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Academic literature on the topic 'Grammatical class'

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Published: 9 March 2023
Last updated: 10 March 2023

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Journal articles on the topic "Grammatical class"

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Sereno, Joan A., and Allard Jongman. "Acoustic Correlates of Grammatical Class." Language and Speech 38, no. 1 (January 1995): 57–76. http://dx.doi.org/10.1177/002383099503800103.

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Sereno, Joan A. "Hemispheric Differences in Grammatical Class." Brain and Language 70, no. 1 (October 1999): 13–28. http://dx.doi.org/10.1006/brln.1999.2137.

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Rofik, Abdur. "Grammatical accuracy of Indonesian-English translation." Journal of Applied Studies in Language 4, no. 2 (December 6, 2020): 321–30. http://dx.doi.org/10.31940/jasl.v4i2.2173.

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This study aimed at investigating the accuracy of grammatical structures made by EFL students and their perception of factors affecting them to translate Indonesian texts into English grammatically. The subjects of the study were 21 students in an Indonesian-English Translation class at Language and Literature Faculty, Universitas Sains Alqur’an Wonosobo, Indonesia. The data were collected through students’ translation result texts, questionnaires, and interviews. Since the data involve social phenomena the qualitative approach is used to interpret the data. The findings indicate that the major inaccurate grammatical structures made by students are noun phrase structure, passive voice, and usage of tenses. EFL students consider that factors that contribute to helping them translate texts grammatically are lecturers’ grammar class, watching English movies, and frequent translating exercises. With regard to Indonesian-English translation, this study is believed to ensure the teachers to design an appropriate course to serve the students to develop their grammatical performance in translation.
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Latupeirissa, David Samuel, and Anastasia Imelda Sayd. "Grammatical errors of writing in EFL class." International journal of linguistics, literature and culture 5, no. 2 (March 18, 2019): 1–11. http://dx.doi.org/10.21744/ijllc.v5n2.605.

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The current paper is descriptive qualitative research which aimed at describing grammatical errors of students’ writing in English as a Foreign Language (EFL) Class. Data were gained from documents written by students of State Polytechnic in Kupang City, East Nusa Tenggara- Indonesia. The results have shown that the highest percentage of grammatical errors occurred in using the verb group. It consisted of 65.0 %. Following these errors, students made errors in the use of prepositions (12.8 %). The third errors that were usually made by students were the errors in the use of pronouns. It took 9.8 %. After errors in the use of pronouns, students made errors in pluralization (5.1 %). The next lower frequency of errors made by students were errors in the use of articles. It took 4.3 % of the whole text. Following that, students made errors in the use of conjunctions. The errors occurred at 1.7 %. The last errors made by students were errors in the use of subject-verb agreement. The errors occurred only 1.3 %. The results of the current analysis are hoped to be a reflection of EFL lecturers in Indonesia. Furthermore, EFL lecturers of State Polytechnic Kupang are hoped to focus more on teaching the use of verbs in writing class.
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Bowey, Judith A. "Grammatical Priming of Visual Word Recognition in Fourth grade Children." Quarterly Journal of Experimental Psychology Section A 49, no. 4 (November 1996): 1005–23. http://dx.doi.org/10.1080/713755675.

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Previous work examining context effects in children has been limited to semantic context. The current research examined the effects of grammatical priming of word-naming in fourth-grade children. In Experiment 1, children named both inflected and uninflected noun and verb target words faster when they were preceded by grammatically constraining primes than when they were preceded by neutral primes. Experiment 1 used a long stimulus onset asynchrony (SOA) interval of 750 msec. Experiment 2 replicated the grammatical priming effect at two SOA intervals (400 msec and 700 msec), suggesting that the grammatical priming effect does not reflect the operation of any gross strategic effects directly attributable to the long SOA interval employed in Experiment 1. Grammatical context appears to facilitate target word naming by constraining target word class. Further work is required to elucidate the loci of this effect.
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Pellet Cheneval, Pauline, and Marina Laganaro. "Phonological and grammatical class cohorts in word production." Mental Lexicon 14, no. 1 (November 11, 2019): 68–97. http://dx.doi.org/10.1075/ml.18008.pel.

