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Books on the topic 'Grammar tasks'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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1

Dzhioeva, Alesya. Theoretical course of the English language. Grammar. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/935896.

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The purpose of the textbook is to give students an idea of the theoretical grammar of the English language and the issues that it solves. The basics of the general grammatical theory and theoretical grammar of the modern English language are described. The sections of grammar — morphology and syntax, their correlation in different languages are considered. The most important grammatical concepts are analyzed: a word, a phrase, a sentence. The idea of the theory of parts of speech, as well as parts of speech in the English language is given. The textbook includes eight chapters, a bibliographic list and appendices containing additional material. Each chapter is devoted to a specific question of theoretical grammar. At the end of each chapter, conclusions are given — a summary of its essence, a list of references, questions and tasks that help to assimilate the material are given. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is recommended for students of philological faculties of universities studying the theory of grammar and theoretical grammar of the English language.

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2

Before brass tacks: Basic grammar. Scarborough, ON: Prentice Hall Allyn & Bacon Canada, 1999.

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3

Gaetz, Lynne. Brass tacks grammar / $ c Lynne Gaetz. Scarborough, Ont: Prentice-Hall Allyn and Bacon, 1996.

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4

Brennan, Caitriona. Task-based learning in an Arab grammar classroom. [S.l: The Author], 2002.

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5

Ingonga, Lilian Indira. A task based language awareness approach to teaching English grammar in Kenyan grammar schools: An exploratory study. Birmingham: University of Birmingham, 2001.

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6

Werner, Abraham, and Meij Sjaak de, eds. Topic, focus, and configurationality: Papers from the 6th Groningen Grammar Talks, Groningen, 1984. Amsterdam: J. Benjamins Pub. Co., 1986.

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7

Rezaei, Saeed. Corrective feedback in task-based grammar instruction: A case of recast vs.metalinguistic feedback. Saarbru cken, Germany: LAP Lambert, 2011.

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8

Tierney, Roderick. A task group approach to the introduction of records of achievement in a grammar school. [s.l: The author], 1989.

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9

Taboada, María Teresa. Building coherence and cohesion: Task-oriented dialogue in English and Spanish. Philadelphia: John Benjamins Pub. Co., 2004.

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10

Taboada, María Teresa. Building coherence and cohesion: Task-oriented dialogue in English and Spanish. Amsterdam: J. Benjamins, 2004.

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11

(Editor), Bertil Tkkanen, and Heinrich Hettrich (Editor), eds. Themes and Tasks in Old and Middle Indo Aryan Linguistics. Motilal Banarsidass,, 2005.

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12

Bourque, Kathy. The relationship between severity of phonological impairment and performance on phonological awareness and reading tasks. 1995.

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13

Brass Tacks Grammar. Prentice Hall College Div, 1999.

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14

Kaplan, Ronald M. Syntax. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0004.

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This article introduces some of the phenomena that theories of natural language syntax aim to explain. It briefly discusses a few of the formal approaches to syntax that have figured prominently in computational research and implementation. The fundamental problem of syntax is to characterize the relation between semantic predicate-argument relations and the superficial word and phrase configurations by which a language expresses them. The major task of syntactic theory is to define an explicit notation for writing grammars. This article details a framework called transformational grammar that combines a context-free phrase-structure grammar with another component of transformations that specify how trees of a given form can be transformed into other trees in a systematic way. Finally, it mentions briefly two syntactic systems that are of linguistic and computational interest, namely, generalized phrase structure grammar and tree-adjoining grammars.

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15

Carroll, John. Parsing. Edited by Ruslan Mitkov. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199276349.013.0012.

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This article introduces the concepts and techniques for natural language (NL) parsing, which signifies, using a grammar to assign a syntactic analysis to a string of words, a lattice of word hypotheses output by a speech recognizer or similar. The level of detail required depends on the language processing task being performed and the particular approach to the task that is being pursued. This article further describes approaches that produce ‘shallow’ analyses. It also outlines approaches to parsing that analyse the input in terms of labelled dependencies between words. Producing hierarchical phrase structure requires grammars that have at least context-free (CF) power. CF algorithms that are widely used in parsing of NL are described in this article. To support detailed semantic interpretation more powerful grammar formalisms are required, but these are usually parsed using extensions of CF parsing algorithms. Furthermore, this article describes unification-based parsing. Finally, it discusses three important issues that have to be tackled in real-world applications of parsing: evaluation of parser accuracy, parser efficiency, and measurement of grammar/parser coverage.

