Статті в журналах: "Grammar tasks"

1

Ellis, Rod. "Interpretation Tasks for Grammar Teaching." TESOL Quarterly 29, no. 1 (1995): 87. http://dx.doi.org/10.2307/3587806.

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2

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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3

Lioutikov, Rudolf, Guilherme Maeda, Filipe Veiga, Kristian Kersting, and Jan Peters. "Learning attribute grammars for movement primitive sequencing." International Journal of Robotics Research 39, no. 1 (November 17, 2019): 21–38. http://dx.doi.org/10.1177/0278364919868279.

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Movement primitives are a well studied and widely applied concept in modern robotics. However, composing primitives out of an existing library has shown to be a challenging problem. We propose the use of probabilistic context-free grammars to sequence a series of primitives to generate complex robot policies from a given library of primitives. The rule-based nature of formal grammars allows an intuitive encoding of hierarchically structured tasks. This hierarchical concept strongly connects with the way robot policies can be learned, organized, and re-used. However, the induction of context-free grammars has proven to be a complicated and yet unsolved challenge. We exploit the physical nature of robot movement primitives to restrict and efficiently search the grammar space. The grammar is learned by applying a Markov chain Monte Carlo optimization over the posteriors of the grammars given the observations. The proposal distribution is defined as a mixture over the probabilities of the operators connecting the search space. Moreover, we present an approach for the categorization of probabilistic movement primitives and discuss how the connectibility of two primitives can be determined. These characteristics in combination with restrictions to the operators guarantee continuous sequences while reducing the grammar space. In addition, a set of attributes and conditions is introduced that augments probabilistic context-free grammars in order to solve primitive sequencing tasks with the capability to adapt single primitives within the sequence. The method was validated on tasks that require the generation of complex sequences consisting of simple movement primitives using a seven-degree-of-freedom lightweight robotic arm.

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4

Gerken, LouAnn, Elena Plante, and Lisa Goffman. "Not All Procedural Learning Tasks Are Difficult for Adults With Developmental Language Disorder." Journal of Speech, Language, and Hearing Research 64, no. 3 (March 17, 2021): 922–34. http://dx.doi.org/10.1044/2020_jslhr-20-00548.

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Purpose The experiment reported here compared two hypotheses for the poor statistical and artificial grammar learning often seen in children and adults with developmental language disorder (DLD; also known as specific language impairment). The procedural learning deficit hypothesis states that implicit learning of rule-based input is impaired, whereas the sequential pattern learning deficit hypothesis states that poor performance is only seen when learners must implicitly compute sequential dependencies. The current experiment tested learning of an artificial grammar that could be learned via feature activation, as observed in an associatively organized lexicon, without computing sequential dependencies and should therefore be learnable on the sequential pattern learning deficit hypothesis, but not on the procedural learning deficit hypothesis. Method Adults with DLD and adults with typical language development (TD) listened to consonant–vowel–consonant–vowel familiarization words from one of two artificial phonological grammars: Family Resemblance (two out of three features) and a control (exclusive OR, in which both consonants are voiced OR both consonants are voiceless) grammar in which no learning was predicted for either group. At test, all participants rated 32 test words as to whether or not they conformed to the pattern in the familiarization words. Results Adults with DLD and adults with TD showed equal and robust learning of the Family Resemblance grammar, accepting significantly more conforming than nonconforming test items. Both groups who were familiarized with the Family Resemblance grammar also outperformed those who were familiarized with the OR grammar, which, as predicted, was learned by neither group. Conclusion Although adults and children with DLD often underperform, compared to their peers with TD, on statistical and artificial grammar learning tasks, poor performance appears to be tied to the implicit computation of sequential dependencies, as predicted by the sequential pattern learning deficit hypothesis.

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Bondaruk, Yana. "CONTEXT OF FORMING STUDENTS’GRAMMAR SKILLS THROUGH TASKS IN MANUALS OF PAVLO TYCHYNA UMAN STATE PEDAGOGICAL UNIVERSITY." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 30–38. http://dx.doi.org/10.31499/2307-4906.3.2021.241560.