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Abstract The lexical or sub-lexical loci of facilitation of word production by phonological cueing/priming are debated. We investigate whether phonological cues facilitate word production at the level of lexical selection by manipulating the size of the cohort of word onsets matching the cue. In the framework of lexical facilitation, a phonological cue corresponding to a small number of words should be more effective than a cue corresponding to a larger cohort. However, a lexical locus can clearly be inferred only if the facilitation effect in picture naming is modulated by a specific grammatical lexical cohort and not by the overall word onset cohort. Twenty-seven healthy participants performed an object/noun (Exp1) and an action/verb (Exp2) naming task with cues corresponding to large/small noun/verb onset cohorts. Results revealed that facilitation was modulated by the lexical onset cohort size of the cue in the target grammatical category. These results favour the lexical hypothesis and further suggest a categorical organization of the lexicon.
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Vigliocco, Gabriella, David P. Vinson, and Simona Siri. "Semantic similarity and grammatical class in naming actions." Cognition 94, no. 3 (January 2005): B91—B100. http://dx.doi.org/10.1016/j.cognition.2004.06.004.

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VIGLIOCCO, G., D. VINSON, J. ARCIULI, and H. BARBER. "The role of grammatical class on word recognition☆." Brain and Language 105, no. 3 (June 2008): 175–84. http://dx.doi.org/10.1016/j.bandl.2007.10.003.

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Qinhe, Lu. "On grammatical complexity of a class of attractors." Applied Mathematics and Mechanics 17, no. 2 (February 1996): 163–68. http://dx.doi.org/10.1007/bf00122312.

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de Dreu, Merijn, and Leston Buell. "Neuter gender in a sexless language." Linguistics in the Netherlands 29 (November 2, 2012): 41–54. http://dx.doi.org/10.1075/avt.29.04ded.

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In some Germanic languages, neuter gender is used both as a lexical gender and for certain grammatical functions, while in Romance languages, neuter gender is only employed for grammatical functions. Zulu, a Bantu language, has a much more elaborate noun class system than those languages, but one not rooted in sex or animacy as in Germanic or Romance. However, it is shown that Zulu noun class 17 is used for the same range of grammatical functions as neuter gender in Indo-European. Specifically, Indo-European neuter gender and Zulu class 17 are used when the referent has no specific noun class properties, for expletive subjects, and as the subject of nominal predication, even when the referent is human. Aside from its use in some languages as a gender for nouns, then, neuter gender can be understood as a cluster of grammatical functions, independently of the way the lexicon is organized.
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Dissertations / Theses on the topic "Grammatical class"

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Pooley, Timothy John. "Grammatical and phonological variation in the working-class French of Roubaix." Thesis, University College London (University of London), 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416088.

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Bahl, Megha. "Word Learning by Adults with Learning Disability: Effect of Grammatical Class." Diss., The University of Arizona, 2010. http://hdl.handle.net/10150/193598.

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A novel word learning paradigm in a reading context was employed to investigate the ability of adults with and without learning disability to learn new words. The participants were required to read a short English story. The story was based on an Indian folk tale to eliminate any confounding effect of familiarity with content. Two nouns and two verbs from the story were replaced by novel words. The story was read in three sections. The target non-words occurred once in the first section, allowing for fast mapping of the words. The non-words occurred three times each in the second and the third sections of the story allowing for additional slow mapping. After reading each section, participants were tested for different aspects of lexical acquisition such as production of words, comprehension of the content, and grammatical knowledge associated with the non-word. This allowed for an examination of the growth in learning with increased exposure to the words in context. Results indicated that the normal language group performed significantly better than the learning disability group. Moreover, nouns were more easily learned than verbs. The overall performance of both groups improved with each section read, suggesting that more experience with the word assisted learning of novel forms.
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CREPALDI, DAVIDE. "Nouns and verbs in the brain: Neuropsychological, psycholinguistic, and neuroimaging evidence." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2008. http://hdl.handle.net/10281/9855.

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Diaz, Villalba Alejandro. "Le participe dans les grammaires des langues romanes (XVe-XVIIIe siècles). Histoire comparée d'une classe grammaticale." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA080.

