammatical, only the Dutch group was able to correctly judge ungrammatical sentences (containing Subjacency violations) as ungrammatical; the Korean subjects performed randomly on this task. This native language effect was shown not to be due to attribute variables, such as age of first exposure to English, number of months in an English-speaking country, number of years of English study, etc. The results support the conclusion that completeness is not a possible property of adult-acquired grammars since adults no longer have access to UG for the second language learning process.

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Fauzi, Ashar, and Kristian Adi Putra. "Reconstructing Grammar Exercises: A Systemic Functional Grammar Approach." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 7, no. 2 (December 29, 2022): 397–407. http://dx.doi.org/10.24042/tadris.v7i2.14051.

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Despite the sufficient amount of language textbook analysis studies that have been conducted, little attention focused on grammar exercises analysis presented in the Indonesian junior high school English textbooks that facilitated the students to make meaning where functional grammar principles were adopted. This current study nuanced education artifacts analysis. The researchers intended to reveal to what extent the English grammar exercises present functional grammar exercises. Moreover, The study provided a practical suggestion to teachers, textbook developers, and language practitioners to revise and include the functional grammar approach in designing English grammar exercises. Anchored into critical document study, this study focused to find the representation of functional grammar exercises portrayed in an English language textbook where the mandated English language curriculum endorses genre-based and text-based language pedagogy in an Indonesian secondary school context. Two analytical tools were combined (i.e. transitivity analysis and critical discourse study) to reveal the existing English grammar exercises. The findings present a total of 88 English grammar exercises found in the textbook. However, 28 English grammar exercises indicated activities for the student to make meaning. The result provided a critical suggestion for grammar exercises revision that facilitates students to make meaning and understanding the social practices of the language. However, this study only provided a textbook analysis, further studies possibly focus on action studies where the functional grammar exercises were implemented in classroom activities.

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Chisholm, William S., Stig Johansson, Per Lysvåg, and Per Lysvag. "Understanding English Grammar." Language 65, no. 4 (December 1989): 893. http://dx.doi.org/10.2307/414971.

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Covington, Michael A., and Richard Hudson. "English Word Grammar." Language 71, no. 3 (September 1995): 589. http://dx.doi.org/10.2307/416228.

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Umbach, David B., Thomas P. Klammer, and Muriel R. Schultz. "Analyzing English Grammar." Language 73, no. 1 (March 1997): 193. http://dx.doi.org/10.2307/416618.

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Porras, Anthony. "EXAMINING INSTITUTIONAL ENGLISH LANGUAGE PROGRAM: ENGLISH TEACHER’S PERSPECTIVES AND PRACTICES." SAGA: Journal of English Language Teaching and Applied Linguistics 1, no. 1 (January 3, 2020): 1–8. http://dx.doi.org/10.21460/saga.2020.11.7.

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The issue of what the role of grammar is and how it should be taught is still considered a dilemma among English teachers. Though various schools of thought and methodologies were discovered, the convincing postulations and effective practices in language learning are still in constant exploration. As an attempt to alleviate this dilemma, this research aims to identify teacher beliefs and practices when it comes to grammar. Utilizing a single case study method, perspectives and methodologies were studied from an English teacher in the Philippines. Findings revealed that grammar was still an important aspect in the language learning and teaching. However, fluency was greatly emphasized over accuracy. In practice, Communicative Language Teaching was the most commonly observed method utilized in teaching grammar. It is suggested that there should be a balance between form and function aspects of teaching grammar.

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van der Auwera, Johan, and Dirk Noël. "Raising: Dutch Between English and German." Journal of Germanic Linguistics 23, no. 1 (February 15, 2011): 1–36. http://dx.doi.org/10.1017/s1470542710000048.