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The article deals with the analysis of the basic ways of developing grammar skills of future EFL teachers. It presents the most used set of exercises and tasks oriented to enhance foreign grammar skills and presented in educators’ manuals of Pavlo Tychyna Uman State Pedagogical University. It presents common and different characteristics of teaching books and educators’ manuals of the University. The article analyzes the popular modern approach to teaching grammar “present, then practise”. It proves that tasks in manuals aim to help teach grammar theory through practice of some lexical items and idioms, discourse and different styles of English as well.The aim of the article is to analyze the context of forming students’ grammar skills through tasks in manuals of Pavlo Tychyna Uman State Pedagogical University; to find the common and different characteristics of teaching books and manuals.The article indicates the main ideal of manuals that is as following: to supplement or partly substitute the main teaching book; it contains the set of tasks to form chief students’ language skills; it has some recommendations for individual studying, refers to students’ syllabus and reflects the teaching needs of the faculty or university. It is proved that the approach “present, then practice” for teaching grammar should be organized in several steps that are clearly presented in educators’ manuals: 1) tasks to guess, compare the grammatical structure; 2) tasks to use the grammatical structure in students’ prepared speech; 3) writing tasks to practise grammatical structure; 4) tasks to practise grammatical structure on the spot.The conducted research indicates the importance of teaching grammar for understanding its meaning, finding grammar in discourse and choosing grammatical structures for forming different language styles. Keywords: foreign education; grammar skills; manuals; teaching books; students; set of language tasks; teaching grammar; future EFL teacher.

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6

Li, Andrew I.-kang. "A whole-grammar implementation of shape grammars for designers." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 2 (May 2018): 200–207. http://dx.doi.org/10.1017/s0890060417000336.

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AbstractI present an implementation of shape grammars that is aimed at supporting designers. It has two parts: a grammar editor and a stand-alone interpreter. The editor is the modeling application Rhinoceros3d using Python scripts. The interpreter is general, is three-dimensional, and supports subshape detection. A grammar is a Rhinoceros3d model; thus users can manipulate all its parts directly and immediately. That is, they can modify any shape without selecting or invoking an editor, and they can lay out the parts of the grammar in any way they find meaningful. Using this approach, which I call a whole-grammar approach, users are shielded from most subdomain tasks, like typing text files or specifying transformations. Informal observations suggest that users of this implementation can work effectively.

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Geambaşu, Andreea, Laura Toron, Andrea Ravignani, and Clara C. Levelt. "Rhythmic Recursion? Human Sensitivity to a Lindenmayer Grammar with Self-similar Structure in a Musical Task." Music & Science 3 (January 1, 2020): 205920432094661. http://dx.doi.org/10.1177/2059204320946615.

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Processing of recursion has been proposed as the foundation of human linguistic ability. Yet this ability may be shared with other domains, such as the musical or rhythmic domain. Lindenmayer grammars (L-systems) have been proposed as a recursive grammar for use in artificial grammar experiments to test recursive processing abilities, and previous work had shown that participants are able to learn such a grammar using linguistic stimuli (syllables). In the present work, we used two experimental paradigms (a yes/no task and a two-alternative forced choice) to test whether adult participants are able to learn a recursive Lindenmayer grammar composed of drum sounds. After a brief exposure phase, we found that participants at the group level were sensitive to the exposure grammar and capable of distinguishing the grammatical and ungrammatical test strings above chance level in both tasks. While we found evidence of participants’ sensitivity to a very complex L-system grammar in a non-linguistic, potentially musical domain, the results were not robust. We discuss the discrepancy within our results and with the previous literature using L-systems in the linguistic domain. Furthermore, we propose directions for future music cognition research using L-system grammars.

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Håkansson, Gisela, and Catrin Elisabeth Norrby. "Grammar and pragmatics." EUROSLA Yearbook 5 (August 2, 2005): 137–61. http://dx.doi.org/10.1075/eurosla.5.08hak.

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This paper compares grammatical and pragmatic development in foreign language learners of Swedish. For the analysis of grammatical proficiency, data from translation tasks and essays were tested against the stage model proposed in Processability Theory, which identifies five stages of morpho-syntactic development for Swedish (Pienemann 1998, Pienemann and Håkansson 1999). For the pragmatic analysis a gap-fill task was used, inspired by the discourse completion task (Blum-Kulka 1982, Kasper and Roever 2005), but taking into consideration sequential aspects of the interaction. All tasks were piloted with a control group of Swedish native speakers. The results indicate a relationship between native-like pragmatic command and a high level of morpho-syntactic processability. The findings suggest that students whose grammatical processing capacity is restricted to lower levels find it difficult to contextualise their utterances in a pragmatically appropriate way.