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L’étude présente l’histoire de la classe du participe à travers un corpus de grammaires del’espagnol, du français, de l’italien et du portugais parues entre le XVe et le XVIIIe siècle.La démarche comparative s’appuie sur le principe méthodologique de la mise en série d’une centaine d’ouvrages regroupés et confrontés selon des paramètres variables : la chronologie, le thème ou la tradition grammaticale de la langue-objet.La première partie aborde la question de la catégorisation en linguistique et s’interroge sur la nature des formes non finies du verbe, tout particulièrement du participe et de son emploi dans les formes verbales analytiques. La deuxième partie traite de l’histoire du participe sous un angle général. Ainsi, après avoir donné un aperçu des aspects problématiques qui intéressent les grammairiens grecs et latins, l’analyse se centre sur le traitement de la classe dans les grammaires des langues romanes. La troisième partie s’attache à étudier les approches et les concepts dont se servent les grammairiens de la Renaissance pour traiter les temps composés ainsi que la façon dont ils décrivent et (re)catégorisent les formes participiales de ces temps verbaux
The study investigates the history of the word-class of participle through a close study of a corpus of French, Spanish, Portuguese and Italian grammars which were published between the 15th and 18th centuries. The comparative approach is based on the methodological principle of “series of texts”, by grouping and collating a hundred works according to several variable parameters: the chronology, the theme or the grammatical tradition of the language in question.The first part of the study deals with the linguistic categorization and questions the nature of the non-finite verbal forms, especially the participle and its use in an analytical verbal form. The second part deals with the history of the participle from a more general point of view. Thus, after an overview of the problematic aspects of Greek and Latin grammarians, the analysis focuses on the treatment of the word-class in the grammars of the Romance languages. The third part focuses on the approaches and concepts used by the Renaissance grammarians to deal with compound tenses and on how they described and (re)-categorized the participle forms of these verbal tenses
El estudio presenta la historia de la clase del participio a través de un corpus de gramáticas de español, francés, italiano y portugués publicadas entre los siglos XV y XVIII. El enfoque comparativo se basa en el principio metodológico de la constitución de series textuales, que nos permite agrupar y cotejar un centenar de textos en función de parámetros variables: la cronología, el tema o la tradición gramatical de la lengua objeto.La primera parte aborda el asunto de la categorización en lingüística e indaga la naturaleza de las formas no finitas del verbo, especialmente la del participio y su utilización en las formas analíticas del verbo. La segunda parte propone una aproximacióna la historia del participio desde una perspectiva más general. Así pues, tras una cala en los aspectos problemáticos relacionados con el participio tratados por los gramáticos griegos y latinos, el análisis se centra en el tratamiento de la clase en las gramáticas de las lenguas romances. La tercera parte investiga sobre los enfoques y los conceptos que emplean los gramáticos del Renacimiento para tratar los tiempos compuestos, y sobre el modo en que describen y (re)categorizan las formas participiales de esos tiempos verbales
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Ansaldo, Ana Inés. "Hémisphère droit et aphasie étude longitudinale sur le traitement des mots selon leur degré d'imageabilité et leur classe grammaticale /." [Montréal] : Université de Montréal, 2002. http://wwwlib.umi.com/cr/umontreal/fullcit?pNQ75891.

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Thèse (Ph. D.)--Université de Montréal, 2002.
"NQ-75891." "Thèse présentée à la faculté des études supérieures en vue de l'obtention du grade de philosophiae doctor (Ph. D.) en sciences biomédicales (option orthophonie)." Version électronique également disponible sur Internet.
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Adouna, Gbandi. "Description phonologique et grammaticale du Konkomba - Langue GUR du Togo et du Ghana – Parler de Nawaré." Phd thesis, Université Rennes 2, 2009. http://tel.archives-ouvertes.fr/tel-00416375.