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As a complement to C. B. van Haeringen's classic comparative study (1956) that positioned the grammar of Dutch in between the grammars of English and German, this study compares the productivity of three kinds of “raising” patterns in these languages: Object-to-Subject, Subject-to-Object, and Subject-to-Subject raising. It establishes the extent to which Dutch, as well as English and German, have evolved from the old West Germanic starting point these languages are assumed to have shared in this area of grammar. The results are a test case for Hawkins' (1986) case syncretism account of the difference in “explicit-ness” between the grammars of English and German.*

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Kumayas, Tirza, and Fergina Lengkoan. "The Challenges of Teaching Grammar at the University Level: Learning From the Experience of English Lecturer." Journal of English Culture, Language, Literature and Education 11, no. 1 (April 5, 2023): 98–105. http://dx.doi.org/10.53682/eclue.v11i1.6058.

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Grammar overall, is a challenging language skill. Even experienced English lecturers may face difficulties in explaining grammar to students. Grammar is the primary skill to be developed when learning English as a foreign language. Yet, when other languages' skills gained more attention, grammar came to be seen as the least important skill. Without using proper assessment to reduce student understanding, this is frequently explained in a straightforward manner by means of other skills. This study focuses on the challenges English language teachers use when teaching grammar at the second-grade level. In this essay, every single English language teacher participates. The researchers interviewed them, copied, and analysed the data obtained from the interview. Problems and difficulties of students are no less important for lecturers to know in teaching grammatical structures. In this case, English lecturers are challenged to find more strategic and creative ways of teaching grammar. Mastery of good grammar guarantees students' ability to master other skills such as writing and speaking. Due to this, the study may benefit other English language teachers and lead to new ideas for addressing the problem at hand. Everyone agreed that she experienced three challenges while they were learning grammar. This study can be a good reference for other English lecturers and students, and parents in overcoming these challenges.

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Putti, Paola Sinigaglia, and Louis G. Alexander. "Longman English Grammar." TESOL Quarterly 24, no. 2 (1990): 309. http://dx.doi.org/10.2307/3586909.

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Fennell, Sandra M., Patricia Byrd, and Beverly Benson. "Applied English Grammar." TESOL Quarterly 28, no. 1 (1994): 217. http://dx.doi.org/10.2307/3587220.

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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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Kasimova, Malika. "Comparative Study Of Bilingual And Monolingual Children In Acquiring Grammar Strategies." American Journal of Applied sciences 03, no. 01 (January 31, 2021): 128–47. http://dx.doi.org/10.37547/tajas/volume03issue01-19.

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Foreign languages have been taught worldwide starting from elementary schools. While some children learn English as a second language, there are many bilinguals who study English as the third language. This small scale study aims to illustrate the dissimilarities between bilingual and monolingual students in learning the English language, specifically, acquiring English Grammar strategies. Two 3rd grade primary school pupils attended in this study. The research compiled three stages and data analysis revealed accordingly.

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Hameed Joodi, Abdul Majeed. "Some Aspects of Ergativity in English and Arabic." World Journal of English Language 13, no. 5 (March 17, 2023): 33. http://dx.doi.org/10.5430/wjel.v13n5p33.

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The present study is a contrastive analysis of the notion of Ergativity in English1 and Arabic2. It attempts to discuss this phenomenon to find out the points of similarity and difference between the two languages in this particular linguistic area. It offers an explanation and a detailed description of the term and illustrates the various types and forms of verbs that can be handled under the headings ergative verbs and non-ergative verbs showing how the former differ from the latter. Additionally, it investigates the verbs which are used both transitively and intransitively in the two languages. All these types of verbs will be identified, classified, and analyzed according to the Quirk grammar - the approach to grammatical description pioneered by Randolph Quirk and his associates, and published in a series of reference grammars during the 1970s and 1980s, notably A Grammar of Contemporary English (1972) and its successor A Comprehensive Grammar of the English Language in1985. Reference, will, however, be made, wherever necessary, to the principles, techniques and terminology of other models of grammar. The method is, thus, more or less, eclectic. As far as ergativity in Arabic is concerned, the study adopts the model of grammatical description and classification pioneered by traditional Arab grammarians such as Siibawayhi, Ibn ‘Aqiil, and Mubarrid, and by modern Arab grammarians like Ghalaayiinii, ‘Udhaymah, and ‘Abbaas Hasan, among others. The conclusion part offers the main findings of the study.