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9

Yarian, Marley, Karla N. Washington, Caroline E. Spencer, Jennifer Vannest, and Kathryn Crowe. "Exploring Predictors of Expressive Grammar Across Different Assessment Tasks in Preschoolers With or Without DLD." Communication Disorders Quarterly 42, no. 2 (August 23, 2019): 111–21. http://dx.doi.org/10.1177/1525740119868238.

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Predictors of expressive grammar were compared in formal and naturalistic assessment tasks for children with typically developing (TD) language and with Developmental Langauge Disorder (DLD). Standardized expressive language assessments were administered to 110 preschoolers. The parents of these children reported whether or not they were concerned about their child’s speech and language development. Stepwise regression analyses revealed receptive language as the only significant predictor of expressive grammar across assessment tasks. For TD preschoolers, receptive vocabulary and grammar accounted for expressive grammar performance in the formal task; however, only receptive grammar accounted for performance in the naturalistic task. For DLD preschoolers, only receptive vocabulary accounted for expressive grammar performance across both tasks. Nonverbal IQ and parent concern did not predict expressive grammar performance in either task. Implications for treatment of preschool DLD using relative strengths in vocabulary are discussed.

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10

Fotos, Sandra S. "Integrating Grammar Instruction and Communicative Language Use through Grammar Consciousness-Raising Tasks." TESOL Quarterly 28, no. 2 (1994): 323. http://dx.doi.org/10.2307/3587436.

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11

Tanaka, Daniel Jiro. "Case Study #1: Grammar, Tasks, and Attention." Die Unterrichtspraxis / Teaching German 32, no. 2 (1999): 120. http://dx.doi.org/10.2307/3531751.

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Sargsyan, Siranush, and Anna Hovakimyan. "Recognition of Geometric Images by Linguistic Method." Transactions on Machine Learning and Artificial Intelligence 10, no. 3 (May 12, 2022): 25–28. http://dx.doi.org/10.14738/tmlai.103.12228.

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Image recognition is currently one of the fastest-growing areas in applied mathematics. Of the many methods for solving problems in this area, the grammatical (linguistic) method of pattern recognition is the least studied. The essence of the grammar method is to construct appropriate grammar for object classes. In this case, the object recognition problem is related to the language generated by the given grammar. Using the linguistic method, an algorithm and software for recognizing geometric images have been developed. While the development the following tasks were solved. Methods have been developed for describing geometric images (triangles, squares, polygons) and corresponding grammars have been constructed for them so that the chains generated by this grammar represent objects of this class. The problems of constructing given classes of geometric images, as well as constructing a grammar for each class, are solved. At the training stage, classes are considered, each of which is described by a finite set of chains. To classify a new image, that is, to determine which class it belongs to, a parsing of the corresponding chain of this image was performed using grammars. Thus, the belonging of the chain to the language born by this grammar was clarified.

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MIYAO, YUSUKE, TAKAKI MAKINO, KENTARO TORISAWA, and JUN-ICHI TSUJII. "The LiLFeS Abstract Machine and its evaluation with the LinGO grammar." Natural Language Engineering 6, no. 1 (March 2000): 47–61. http://dx.doi.org/10.1017/s1351324900002400.

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This article evaluates the efficiency of the LiLFeS abstract machine by performing parsing tasks with the LinGO English resource grammar. The instruction set of the abstract machine is optimized for efficient processing of definite clause programs and typed feature structures. LiLFeS also supports various tools required for efficient parsing (e.g. efficient copying, a built-in CFG parser) and the constructions of standard Prolog (e.g. cut, assertions, negation as failure). Several parsers and large-scale grammars, including the LinGO grammar, have been implemented in or ported to LiLFeS. Precise empirical results with the LinGO grammar are provided to allow comparison with other systems. The experimental results demonstrate the efficiency of the LiLFeS abstract machine.

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14

Iwasaki, Shoichi. "A multiple-grammar model of speakers’ linguistic knowledge." Cognitive Linguistics 26, no. 2 (May 1, 2015): 161–210. http://dx.doi.org/10.1515/cog-2014-0101.