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Langue de tradition orale, le konkomba n'a jamais fait l'objet d'une desrciption linguistique approfondie. La présente description s'appuie sur un corpus de données recueillies pendant nos nombreux séjours à Nawaré, canton dont nous décrivons le parler, sur l'ensemble de la chaîne linguistique konkomba, au centre-ouest du Togo et au nord-est du Ghana. La langue y est décrite sous trois aspects, qui constituent les grandes parties de la Thèse : la phonologie (nous y dégageons les phonèmes consonantiques et vocaliques, la structure syllabique, les différents tons et leurs fonctions) ; la première partie de la morphologie (nominale) part de la structure morphologique pour dégager les différentes classes nominales ; nous étudions aussi la composition. La morphologie verbale présente le verbe dans l'énoncé ; elle identifie les formes que peut prendre un verbe dans cette langue, avant de les classer d'après leur structure qui est corrélative de leur insertion dans des formes aspectuelles données. De là, un certain nombre de propriétés qui distinguent les deux catégories majeures. Nous nous intéressons aussi à la catégorie d'adjectif qui, en konkomba, participe du nom et du verbe. La dernière partie – la syntaxe – étudie la phrase, elle examine les fonctions syntaxiques aussi bien centrales que périphériques, sur la base de la valence verbale. Elle montre la nécessité, pour ce type de langue (langue Gur ou Voltaïque), d'analyser le système syntaxique dans son rapport avec la morphologie nominale. Nous examinons aussi un certain nombre de processus syntaxiques comme l'interrogation et la focalisation.
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Perissinotto, Silvia <1990&gt. "Il task-based approach nasce negli anni '80 del secolo scorso e negli anni ha trovato ampio riscontro a livello mondiale. E' attualmente uno degli approcci maggiormente utilizzati nel campo dell'insegnamento linguistico grazie alla sua natura comunicativa; trova infatti le sue radici nel Communicative Language Teaching degli anni '70 con il quale condivide la forte contrapposizione per gli approcci basati sull'esposizione di rigide regole grammaticali. L'biettivo comunicativo che ci si pone nella progettazione dei task è strettamente legato all'autenticità delle attività, ovvero la loro concretezza e capacità di riprodurre situazioni di vita reale. L'approccio per task è fonte di ricerca in quanto dimostra essere particolarmente proficuo nelle classi di L2 e LS: i maggiori effetti sono riscontrabili sul miglioramento delle abilità comunicative dei discenti. Se da una parte la letteratura sul task-based approach è molto ampia e in fase di continua sperimentazione, un aspetto più ristretto che è stato considerato in misura minore è la sua efficacia all'interno di classi di principianti (basic user, secondo il quadro comune europeo di riferimento per la conoscenza delle lingue: livelli A1 e A2). Pochi ricercatori hanno finora investigato gli effetti dell'utilizzo di task su questo campo di discenti e i principali risultati ottenuti sono legati alle abilità di comprensione. Operando con apprendenti la competenza linguistica è ai primi stadi di sviluppo l'applicazione di attività di comprensione risulta limitante: è a questo proposito che l'orientamento suggerito dai ricercatori è quello di impiegare dapprima dei task che favoriscano la comprensione linguistica per poi passare ad attività di produzione. Gli effetti dei task di comprensione sono ancora una questione in fase di ricerca." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/12962.

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Task-based approach was initially used during the 80s of the previous century and since then it has been widely used all over the world. Thanks to its communicative feature it is currently among the most used approaches to language teaching.
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McDonald, Sheila. "Infants’ use of prosodic and distributional cues in assigning grammatical class." Thesis, 2005. http://hdl.handle.net/2429/17224.

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Infants' ability to learn new words, particularly nouns, increases dramatically in the months following their first birthday. The current experiment asks whether English-learning infants use prosodic cues, distributional cues, or both when deciding which word in a sentence labels an object. Both prosodic and distributional cues to nouns are available in speech to infants. Previous studies show infants' sensitivity to these types of cues, but it is unclear whether infants make use of these cues when assigning grammatical class. In this study, 16-month-old infants were tested to see which word in a sentence they would treat as an object label. The words infants were tested with provided either prosodic cues (sentence-final position and stress), distributional cues (a word preceded by the), both types of cue, or neither cue. The results reveal that 16-month-old infants use both prosodic and distributional cues to learn object labels.
Medicine, Faculty of
Audiology and Speech Sciences, School of
Graduate
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Agbetsoamedo, Yvonne. "Aspects of the Grammar and Lexicon of Sεlεε." Doctoral thesis, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106970.