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Zhang, Qian. "Chinese Learner Challenges in English Subject-Verb Agreement." Journal of Education and Educational Research 3, no. 3 (June 1, 2023): 156–58. http://dx.doi.org/10.54097/jeer.v3i3.9647.

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The second language learners are experiencing manifold challenges when acquiring a new language. English is one of the most prevalent languages nowadays. The English speakers hail from around the world. Therefore, English has become a compulsory course in China since the late 1980s. As Chinese is my first language and English is the second, I can intermittently perceive the learner challenges especially the English grammar. Grammar is the set of rules in fields of phonology, morphology, and syntax, often complemented by phonetics, semantics, and pragmatics. Chinese grammar differs from English to a great extent, including subject-verb (S-V) agreement. It is sometimes really hard to compose grammatically correct sentences due to the influence of Chinese grammar patterns as well as the sociocultural context. Consequently, the aim of the paper is to define the challenges that the learners face whose first language is Chinese and seek for answers to this problem in second language acquisition.

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Szewel, Anatol. "Past vs Previous in EFL Teaching of L1 Slavic Students." Language Teaching Research Quarterly 26 (December 2021): 39–51. http://dx.doi.org/10.32038/ltrq.2021.26.03.

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In Germanic and Slavic languages, the Verb is the most extensive grammatical item, which causes most of the troubles for second language learners. It has been noticed that Slavic L1 learners of English make mistakes in using verb forms due to the transfer of their L1 grammatical system (grammar concepts) onto the English language. The goal of the paper is to show how the wording of grammatical explanations in English influences the conceptualisation of grammatical items. The paper refers to one of the most probable sources of such misunderstanding – the way grammatical forms are named and explained in frequently used course books and grammars of English, which leads to a corrupted or limited understanding of the functionality of a grammatical form in L1 Slavic learners. The practical clues presented below might be beneficial for authors of course-books, FL language teachers and teacher trainers in solving the dilemma between the implicit vs explicit approach to teaching grammar, in constructing concept questions and formulating clear explanations in class.

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Progovac, Ljiljana. "Se middles in the evolution of predication: Is Serbian a split-accusative language?" Journal of Slavic Linguistics 30, no. 3 (2022): 1–16. http://dx.doi.org/10.1353/jsl.2022.a923072.

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abstract: This paper builds on the proposal that human languages reconstruct back to an intransitive (one argument) absolutive-like grammar. Such grammars are arguably still found in a variety of constructions across languages, including in verb-noun compounds in e.g. English and Serbian, and in Serbian se "middles." Given the highly productive nature of se middles in Serbian, and given their specialization for low elaboration of events, and for the inanimate end of the Animacy Hierarchy, the proposal is that Serbian is best analyzed as a split-accusative language, on analogy with split-ergative languages, in that its dominant/default grammar is accusative, but the absolutive grammar (ergativity) occupies a significant niche.

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Wulf, Herwig. "English syntax. A grammar for English language professionals." System 24, no. 3 (September 1996): 400–409. http://dx.doi.org/10.1016/s0346-251x(96)90022-6.

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Spahiu, Isa, and Edita Kamberi Spahiu. "CONTRASTIVE ANALYSIS OF ENGLISH AND ALBANIAN ADJECTIVES." International Journal of Applied Language Studies and Culture 2, no. 1 (March 31, 2019): 17–22. http://dx.doi.org/10.34301/alsc.v2i1.14.