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AbstractBy using the concept of ‘multiple grammars,’ this paper develops the view of an individual speaker’s cognitive organization of grammar. Although conversation, one type of spoken language environment, plays a crucial role in the emergence of grammar, for some speakers in a literate society, the written language environment may also contribute to developing a grammar. The two language environments are expected to provide unique incentives to shaping grammar differently as they diverge greatly in terms of media types (sound vs graph), constraints (online processing vs detachment), and purposes (interaction vs ideational formation), among others. At the same time, speakers may come in contact with and acquire additional sets of grammar for specific genres. Though the grammars acquired in different genre environments may be merged at the most abstract level, each grammar contains genre-specific formulaic expressions and grammatical resources with varying degrees of granularity. Speakers may conduct their routine linguistic activities in an informal conversation by employing reusable formulaic expressions of various types and rudimentary combinatory algorithms, but when they engage in more complex verbal tasks (politicians engaging in a debate, interviewees reconstructing past experiences), they may employ more abstract grammatical resources including those that were acquired from written language. The paper explores these suggestions by performing text and statistical analyses of several Japanese discourse samples.

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Cobb, John P., and Stuart Lieberman. "The Grammar of Psychotherapy." British Journal of Psychiatry 151, no. 5 (November 1987): 589–94. http://dx.doi.org/10.1192/bjp.151.5.589.

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The Grammar of Psychotherapy is a method of teaching both communication skills and the elements of psychotherapy. Supervised training is supplemented by self-monitored tasks. The course is economical in terms of tutors' time, and is particularly suitable for trainees in general psychiatry.

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Youngju Han. "Exploring Task Effects: Focus on Form in Dictogloss and Grammar-discovery Tasks." New Korean Journal of English Lnaguage & Literature 49, no. 2 (May 2007): 195–216. http://dx.doi.org/10.25151/nkje.2007.49.2.011.

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17

Zingano Kuhn, Tanara, and Iztok Kosem. "Devising a Sketch Grammar for Academic Portuguese." Slovenščina 2.0: empirical, applied and interdisciplinary research 4, no. 1 (February 5, 2017): 124–61. http://dx.doi.org/10.4312/slo2.0.2016.1.124-161.

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This paper presents the development of a new sketch grammar designed specifically for CoPEP, a newly compiled 40-million corpus comprising texts from academic journals, tagged with Freeling v3, the default tagger available in the Sketch Engine for corpora of Portuguese. We first provide an overview and evaluation of existing sketch grammars for Portuguese, followed by a detailed description of the development of a new sketch grammar, and the presentation of some of the problems encountered. We conclude by summarizing the main findings, highlighting important implications, and offering suggestions for further improvement of the sketch grammar. More accurate and varied word sketch results than those offered by the current default sketch grammar indicate that our sketch grammar can be used for advanced lexicographic tasks such as automatic extraction of lexical data from CoPEP, the methodology of knowledge acquisition planned for the compilation of the proposed dictionary of Portuguese for university students. Moreover, this new sketch grammar can be used with any other corpus of Portuguese tagged with Freeling v3, which makes it an important resource for lexicographic and corpus linguistic research of the Portuguese language.

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Alanazi, Sami. "Saudi EFL Learners' Response to Different Grammar Tasks." JOURNAL OF ADVANCES IN LINGUISTICS 9 (May 30, 2018): 1381–86. http://dx.doi.org/10.24297/jal.v9i0.7099.

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This study examines intermediate level adult EFL students in Saudi Arabia, and the effectiveness of task-based learning in relation to their understanding of English grammar. The students were given three different tasks related to negative adverbs, designed to help them learn past-tense verb forms in English. There were three groups of 20 students, all of whom were learning at the same level. The groups were: Selected response group (SRG, n=20) Constrained constructed response group (CCR, n=20) Storytelling group (FRG, n=20) Each group was given a pre-test to determine their level before the tasks, a test immediately after, and a delayed test. The selected response group (SRG) performed best on the tests, demonstrating the effectiveness of taskbased teaching in grammar acquisition. Students were chosen at random for an interview, in which their grammar knowledge was assessed. This produced results that mirrored those of the tests. It was also clear that the kinds of tasks chosen by teachers had an impact on the effectiveness of their lessons. This study provides EFL teachers with vital information they can use in learning design and lesson planning and gives EFL students information they can use to support their own learning.