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This thesis is a description of some aspects of the grammar of Sɛlɛɛ, a Ghana-Togo-Mountain (GTM) language, based on my own fieldwork. The thesis consists of an introduction and five papers. Paper (I), Noun classes in Sεlεε, describes the noun class system of Sɛlɛɛ. It consists of eight noun class prefixes, four marking singular and four plural. They are paired in irregular ways to form eight genders (singular-plural pairs). Nouns agree with determiners, numerals and interrogative qualifiers within the noun phrase and can be indexed on the predicate. Nouns are allocated to classes/genders based partly on semantic notions. Paper (II), Sεlεε (with Francesca Di Garbo), details the morphological encoding of diminution in Sɛlɛɛ either by the suffixes -bi, -bii, -mii, -e or -nyi alone or in combination with noun class shift. Augmentation is not expressed morphologically. Paper (III), The tense and aspect system of Sεlεε: A preliminary analysis, shows that Sɛlɛɛ, unlike most Kwa languages, has a rather elaborate tense system encompassing present, hodiernal, pre-hodiernal and future tenses. The aspectual categories are progressive, habitual and perfect. Both categories often amalgamate with first person singular subject clitics. Paper (IV), Standard negation in Sεlεε, deals with the negation of declarative verbal main clauses. This is primarily encoded by a high tone, sometimes combined with segmental morphemes, portmanteau negative tense-aspect morphemes and vowel lengthening. Each tense-aspect category has at least one particular negation strategy. Paper (V), Unravelling temperature terms in Sεlεε (with Francesca Di Garbo), investigates the grammatical constructions employed for temperature evaluations. Personal feeling is only encoded via subjects, while ambient and tactile evaluations are construed attributively and predicatively. A comparison of Selee and other GTM languages revealed similar noun morphologies but very different verbal morphologies.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Unpublished book chapter. Paper 3: Manuscript. Paper 4: In press. Paper 5: Unpublished book chapter.

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Émond, Catherine. "La genèse d'une classe de mots : les conjonctions dans la tradition (pré-)grammaticale de l'Antiquité grecque." Thèse, 2009. http://hdl.handle.net/1866/4088.

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La présente recherche porte sur la théorie des parties du discours dans l’Antiquité grecque et plus particulièrement sur la réflexion entourant les conjonctions. Le premier chapitre se concentre sur la définition de la conjonction trouvée dans la Poétique d’Aristote, de même que sur les autres passages du corpus aristotélicien qui permettent de mieux cerner les contours d’une entité grammaticale encore mal définie. Le second chapitre porte sur la conjonction dans les recherches logico-grammaticales de l’école stoïcienne. La définition stoïcienne de la conjonction, de même que les différentes catégories de conjonctions identifiées par les Stoïciens sont examinées. Le rôle central des conjonctions au sein de la théorie stoïcienne des propositions complexes est souligné et met en lumière l’interrelation étroite entre la logique et la grammaire à ce point du développement de la théorie grammaticale. Le chapitre final porte sur la définition et les catégories de conjonctions trouvées dans la Tekhnè grammatikè, un bref manuel de grammaire attribué au philologue alexandrin Denys le Thrace. L’influence de la théorie stoïcienne des propositions complexes sur cette première tentative de systématisation grammaticale est mise en lumière, de même que l’interférence de préoccupations philologiques.
This research is concerned with the theory of the parts of speech in Greek antiquity and more precisely with the topic of conjunctions. The first chapter examines the definition of the conjunction given in Aristotle’s Poetics, as well as the other texts of the Aristotelian corpus which allow us the get a better grasp on a still ill-defined grammatical entity. The second chapter deals with the conjunction within the logico-grammatical researches of the Stoic school. It examines the Stoic definition of the conjunction, as well as the various categories of conjunctions that were identified by the Stoics. The central role of conjunctions in the Stoic theory of complex assertions is emphasized, thus showing the close interrelation between logic and grammar at this point in the development of grammatical theory. The final chapter is concerned with the definition and the classes of conjunctions given in the Tekhnè grammatikè, a short grammatical treatise ascribed to the Alexandrian philologist Dionysius Thrax. It shows the influence of the Stoic theory of complex assertions on this first attempt at grammatical systematization, as well as the interference of philological concerns.
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Books on the topic "Grammatical class"

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Han yu ci lei de ren zhi yan jiu he mo hu hua fen: A cognitive investigation and fuzzy classification of word-class in mandarin Chinese. Shanghai: Shanghai jiao yu chu ban she, 2010.