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Language is a systematic means of communicating by the use of sounds or conventional symbols. Learning a foreign language is never easy especially when we try to express our thought, opinions, feelings and ideas from mother language to target language. Because English is so widely spoken, it has often been referred to as a “world language” or “lingua franca’. While it is not an official language in most countries, it is currently the language most often taught as a foreign language. Since English language is taught as foreign language in our country learning its grammar is still challenging. Proper grammar is essential for learning and comprehending the second language knowing that grammar is a guide how language should be written and spoken. As basic Grammar deals with parts of speech this paper will concentrate on adjective both in English and Albanian their formation, function, degree, order and semantic classification. This seminar paper deals with contrastive analyses of English and Albanian adjectives and aims at describing and analyzing similarities and differences that exist between them. The methodology of the study is descriptive and contrastive. Even though the English and Albanian languages belong to the Indo-European family they do share similarities and differences both in morphological and syntactical terms.

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PETERSEN, DOUGLAS B., BRENNA THOMPSEN, MARK M. GUIBERSON, and TRINA D. SPENCER. "Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment." Applied Psycholinguistics 37, no. 3 (July 20, 2015): 703–24. http://dx.doi.org/10.1017/s0142716415000211.

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ABSTRACTThis study investigated the extent to which results of English narrative intervention interacted cross-linguistically with Spanish for 73 bilingual children. We employed a quasi-experimental design, using matched-pairs random assignment for children with typically developing language and a nonrandom block design for children with language impairment. At pretest and posttest we elicited three different English and Spanish narrative retells. We conducted two 25-min, individualized narrative intervention sessions in English with the treatment group, focusing on causal subordination and story grammar. The results indicated that the English narrative intervention was efficacious for both causal subordination and story grammar. They also indicated that the typically developing children had significantly greater cross-linguistic transfer of causal subordination and story grammar than did the children with language impairment.

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Selvan, Tamil, and G. Kalaiyarasan. "Exploring English Grammar Competence and English Language Attitude Among the Secondary School Students." Shanlax International Journal of English 10, no. 3 (June 1, 2022): 32–37. http://dx.doi.org/10.34293/english.v10i3.4921.

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In this study, the investigator attempted to study the relationship between English grammar competence and the English language attitude among the secondary school students at Puliangudi municipality in Tenkasi district. One hundred and ninety nine students studying in secondary school were the sample of the study. English grammar competence was measured by a test constructed and validated by the researcher. English language attitude tool was standardized by the researcher combine with my supervisor. The results revealed that there is a significant very low positive correlation between English grammar competence and the English language attitude among the secondary school students. Further, the high and low achievers showed a significant difference in their grammar competence. Boys and girls did not show any significant difference in both grammar competence and the English language attitude. The study has broad implications to be practised in second language.

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Subbiondo, Joseph L. "Neo-aristotelian grammar in 17th-century England." Historiographia Linguistica 17, no. 1-2 (January 1, 1990): 87–98. http://dx.doi.org/10.1075/hl.17.1-2.08sub.

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Summary In his Herm’œlogium; or an Essay at the Rationality of Speaking of 1659 Basset Jones intended to supplement William Lily’s (c. 1468–1522) popular 16th-century grammar, which had received the endorsement of Edward VI. Written in English and Latin, Lily’s grammar through its many editions not only set the standard for Latin grammars, but it also established the style for the first and subsequent grammars of English. Jones realized that Lily’s grammatical model, with its emphasis solely on the classification and arrangement of material according to the classic paradigms for conjugation and declension, ignored the philosophy of grammar which was necessary for an understanding of the relationship of language and thought.

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Berkutova, Tetiana, Viktoriia Vrakina, and Valeriia Sadkovska. "FORMING GRAMMATICAL COMPETENCE WHILE TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE IN NON-LINGUISTIC UNIVERSITIES." Theory and practice of social systems management, no. 2 (June 30, 2022): 48–61. http://dx.doi.org/10.20998/2078-7782.2022.2.04.