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Rott, Susanne. "Teaching German Grammar through Communicative Tasks: Some Suggestions." Die Unterrichtspraxis / Teaching German 33, no. 2 (2000): 125. http://dx.doi.org/10.2307/3531561.

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20

Aleksandrovskaya, E. B. "INNOVATIVE APPROACHES TO THE TEACHING OF FOREIGN LANGUAGES AT LEVELS B2 - C1 (FROM THE EXPERIENCE OF THE TEXTBOOK)." MGIMO Review of International Relations, no. 6(33) (December 28, 2013): 77–82. http://dx.doi.org/10.24833/2071-8160-2013-6-33-77-82.

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This paper considers innovative approaches to foreign language teaching in higher education, especially to the teaching of grammar, using the textbook Le français.ru B2-C1. A competence-based approach, the application of the principle of «student-centricity» and the concept of «tasks» help to optimize the learning process. Using the principle of «student-centricity» when introducing new grammar enhances cognitive motivation of students, makes them formulate themselves grammar rules, by analyzing wellchosen examples and answering teacher's questions. Another on important point in the presentation of a new grammar material is its correlation with their native language as well as their own search of the laws of this comparison. This could help them understand the examined phenomenon and it could help prevent possible interference errors. Using the concept of «tasks» and active exercises contribute to better acquisition of grammar and found it in the speech. That is why traditional grammar exercises should be accompanied with supplementary active exercises aimed to fulfill certain tasks. The competence approach, the use of information and communication technologies, the study of language material in the direction «from the value to the form» does not replace but enrich the traditional methods of teaching foreign languages.

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Zhai, Ke, Jordan Boyd-Graber, and Shay B. Cohen. "Online Adaptor Grammars with Hybrid Inference." Transactions of the Association for Computational Linguistics 2 (December 2014): 465–76. http://dx.doi.org/10.1162/tacl_a_00196.

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Adaptor grammars are a flexible, powerful formalism for defining nonparametric, unsupervised models of grammar productions. This flexibility comes at the cost of expensive inference. We address the difficulty of inference through an online algorithm which uses a hybrid of Markov chain Monte Carlo and variational inference. We show that this inference strategy improves scalability without sacrificing performance on unsupervised word segmentation and topic modeling tasks.

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22

Stancheva, Ruska. "За нормативната граматика / Towards Normative Grammar". Journal of Bulgarian Language 67, № 03 (30 листопада 2020): 71–83. http://dx.doi.org/10.47810/bl.67.03.06.

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The work presents differences between descriptive and normative grammar. The theoretical prerequisites of modern normative grammar and the principles on which the normative description is based are derived. The specific goals of the development of normative grammar of the Modern Bulgarian are defined. The tasks for their implementation are also outlined. Keywords: normative grammar, standard language, codification

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Mirosław Pawlak. "SKUTECZNE OCENIANIE GRAMATYKI: OD TRADYCYJNYCH TESTÓW DO ZADAŃ KOMUNIKACYJNYCH." Neofilolog, no. 53/2 (December 30, 2019): 315–28. http://dx.doi.org/10.14746/n.2019.53.2.11.

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Irrespective of the educational level, grammar is typically tested in a very traditional manner by means of such tasks as multiple choice, gap filling, paraphrasing or translation. The problem with this manner of evaluation is that it mainly taps into learners’ explicit, declarative knowledge that can only be applied when sufficient time is available. In addition, these tasks primarily focus on form, simultaneously ignoring the semantic and pragmatic aspects of grammatical knowledge. The article argues that such traditional tests should be complemented by what is referred to as productive and receptive focused communication tasks (Ellis, 2003), which necessitate the use of a specific grammar structure or at least are designed in such a way that such use is conducive to the attainment of the communicative goal. The application of such tasks allows insights into the implicit, or at least highly automatized, knowledge of the targeted structures (Ellis, 2009; DeKeyser, 2010) as well as shedding light on their form, meaning and use (Larsen-Freeman, 2003). It is suggested that their use not only enhances the validity of testing grammar but can also havea beneficial effect on the ways in which grammar is taught and learned.

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Park, Hyunseon, and Guiboke Seong. "Effects of Grammar Consciousness Raising Tasks on Middle School Students’ English Grammar and Writing Achievements." Korean Association For Learner-Centered Curriculum And Instruction 17, no. 5 (March 2, 2017): 517–48. http://dx.doi.org/10.22251/jlcci.2017.17.5.517.