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Pelletier, Georges. Francais 6: Guide pédagogique - 2e partie. Montréal, Qué: Lidec, 1989.

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Pelletier, Georges. Francais 6: Carnet SOS. Montréal, Qué: Lidec, 1989.

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Pelletier, Georges. Francais 6: Recueil de textes - 2e partie. Montréal, Qué: Lidec, 1989.

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Pelletier, Georges. Francais 6: Cahier d'activites - 1re partie. Montréal, Qué: Lidec, 1988.

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Pelletier, Georges. Francais 6: Recueil de textes - 1re partie. Montréal, Qué: Lidec, 1988.

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Pelletier, Georges. Francais 6: Cahier d'activites - 2e partie. Montréal, Qué: Lidec, 1989.

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Zimmermann, Malte. Predicate Focus. Edited by Caroline Féry and Shinichiro Ishihara. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199642670.013.26.

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This chapter discusses a grammatically defined sub-class of focus: that on verbal predicates and on functional elements in the extended verbal projection. The phenomena falling under the label ofpredicate focusare introduced, and it is shown that predicate focus is interpretable on a par with argument or term focus on DPs and PPs. A unified structured-meaning approach that treats focus as the psychological predicate of the clause allows for singling out DP-terms and transitive verbs as categories in need of explicit marking when focused. A cross-linguistic overview of the grammatical strategies for marking predicate focus is provided, focusing on asymmetries in the realization of predicate as opposed to in terms of obligatory marking, grammatical strategy, and complexity. The information-structural and grammatical factors behind such focus asymmetries are discussed with some tentative universals concerning the explicit marking of information-structural categories on verbal predicates.
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Fillmore, Charles J. Berkeley Construction Grammar. Edited by Thomas Hoffmann and Graeme Trousdale. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780195396683.013.0007.

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This chapter discusses the Berkeley Construction Grammar (BCG), the framework through which grammatical phenomena of English were organized and described in that class. It explains the basic concepts of feature structures and unification, and introduces the valence requirements of predicating words and the devices for their satisfaction. The chapter also presents BCG analyses of various constructions, such as the Subject-Predicate construction, Head-Complement construction, and Inversion construction or Left-Isolation construction.
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Stein, Gabriele. John Palsgrave’s description of French word-formation. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198807377.003.0007.

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The comprehensive nature of John Palsgrave’s endeavour to analyse and describe the French language in Lesclarcissement de la langue francoyse (1530) also encompasses the formation of words. Whereas Chapter 6 focused on his pioneering achievement as a grammarian and lexicographer, this chapter describes his most impressive work as a sixteenth-century lexicologist analysing the word-structures of a vernacular. The coining of words is embedded in a word class-based grammatical framework. For each word class, e.g. nouns, adjectives, verbs, adverbs, etc., he discusses the formative processes (derivation and composition), specifies the formal patterns (with their changes to the base), paraphrases the meaning of each formation, and then provides a good number of examples. Exceptions are also pointed out.
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Book chapters on the topic "Grammatical class"

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Perini, Mário Alberto. "Features in Grammatical Description." In Function and Class in Linguistic Description, 269–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78173-6_13.

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van Zaanen, Menno, and Tanja Gaustad. "Grammatical Inference as Class Discrimination." In Grammatical Inference: Theoretical Results and Applications, 245–57. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-15488-1_20.

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Jardino, Michèle, and Gilles Adda. "Automatic determination of a stochastic bi-gram class language model." In Grammatical Inference and Applications, 57–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 1994. http://dx.doi.org/10.1007/3-540-58473-0_137.

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Nguyen, Thu Huong, and Andrea G. B. Tettamanzi. "Learning Class Disjointness Axioms Using Grammatical Evolution." In Lecture Notes in Computer Science, 278–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16670-0_18.

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Harris, James. "The syntax and morphology of class marker suppression in Spanish." In Grammatical Theory and Romance Languages, 99. Amsterdam: John Benjamins Publishing Company, 1996. http://dx.doi.org/10.1075/cilt.133.09har.