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The article deals with teaching grammar in Ukrainian education community. Students start learning grammar at secondary, sometimes even at primary schools, and continue acquiring it while studying at institutions of higher education. However, qualitative progress in grammar usage while writing and speaking English is rarely seen. One possible explanation is that there is a widely adopted approach in Ukrainian education system according to which the formation of grammatical competence goes through a number of fixed steps from grammar knowledge to speech practice. It is assumed that detailed and thorough knowledge of rules of English grammar and their difference from grammar rules of the Ukrainian language contributes to better understanding of peculiar features of the English language and further it positively influences the acquisition of all language skills and abilities. Unfortunately, considering the real situation of teaching English at Ukrainian universities under conditions of insufficient class-room academic hours, such an approach does not bring desired results. Communicative approach of teaching foreign languages and competencies that are to be developed demands a different approach to teaching grammar that is a holistic approach.

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Garman, Michael, and Richard Hudson. "English Word Grammar." Modern Language Review 88, no. 1 (January 1993): 157. http://dx.doi.org/10.2307/3730805.

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Kamolidinovna, Sayfiyeva Komila. "The Role of Teaching Grammar in Legal English." European Journal of Higher Education and Academic Advancement 1, no. 2 (May 31, 2023): 239–42. http://dx.doi.org/10.61796/ejheaa.v1i2.193.

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In this article, the educational goal of teaching a foreign language at the level of our country is considered, in the process of teaching a foreign language, to develop the worldview, thinking ability of students, to improve the knowledge acquired in their native language by mastering this language. In this case, knowing the similarities and differences between the mother tongue, Russian and foreign languages will further increase the knowledge level of language learners.

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Ilgūnaitienė, Ramunė Vitalija. "Is Grammar Still Important Learning the English Language on Tertiary Level? The Analysis of Students’ Attitude." International Linguistics Research 4, no. 2 (April 19, 2021): p1. http://dx.doi.org/10.30560/ilr.v4n2p1.

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Lecturers of Vytautas Magnus University Institute of Foreign Languages have noticed that students’ English grammar comprehension as well as their interest and motivation for learning it have dropped significantly. It was decided to carry out the research and find the answers to the topical questions. Do students thoroughly understand the importance of grammar in language acquisition context? What are the factors predisposing the diminishing value of grammar? What is the students’ insight into the grammar teaching/ learning process in level C1? The questionnaire was compiled and on the basis of a comparative – quantitative method the conclusions were drawn that students do not think that grammar plays an important role in learning the English language, they suppose that their grammar competence is sufficient to be fluent in English, thus, there is no need to continue learning grammar in level C1. If we do not make an attempt to solve this problem, it might lead to a dangerous outcome- the level of the English language proficiency may fall down drastically.

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Mudogo, Benard Angatia. "The Semantic Field Theoretical Approach in the teaching of English and its Grammatical Implication to Second Language Development." International Journal of English Language Studies 3, no. 3 (March 29, 2021): 01–06. http://dx.doi.org/10.32996/ijels.2021.3.3.1.

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The Semantic Field Theory (SFT) has been widely used in teaching English as a second Language to preschool children in Kenya. In the SFT approach, the grammars of two or more languages are in contact. The grammar of languages involved in the SFT approach may be similar or different. However, studies have indicated that where the grammar of two languages in contact differ, syntactic mismatches are likely to result. It was against this background that the investigation was undertaken to establish the potential syntactic mismatches between English and Lukabarasi when using the SMT approach and the possible grammatical implications to English language development lessons. Contrastive Analysis (CA) by Lado (1967) was used in the comparison of the structures of Lukabarasi and English in order to identify syntactic similarities and differences in The First Language (L1) and The Second Language (L2). A sample of 10 key informants teaching English as a second language in rural pre-schools were purposively sampled to help collect the songs. Two songs were purposively sampled for collecting the relevant data. Content analysis guided the data analysis to identify the parts of the songs that were relevant to the achievement of the research objective. The findings indicated that teachers used Lukabarasi songs during English development lessons to enhance vocabulary acquisition using the SFT approach. Further, rules of the two languages were not observed and finally, there were syntactic mismatches during the teaching of English lessons. The findings revealed that extensive use the SMT approach and failure to follow rules of languages during L2 lessons may affect second language development. The findings recommend use of SFT approach when necessary in teaching English and adherence to rules of the two languages during English lessons to reduce negative transfer and to enhance L2 development.