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25

Lee, Kwankyu. "Trends and Tasks of Korean Grammar Education for Foreigners." International Foundation for Korean Language & Culture Education 4, no. 2 (December 30, 2018): 141–71. http://dx.doi.org/10.31562/ijkle.2018.4.2.141.

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Dickins, Pauline M. Rea, and Edward G. Woods. "Some Criteria for the Development of Communicative Grammar Tasks." TESOL Quarterly 22, no. 4 (December 1988): 623. http://dx.doi.org/10.2307/3587260.

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Park, Sue Jin, and Boseon Choi. "Instructional Design of Korean Grammar Education Centered on FonF and TBLT." Korean Association of General Education 16, no. 1 (February 28, 2022): 255–68. http://dx.doi.org/10.46392/kjge.2022.16.1.255.

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This study meta-analyzed previous studies related to FonF (Focus on Form) of Korean grammar education. In addition, it investigated the perceptions and the grammar learning forms of the students. Finally, it presented a model that can be applied to actual classes. Studies related to FonF in the field of Korean education mainly dealt with grammatical markers and endings, focusing on output rather than input, as well as focusing on dictogloss and consciousness-raising tasks. Also, studies related to TBLT (Task-based Language Teaching) focused on functions or forms rather than grammar items. However, it is necessary for us to understand the tasks in FonF and TBLT methods that go by the same name by dividing them into ‘technique’ and ‘activity’. In addition, 91% of learners said that they did not have experience learning grammar with the TTT model, but that it was necessary to learn grammar by doing task activities while interacting with one another. Based on these findings, this study presented a class design that can improve fluency and accuracy through the use of practical tasks, while still focusing on form and meaning, by using SNS (which learners often encounter in real life). Through this class design, learners experience the communication process while self-recognizing and checking ‘-아/어지다’ and ‘-게 되다’, which have the same meaning as ‘change’.

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PAVLETIĆ, Nika, Klara ŠUMENJAK, and Jana VOLK. "Creating tasks for eLearning Slovenian under the LanGuide project." Bulletin of the Transilvania University of Brasov. Series IV: Philology and Cultural Studies 14 (63), no. 2 (January 2022): 65–82. http://dx.doi.org/10.31926/but.pcs.2021.63.14.2.5.

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The introductory chapters of the article briefly outline the Slovene language, its origin, and its basic characteristics. Afterward, the article also offers an insight into Slovene as a second/foreign language, which more and more people have been learning in recent times. The main part of the article is to introduce the methodology of creating exercises for e-learning Slovene from A1 to B1 levels. To make it easier for the user to learn the language, the exercises are upgraded in terms of content and grammar. The paper presents ten examples of exercises for all three levels on the topic of mobility, in which the grammar and the vocabulary are based on narrowed thematic sections (greetings, presentations, numbers, countries, nationalities, languages, travel, and accommodation).

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Gračanin-Yuksek, Martina, Sol Lago, Duygu Fatma Şafak, Orhan Demir, and Bilal Kırkıcı. "The interpretation of syntactically unconstrained anaphors in Turkish heritage speakers." Second Language Research 36, no. 4 (April 22, 2019): 475–501. http://dx.doi.org/10.1177/0267658319841403.

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Previous work has shown that heritage grammars are often simplified compared to their monolingual counterparts, especially in domains in which the societally-dominant language makes fewer distinctions than the heritage language. We investigated whether linguistic simplification extended to the anaphoric system of Turkish heritage speakers living in Germany. Whereas the Turkish monolingual grammar features a three-way distinction between reflexives ( kendi), pronouns ( o), and syntactically-unconstrained anaphors ( kendisi), German only distinguishes between two categories, pronouns and reflexives. We examined whether heritage speakers simplified the Turkish anaphor system by assimilating the syntactically unconstrained anaphor kendisi to either of the two categories attested in the societally-dominant language, German. Speakers’ sensitivity to grammatical distinctions in comprehension was assessed using an offline antecedent selection task and an online self-paced reading task. Our results showed that heritage speakers retain the three-way anaphoric distinctions of the monolingual grammar but there were also differences between the results of the offline and the online tasks. We suggest that processing paradigms are a useful complement to judgment tasks when studying how heritage speakers use grammatical distinctions involving optionality, as online measures can reveal distinctions that are allowed, even if dispreferred by comprehenders.