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16

Liang, Percy, Michael Jordan, and Dan Klein. Probabilistic grammars and hierarchical Dirichlet processes. Edited by Anthony O'Hagan and Mike West. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198703174.013.27.

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This article focuses on the use of probabilistic context-free grammars (PCFGs) in natural language processing involving a large-scale natural language parsing task. It describes detailed, highly-structured Bayesian modelling in which model dimension and complexity responds naturally to observed data. The framework, termed hierarchical Dirichlet process probabilistic context-free grammar (HDP-PCFG), involves structured hierarchical Dirichlet process modelling and customized model fitting via variational methods to address the problem of syntactic parsing and the underlying problems of grammar induction and grammar refinement. The central object of study is the parse tree, which can be used to describe a substantial amount of the syntactic structure and relational semantics of natural language sentences. The article first provides an overview of the formal probabilistic specification of the HDP-PCFG, algorithms for posterior inference under the HDP-PCFG, and experiments on grammar learning run on the Wall Street Journal portion of the Penn Treebank.

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17

Robinson, Marin S., Fredricka L. Stoller, Molly Constanza-Robinson, and James K. Jones. Write Like a Chemist. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195367423.001.0001.

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Write Like a Chemist is a unique guide to chemistry-specific writing. Written with National Science Foundation support and extensively piloted in chemistry courses nationwide, it offers a structured approach to writing that targets four important chemistry genres: the journal article, conference abstract, scientific poster, and research proposal. Chemistry students, post-docs, faculty, and other professionals interested in perfecting their disciplinary writing will find it an indispensable reference. Users of the book will learn to write through a host of exercises, ranging in difficulty from correcting single words and sentences to writing professional-quality papers, abstracts, posters, and proposals. The book's read-analyze-write approach teaches students to analyze what they read and then write, paying attention to audience, organization, writing conventions, grammar, and science content, thereby turning the complex process of writing into graduated, achievable tasks. Concise writing and organizational skills are stressed throughout, and "move structures" teach students conventional ways to present their stories of scientific discovery. This resource includes over 350 excerpts from ACS journal articles, ACS conference abstracts, and successful NSF CAREER proposals, excerpts that will serve as useful models of chemistry writing for years to come. Other special features: Usable in chemistry lab, lecture, and writing-dedicated courses Useful as a writing resource for practicing chemists Augmented by Language Tips that address troublesome areas of language and grammer in a self-study format Accompanied by a Web site: http://www.oup.com/us/writelikeachemist Supplemented with an answer key for faculty adopting the book

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18

Francis, Elaine J. Gradient Acceptability and Linguistic Theory. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192898944.001.0001.

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In Gradient Acceptability and Linguistic Theory, Elaine J. Francis examines a challenging problem at the intersection of theoretical linguistics and the psychology of language: the problem of interpreting gradient judgments of sentence acceptability in relation to theories of grammatical knowledge. This problem is important because acceptability judgments constitute the primary source of data on which such theories have been built, despite being susceptible to various extra-grammatical factors. Through a review of experimental and corpus-based research on a variety of syntactic phenomena and an in-depth examination of two case studies, Francis argues for two main positions. The first is that converging evidence from online comprehension tasks, elicited production tasks, and corpora of naturally occurring discourse can help determine the sources of variation in acceptability judgments and narrow down the range of plausible theoretical interpretations. The second is that the interpretation of judgment data depends crucially on one’s theoretical commitments and assumptions, especially with respect to the nature of the syntax–semantics interface and the choice of either a categorical or a gradient notion of grammaticality. The theoretical frameworks considered in this book include derivational theories (e.g. Minimalism, Principles and Parameters), constraint-based theories (e.g. Sign-Based Construction Grammar, Simpler Syntax), competition-based theories (e.g. Stochastic Optimality Theory, Decathlon Model), and usage-based approaches. While showing that acceptability judgment data are typically compatible with the assumptions of various theoretical frameworks, Francis argues that some gradient phenomena are best captured within frameworks that permit soft constraints—non-categorical grammatical constraints that encode the conventional preferences of language users.

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19

Pajunen, Anneli, and Mari Honko. Suomen kielen hallinta ja sen kehitys. Peruskoululaiset ja nuoret aikuiset. SKS Finnish Literature Society, 2021. http://dx.doi.org/10.21435/skst.1472.