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Wakatsuki, Mitsuo, Kiyoshi Teraguchi, and Etsuji Tomita. "Polynomial Time Identification of Strict Deterministic Restricted One-Counter Automata in Some Class from Positive Data." In Grammatical Inference: Algorithms and Applications, 260–72. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30195-0_23.

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Han, Zaizhu, and Yanchao Bi. "Chapter 10. Selective Grammatical Class Deficits: Implications for the Representation of Grammatical Information in Chinese." In Language Disorders in Speakers of Chinese, edited by Sam-Po Law, Brendan Weekes, and Anita M.-Y. Wong, 184–99. Bristol, Blue Ridge Summit: Multilingual Matters, 2008. http://dx.doi.org/10.21832/9781847691170-012.

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Fitzgerald, Jeannie M., R. Muhammad Atif Azad, and Conor Ryan. "GEML: A Grammatical Evolution, Machine Learning Approach to Multi-class Classification." In Studies in Computational Intelligence, 113–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48506-5_7.

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Mauceri, Stefano, James Sweeney, and James McDermott. "One-Class Subject Authentication Using Feature Extraction by Grammatical Evolution on Accelerometer Data." In Heuristics for Optimization and Learning, 393–407. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58930-1_26.

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"Social class, linguistic codes and grammatical elements." In Theoretical Studies Towards a Sociology of Language, 85–104. Routledge, 2005. http://dx.doi.org/10.4324/9780203014035-14.

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Conference papers on the topic "Grammatical class"

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Conrad, Kennon J., and Paul R. Wilson. "Grammatical Ziv-Lempel Compression: Achieving PPM-Class Text Compression Ratios with LZ-Class Decompression Speed." In 2016 Data Compression Conference (DCC). IEEE, 2016. http://dx.doi.org/10.1109/dcc.2016.119.

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Garagulya, Sergey I. "Anthroponyms As A Subclass Of The Lexical-Grammatical Class Of Nouns." In International Forum «Freedom and responsibility in pivotal times». European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.03.151.

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Yuan, Zheng, Shiva Taslimipoor, Christopher Davis, and Christopher Bryant. "Multi-Class Grammatical Error Detection for Correction: A Tale of Two Systems." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-main.687.

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Mayangsari, Feri Revita, Markhamah, Atiqa Sabardila, and Agus Budi Wahyudi. "Grammatical Cohesion and Verbal Ability of Class VII Students in Narrative Writing." In International Conference of Learning on Advance Education (ICOLAE 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220503.023.

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Boykov, Aleksey. "On the implementation of automatic normative control of the graphics of design documents for one class of parts drawings." In International Conference "Computing for Physics and Technology - CPT2020". ANO «Scientific and Research Center for Information in Physics and Technique», 2020. http://dx.doi.org/10.30987/conferencearticle_5fd755c0cb0533.83347349.

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The task of normative control of the graphic part of design documents is formulated. A review of approaches to the automation of normative control of technical documentation is given. It is shown that the central place in the procedure for normative control of the graphics of the drawings for a given class of parts is occupied by the analysis of the geometric shape of the part according to its drawing. To perform the analysis procedure, a structural (grammatical) approach is proposed, a grammar and elements, from which the form of parts is composed, are presented. The procedure for preliminary processing of the drawing is described. An example of the analysis of the drawing in a grammatical way is given.
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Casademont Moner, Judit, and Elena Volodina. "Swedish MuClaGED: A new dataset for Grammatical Error Detection in Swedish." In 11th Workshop on Natural Language Processing for Computer-Assisted Language Learning (NLP4CALL 2022). Linköping University Electronic Press, 2022. http://dx.doi.org/10.3384/ecp190004.

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This paper introduces the Swedish Mu-ClaGED dataset, a new dataset specifically built for the task of Multi-Class Grammatical Error Detection (GED). The dataset has been produced as a part of the multilingual Computational SLA shared task initiative. In this paper we elaborate on the generation process and the design choices made to obtain Swedish MuClaGED. We also show initial baseline results for the performance on the dataset in a task of Grammatical Error Detection and Classification on the sentence level, which have been obtained through (Bi)LSTM ((Bidirectional) Long-Short Term Memory) methods.
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M. Fitzgerald, Jeannie, R. Mohammed Atif Azad, and Conor Ryan. "GEML: Evolutionary Unsupervised and Semi-Supervised Learning of Multi-class Classification with Grammatical Evolution." In 7th International Conference on Evolutionary Computation Theory and Applications. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005599000830094.