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Castro, Catarina. "TEACHING GRAMMAR THROUGH TASK-BASED LANGUAGE TEACHING." Diacrítica 32, no. 2 (July 2, 2019): 18. http://dx.doi.org/10.21814/diacritica.434.

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Although it is not a central aspect, grammar teaching - that is, the use of specific tasks and/or other types of strategies to draw students’ attention to certain linguistic aspects while maintaining a predominant focus on meaning – plays an important role in Task-Based Language Teaching (TBLT), so it is incorrect to claim otherwise. However, it is also true that TBLT avoids explicit teaching of predetermined linguistic items, as in more traditional methods, since it is not considered compatible with the process of second language acquisition, in light of current evidence. Based on the concept of focus on form, the present article aims to exemplify how TBLT can integrate grammar and promote the attention of students of Portuguese as a Foreign Language to structures and linguistic aspects, by using focused tasks and methodological strategies.

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Collins, Laura, and June Ruivivar. "Research agenda: Researching grammar teaching and learning in the second language classroom." Language Teaching 54, no. 3 (March 30, 2021): 407–23. http://dx.doi.org/10.1017/s0261444821000070.

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AbstractWe propose five research tasks targeting grammar teaching and learning, focusing on extending previous research and exploring under-studied features and contexts. The first two tasks outline replications and extensions of seminal studies on pedagogical grammar, Toth (2008) and Samuda (2001), designed to advance our understanding of the teacher role in providing rich practice opportunities. Another task examines how features of peer interaction during oral communication might encourage attention to grammar among young second language (L2) classroom learners in school-based foreign language programs, a common yet under-studied context. A fourth task investigates the unique properties of spoken grammar across languages and effective approaches for its teaching and learning, and the fifth explores the (re)design and use of corpus-based tools to enhance accessibility and learner autonomy in data-driven grammar learning. Each task is designed to be feasible across a variety of classroom contexts and target languages. We highlight concrete implications for language pedagogy and include suggestions for capturing both learning outcomes and participants’ perspectives on their learning and teaching, using a range of quantitative and qualitative methodologies. We end with some thoughts on repetitive practice for learning certain features of grammar, and recommendations for collaborative research that would encourage greater replication of future studies.

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Chen, Ling, and John A. Capra. "Learning and interpreting the gene regulatory grammar in a deep learning framework." PLOS Computational Biology 16, no. 11 (November 2, 2020): e1008334. http://dx.doi.org/10.1371/journal.pcbi.1008334.

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Deep neural networks (DNNs) have achieved state-of-the-art performance in identifying gene regulatory sequences, but they have provided limited insight into the biology of regulatory elements due to the difficulty of interpreting the complex features they learn. Several models of how combinatorial binding of transcription factors, i.e. the regulatory grammar, drives enhancer activity have been proposed, ranging from the flexible TF billboard model to the stringent enhanceosome model. However, there is limited knowledge of the prevalence of these (or other) sequence architectures across enhancers. Here we perform several hypothesis-driven analyses to explore the ability of DNNs to learn the regulatory grammar of enhancers. We created synthetic datasets based on existing hypotheses about combinatorial transcription factor binding site (TFBS) patterns, including homotypic clusters, heterotypic clusters, and enhanceosomes, from real TF binding motifs from diverse TF families. We then trained deep residual neural networks (ResNets) to model the sequences under a range of scenarios that reflect real-world multi-label regulatory sequence prediction tasks. We developed a gradient-based unsupervised clustering method to extract the patterns learned by the ResNet models. We demonstrated that simulated regulatory grammars are best learned in the penultimate layer of the ResNets, and the proposed method can accurately retrieve the regulatory grammar even when there is heterogeneity in the enhancer categories and a large fraction of TFBS outside of the regulatory grammar. However, we also identify common scenarios where ResNets fail to learn simulated regulatory grammars. Finally, we applied the proposed method to mouse developmental enhancers and were able to identify the components of a known heterotypic TF cluster. Our results provide a framework for interpreting the regulatory rules learned by ResNets, and they demonstrate that the ability and efficiency of ResNets in learning the regulatory grammar depends on the nature of the prediction task.

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강은국. "The Features and Tasks of Korean Grammar Teaching in China." Journal of Korean Language Education ll, no. 30 (December 2012): 201–25. http://dx.doi.org/10.17313/jkorle.2012..30.201.