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Peng, Yanghua. "Scholastic Grammar in College English Teaching." International Journal of English Linguistics 7, no. 4 (July 16, 2017): 191. http://dx.doi.org/10.5539/ijel.v7n4p191.

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The research of grammar has been received much concern at home and abroad and the instruction of grammar is a focus and difficulty in English language teaching. The role of scholastic grammar has been paid little attention to for a long time. Some linguists and teachers believe that the traditional or school grammar should be the key in the classroom instruction, but others argue that scholastic grammar is a vital part in language itself. Based on the theories of second language learning and the viewpoints of Otto. Jespersen and H. Poutsma about scholastic grammar, this article conducts a research in colleges and analyzes the stylistic effect of attributive post-position from scholastic grammar perspective and finds that it is necessary to reconsider the important role of scholastic grammar in college English teaching. The paper ends with a conclusion about some implications of the present research for college English language teaching in China.

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Yang, Charles D. "Internal and external forces in language change." Language Variation and Change 12, no. 3 (October 2000): 231–50. http://dx.doi.org/10.1017/s0954394500123014.

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If every productive form of linguistic expression can be described by some idealized human grammar, an individuals's variable linguistic behavior (Weinreich, Labov, & Herzog, 1968) can be modeled as a statistical distribution of multiple idealized grammars. The distribution of grammars is determined by the interaction between the biological constraints on human grammar and the properties of linguistic data in the environment during the course of language acquisition. Such interaction can be formalized precisely and quantitatively in a mathematical model of language learning. Consequently, we model language change as the change in grammar distribution over time, which can be related to the statistical properties of historical linguistic data. As an empirical test, we apply the proposed model to explain the loss of the verb-second phenomenon in Old French and Old English based on corpus studies of historical texts.

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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.

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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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Markee, Numa, John Sinclair, Stephen Bullon, Gwenyth Fox, Ramesh Krishnamurthy, Elizabeth Manning, and John Todd. "Collins COBUILD English Grammar." Modern Language Journal 75, no. 4 (1991): 522. http://dx.doi.org/10.2307/329526.

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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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Rezzonico, Stefano, Ahuva Goldberg, Katy Ka-Yan Mak, Stephanie Yap, Trelani Milburn, Adriana Belletti, and Luigi Girolametto. "Narratives in Two Languages: Storytelling of Bilingual Cantonese–English Preschoolers." Journal of Speech, Language, and Hearing Research 59, no. 3 (June 2016): 521–32. http://dx.doi.org/10.1044/2015_jslhr-l-15-0052.

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Purpose The aim of this study was to compare narratives generated by 4-year-old and 5-year-old children who were bilingual in English and Cantonese. Method The sample included 47 children (23 who were 4 years old and 24 who were 5 years old) living in Toronto, Ontario, Canada, who spoke both Cantonese and English. The participants spoke and heard predominantly Cantonese in the home. Participants generated a story in English and Cantonese by using a wordless picture book; language order was counterbalanced. Data were transcribed and coded for story grammar, morphosyntactic quality, mean length of utterance in words, and the number of different words. Results Repeated measures analysis of variance revealed higher story grammar scores in English than in Cantonese, but no other significant main effects of language were observed. Analyses also revealed that older children had higher story grammar, mean length of utterance in words, and morphosyntactic quality scores than younger children in both languages. Hierarchical regressions indicated that Cantonese story grammar predicted English story grammar and Cantonese microstructure predicted English microstructure. However, no correlation was observed between Cantonese and English morphosyntactic quality. Conclusions The results of this study have implications for speech-language pathologists who collect narratives in Cantonese and English from bilingual preschoolers. The results suggest that there is a possible transfer in narrative abilities between the two languages.