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The topic of the book is the incremental growth of linguistic knowledge from lexical to structural-cum-textual during the so-called later language development. Language mastery does not presuppose any acquaintance with prescriptive grammar but, instead, concerns the core of language which the so-called consensus principle applies to: the most frequent words and structures are mastered with certainty by everybody, but uncertainty increases as less frequent and more variable phenomena are taken into consideration. It is the goal of the study to make explicit the knowledge that is common to school children of different age groups, and to show how it develops both in its core and in its fringe areas. The mastery of less common aspects exhibits considerable statistical variation. The research embodies methodological pluralism insofar as it has been carried out by means both of the corpus method and the experimental method. Here experimental subsumes writing tasks, paper-and-pencil tests, and behavior under experimental conditions. The amount of participants native in Finnish varies from 300–2000. The book has a bipartite structure: mastery of meanings (Part I), and mastery of forms (Part II).

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20

Before Brass Tacks: Basic Skills in English. Prentice Hall Allyn and Bacon, 2000.

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21

Crowell, Sheila C. TAKS Coach, TEKS-based writing grade 7. Educational Design, 2002.

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22

Shea, Nicholas. Correlational Information. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198812883.003.0004.

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Correlation is the first exploitable relation we will consider. Correlations turn into content when they are exploited by a system: the content-constituting correlations are those which unmediatedly explain a system’s performance of its task functions (and thereby qualify as UE correlational information). This chapter shows that this approach works for fixing content in a range of case studies from cognitive science. It does so without having to appeal to representation consumers whose outputs play a content-constituting role. In each case study, contents fixed in this way do a good job of underpinning the characteristic explanatory grammar of representational explanation: correct representation explains successful behaviour and misrepresentation explains failure.

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23

Abraham, Werner. Topic, Focus, and Configuration Ability: Papers from the 6th Groningen Grammar Talks Groningen, 1984 (Linguistic Aktuell, Band 4). John Benjamins Pub Co, 1986.

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24

Stein, Gabriele. John Palsgrave as a sixteenth-century contrastive linguist. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807377.003.0006.

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John Palsgrave is the first English lexicographer known by name. As a teacher of French to Henry VIII’s sister Mary, he set himself the task to ‘reduce the French language to rule’. His Lesclarcissement de la langue francoyse (1530) is an outstanding linguistic achievement which describes French pronunciation, explains the rules of French grammar, and includes an English–French dictionary of some eight hundred pages. Himself a dedicated teacher, Palsgrave helped his English countrymen to understand the foreign language by explicit comparisons between the differences of expression, explaining them and illustrating them with examples. The chapter presents the most striking grammatical comparisons in the use of pronouns, questions, and negation, and then focuses on the lexicon: contrasts in semantic range, idiomatic usage, sense-dependent complementation, and construction patterns.

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25

Jaffro, Laurent. Locke and Port-Royal on Affirmation, Negation, and Other Postures of the Mind. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198815037.003.0011.

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The chapter claims that in order to understand Locke’s doctrine of assent, his philosophy of mind needs to be seen in conjunction with his philosophy of language, which in turn gains from being compared with Port-Royal’s logic and grammar. It points out two conflicting facts in Locke’s account of affirmation and negation in the Essay. First, Locke entrusts affirmation and negation with the task of signifying both the assertion by which we manifest our assent to a proposition and the junction or separation of the ideas constituting the proposition. The other fact is that Locke accepts a great variety of ways of considering a proposition. This diversity of ‘postures’ is poorly expressed by the limited number of syncategorematic terms, ‘particles’. The first fact fosters a one-act view of the assent we give to propositions. The second opens the way to a multiple-act view.

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26

Culicover, Peter W. Language Change, Variation, and Universals. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198865391.001.0001.

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This volume is about how human languages get to be the way they are, why they are different from one another in some ways and not others, and why they change in the ways that they do. Given that language is a universal creation of the human mind, the puzzle is why there are different languages at all, why we don’t all speak the same language. And while there is considerable variation, there are ways in which grammars show consistent patterns. The solution to these puzzles, the author proposes, is a constructional one. Grammars consist of constructions that carry out the function of expressing universal conceptual structure. While there are in principle many different ways of accomplishing this task, the constructions that languages actually use are under pressure to reduce complexity. The result is that there is constructional change in the direction of less complexity, and grammatical patterns emerge that reflect conceptual universals. The volume consists of three parts. Part I establishes the theoretical foundations: situating universals in conceptual structure, formally defining constructions, and characterizing constructional complexity. Part II explores variation in argument structure, grammatical functions, and A′ constructions, drawing on data from a variety of languages, including English and Plains Cree. Part III looks at constructional change, focusing primarily on English and German. The study ends with some observations and speculations on parameter theory, analogy, the origins of typological patterns, and Greenbergian ‘universals’.

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