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Зорина, Виктория Владимировна. "STUDYING THE TOPIC "SOCIAL PROBLEMS" IN A CLASS ON RUSSIAN AS A FOREIGN LANGUAGE AT A LAW SCHOOL (FROM THE EXPERIENCE OF TEACHING)." In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Май 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko185.2020.42.28.003.

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Статья посвящена актуальной проблеме обучения студентов-иностранцев русскому языку. Представлен опыт проведения занятия по теме «Социальные проблемы». Как показывает практика, включение разнообразных лексико-грамматических заданий, использование видеоматериалов повышает интерес иностранных обучающихся к занятиям, способствует совершенствованию коммуникативно-речевой компетенции. The article is devoted to the actual problem of teaching Russian to foreign students. The experience of conducting a class on the topic "Social problems"is presented. As practice shows, the inclusion of a variety of lexical and grammatical tasks, the use of video materials increases the interest of foreign students in classes, contributes to the improvement of communicative and speech competence.
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Hardison, Nicholas E., Theresa J. Fanelli, Scott M. Dudek, David M. Reif, Marylyn D. Ritchie, and Alison A. Motsinger-Reif. "A balanced accuracy fitness function leads to robust analysis using grammatical evolution neural networks in the case of class imbalance." In the 10th annual conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1389095.1389159.

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Pereira, Jayr A., Jaylton A. Pereira, and Robson do N. Fidalgo. "Caregivers Acceptance of Using Semantic Communication Boards for teaching Children with Complex Communication Needs." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/sbie.2021.218141.

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Alternative Communication Boards (ACB) are used to compensate for the difficulties faced by people with complex communication needs. These boards facilitate the construction of telegraphic phrases through visual cues, using colors and pictograms to represent the grammatical class and the meaning of the words, respectively. In this paper, we present the combination of three essential materials to construct a semantic ACB. In this context, a Semantic ACB is a communication board that uses a semantic script to guide the message authoring. The proposal was evaluated using the Technology Acceptance Model (TAM) as a basis. The results demonstrate that caregivers are more interested in a semantic ACB that is useful than in one that is easy to use.
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Reports on the topic "Grammatical class"

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Kapelyushnyi, Anatolyi. TRANSFORMATION OF WORD-FORMS DURING THEIR SPONTANEOUS CREATION IN LIVE TELEVISION BROADCASTIN: ADJECTIVES ADVERBS. Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11409.

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The article analyzes transformation of word-forms during spontaneous creation in live television broadcasting. Particular attention is paid to adjectives adverbs. The specific properties of adverbs makes it easier to trace general trends in their transformations, because adverbs are not burdened with many different forms and their variations, that occur in the process of word change of some other class of words at the same time adverbiatives allow to analyze in more detail the semantical and grammatical structure of speech. The main method we use is to observe the speech of live TV journalist, we used during the study methods of comparative analysis of comparison of theoretical positions from the work of individual linguists and journalists. Our objective is to trace these transformations and develop a certain attitude towards them in our researches of the language of the media and practicing journalists to support positive trends in the development of the broadcasting on TV and give recommendations for overcoming certain negative trends. All studies of the problems of transformation of grammatical forms in different ways relate to translation studies, mostly investigate the grammatical transformations, that the translator resorted to, when reproducing the original by means of another language. At first glance, it would be logical, if the live speech of television journalists was dominated by transformations? Associated with the translation from internal to foreign broadcasting in cases where natural for this TV journalists is Russian-speaking internal broadcasting and he reproducing the text from internal Russian-speaking. The transformation of grammatical forms however this cannot be seen in the live use of adverbiatives. An interesting trend can also be seen in the transformation of different types of gramma­tical forms. In particular, negative interference is mostly characteristic of the forms of corporate adverbs. Forms of the same word with the same grammatical meaning is such overlapping of two forms of the same grammatical meaning is practically impossible outside of adjectives adverbial and adjectives themselves. Only a small number of transformations are associated with the forms of superlatives.
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