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LEECH, GEOFFREY. "A new Gray's Anatomy of English grammar." English Language and Linguistics 8, no. 1 (April 21, 2004): 121–47. http://dx.doi.org/10.1017/s1360674304001273.

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Rodney Huddleston and Geoffrey Pullum, The Cambridge grammar of the English language. Cambridge: Cambridge University Press, 2002. Pp. xviii + 1842. Hardback, ISBN 0 521 43146 8. £120.This article reviews Huddleston & Pullum (2002) from the viewpoint of a co-author of Quirk, Greenbaum, Leech & Svartvik (1985). (This author, however, makes no claim whatsoever to represent the views of the other authors of Quirk et al.) Particular attention is paid to some of the more controversial aspects of Huddleston & Pullum's analysis. It is argued that the two grammars, although similar in their comprehensively wide coverage of English, are not strictly comparable, in that Huddleston & Pullum's grammar is more theory-oriented and Quirk et al.'s grammar is more observation-oriented. These different orientations go with different strengths and weaknesses. In some areas Huddleston & Pullum's more up-to-date account has manifest advantages over that of Quirk et al., but there are also arguably areas where Huddleston & Pullum have not moved with the times.

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Crespo, Kimberly, and Margarita Kaushanskaya. "The Role of Attention, Language Ability, and Language Experience in Children's Artificial Grammar Learning." Journal of Speech, Language, and Hearing Research 65, no. 4 (April 4, 2022): 1574–91. http://dx.doi.org/10.1044/2021_jslhr-21-00112.

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Purpose: The current study examined the role of attention and language ability in nonverbal rule induction performance in a demographically diverse sample of school-age children. Method: The participants included 43 English-speaking monolingual and 65 Spanish–English bilingual children between the ages of 5 and 9 years. Core Language Index standard scores from the Clinical Evaluation of Language Fundamentals–Fourth Edition indexed children's language skills. Rule induction was measured via a visual artificial grammar learning task. Two equally complex finite-state artificial grammars were used. Children learned one grammar in a low attention condition (where children were exposed to symbol sequences with no distractors) and another grammar in a high attention condition (where distractor symbols were presented around the perimeter of the target symbol sequences). Results: Overall, performance in the high attention condition was significantly worse than performance in the low attention condition. Children with robust language skills performed significantly better in the high attention condition than children with weaker language skills. Despite group differences in socioeconomic status, English language skills, and nonverbal intelligence, monolingual and bilingual children performed similarly to each other in both conditions. Conclusion: The results suggest that the ability to extract rules from visual input is attenuated by the presence of competing visual information and that language ability, but not bilingualism, may influence rule induction.

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Motov, Sergei. "Teaching English grammar on linguocognitive basis." Tambov University Review. Series: Humanities, no. 179 (2019): 32–39. http://dx.doi.org/10.20310/1810-0201-2019-24-179-32-39.

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The peculiarities of the modern educational process require new approaches to techniques and methods used in language teaching. One of the ways for optimization of lessons in fo- reign languages is aimed at integration of cognitive linguistics and its achievements into the struc-ture of such classes. The linguocognitive basis fits well into the communicative approach to teach-ing languages and allows for increased efficiency of education through using the principles and methods of cognitive science, which provides a means of explanation for a number of linguistic phenomena, including grammatical, the explanation of which is difficult within the traditional ap-proach to teaching. Certain aspects of English grammar, that are difficult to be taught, are being considered and the efficiency of methods of cognitive linguistics in their teaching is proven. We demonstrate the importance of considering cognitive metaphor as a mechanism that is crucial for teaching English prepositions and modal verbs. A number of practical researches, that have proven the high potential of classes, structured around linguocognitive basis, is provided. We also prove the possibility of integration of the methods of cognitive linguistics and the methods, developed within the traditional approach to language teaching. In conclusion we provide the arguments for the efficiency of teaching English grammar on linguocognitive basis.

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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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Truswell, Robert. "Grammar Competition and Word Order in a Northern Early Middle English Text." Languages 6, no. 2 (March 24, 2021): 59. http://dx.doi.org/10.3390/languages6020059.

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The Edinburgh Royal College of Physicians manuscript of Cursor Mundi and the Northern Homilies, a northern Middle English text from the early 14th century, contains unprecedentedly high frequencies of matrix verb-third and embedded verb-second word orders with subject–verb inversion. I give a theoretical account of these word orders in terms of a grammar, the ‘CM grammar’, which differs minimally in its formal description from regular verb-second grammars, but captures these unusual word orders through addition of a second preverbal A′-projection. Despite its flexibility, the CM grammar did not spread through the English-speaking population. I discuss the theoretical consequences of this failure to spread for models of grammar competition where fitness is tied to parsing success, and discuss prospects for refining such models.

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Kim, Hyun Sook, and Rodney Huddleston. "English Grammar: An Outline." TESOL Quarterly 23, no. 4 (December 1989): 693. http://dx.doi.org/10.2307/3587546.

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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 17, 2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

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Rutten, Gijsbert. "‘Lowthian’ Linguistics across the North Sea." Historiographia Linguistica 39, no. 1 (March 22, 2012): 43–60. http://dx.doi.org/10.1075/hl.39.1.04rut.

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Summary This paper focuses on Dutch grammar-writing in the 18th century so as to put the linguistic works of Robert Lowth (1710–1787) in an international, comparative perspective. It demonstrates that certain characteristics of the “Lowthian” approach to grammar and of 18th-century English linguistics in general are parallelled by similar developments in the history of Dutch linguistics. The transition from normative grammar to prescriptive grammar which characterises the English late 18th century has a counterpart in the Dutch development from ‘civil’ to national grammar. Lowth’s recognition of different stylistic levels with corresponding levels of grammatical acceptability has a Dutch counterpart as well. The transition towards prescriptivism and the relevance of different stylistic levels are closely connected, which is exemplified by a case study on the treatment of adnominal inflection in 18th-century grammars of Dutch.

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Bodric, Radmila. "Aligning English grammar testing with European language standards." Zbornik Instituta za pedagoska istrazivanja 47, no. 1 (2015): 129–52. http://dx.doi.org/10.2298/zipi1501129b.

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In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

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Lago, Sol, Anna Stutter Garcia, and Claudia Felser. "The role of native and non-native grammars in the comprehension of possessive pronouns." Second Language Research 35, no. 3 (May 15, 2018): 319–49. http://dx.doi.org/10.1177/0267658318770491.

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Previous studies have shown that multilingual speakers are influenced by their native (L1) and non-native (L2) grammars when learning a new language. But, so far, these studies have mostly used untimed metalinguistic tasks. Here we examine whether multilinguals’ prior grammars also affect their sensitivity to morphosyntactic constraints during processing. We use speeded judgment and self-paced reading tasks to examine the comprehension of German possessive pronouns. To investigate whether native and non-native grammars differentially affect participants’ performance, we compare two groups of non-native German speakers with inverse L1–L2 distributions: a group with L1 Spanish – L2 English, and a group with L1 English – L2 Spanish. We show that the reading profiles of both groups are modulated by their L1 grammar, with L2 proficiency selectively affecting participants’ judgment accuracy but not their reading times. We propose that reading comprehension is mainly influenced by multilinguals’ native grammar, but that knowledge of an L2 grammar can further increase sensitivity to morphosyntactic violations in an additional language.

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Journal articles on the topic 'English language Grammar'

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