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34

김호정. "Research Trends and Tasks on Learners in Korean Grammar Education." Grammar Education 29, no. ll (April 2017): 65–102. http://dx.doi.org/10.21850/kge.2017.29..65.

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35

Goonseon Lee. "Trends and Tasks in Research on Sino-Korean and Grammar." Journal of Korean Classical Chinese Education ll, no. 37 (December 2011): 217–40. http://dx.doi.org/10.17963/ccek.2011..37.217.

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36

Moon, Eun Joo, and Jae Kyung Kim. "A Comparison of Two Types of Output-based Grammar Tasks." Journal of Linguistic Studies 21, no. 3 (December 31, 2016): 99–119. http://dx.doi.org/10.21291/jkals.2016.21.3.6.

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37

Fedor, Anna, Máté Varga, and Eörs Szathmáry. "Semantics boosts syntax in artificial grammar learning tasks with recursion." Journal of Experimental Psychology: Learning, Memory, and Cognition 38, no. 3 (May 2012): 776–82. http://dx.doi.org/10.1037/a0026986.

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38

Short, Elizabeth J., Keith O. Yeates, and Lynne V. Feagans. "The generalizability of story grammar training across setting and tasks." Journal of Behavioral Education 2, no. 2 (June 1992): 105–20. http://dx.doi.org/10.1007/bf00947115.

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39

Rahimi, Soheil, Moussa Ahmadian, Majid Amerian, and Hamid Reza Dowlatabadi. "Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/." SAGE Open 10, no. 2 (April 2020): 215824402091950. http://dx.doi.org/10.1177/2158244020919505.

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This study investigated the effects of input flood tasks, as focused tasks, and Jigsaw tasks, as unfocused tasks, on promoting Iranian English as Foreign Language (EFL) learners’ recognition of regular past tense /-ed/ in terms of accuracy and durability. Accordingly, using a quasi-experimental study, two intact university classes including 62 participants were randomly designated to experimental and comparison groups. The participants were homogenized regarding their language and grammar proficiency levels. The experimental group was instructed through input flood tasks and the comparison group through Jigsaw tasks. Analysis of covariance (ANCOVA) analysis showed that although both groups’ mean accuracy scores were improved on the immediate posttest, the experimental group outscored the comparison group. However, the results of the delayed posttest demonstrated that whereas the comparison group maintained their accuracy level over time, the experimental group’s accuracy mean score dropped. It can be postulated that input flood tasks may promote learners’ recognition accuracy of second language forms immediately, but this effect may gradually diminish. Hence, it can be tentatively concluded that Jigsaw tasks result in more durable gains than input flood tasks. The findings imply that when the goal of grammar instruction is to achieve durable effects, unfocused tasks should be integrated with focused tasks in the syllabus.

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Danylenko, Oksana. "INPUT- AND OUTPUT-BASED GRAMMAR INSTRUCTION IN TEACHING ENGLISH AFTER GERMAN." World Science 3, no. 6(58) (June 30, 2020): 11–17. http://dx.doi.org/10.31435/rsglobal_ws/30062020/7116.

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The article dwells on the peculiarities of instruction and the role of input and output for teaching English grammar to prospective teachers of foreign languages whose major and first foreign language is German. The aim of the survey is to analyze approaches to designing instruction for the second language grammar teaching and develop activities providing effective teaching of the grammar of English for the students with previous experience in learning German as their first foreign language. The emphasis is made on the usage of processing instruction for presenting target forms that entails input-based instruction as a means for transfer enhancement during grammar teaching and a model raising students’ grammar comprehension. As far as production skills constitute one of the aspects of our investigation, we investigated the role of output-based instruction. Grammar teaching deals with grammatical forms and their usage in a particular context. Thus, developing input-based and output-based grammatical activities, we suggested activities that demonstrate the grammatical form and clarify its structure, provide possibilities for comparison of grammatical structures in English and German. The proposed output-based task provides productive grammatical skills development. The focus on form is supported with tasks explicating meaning. Consequently, the connection between grammatical form and its meaning in a certain context is provided. Tasks are communicatively oriented.

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Danner, Daniel, Dirk Hagemann, and Joachim Funke. "Measuring Individual Differences in Implicit Learning with Artificial Grammar Learning Tasks." Zeitschrift für Psychologie 225, no. 1 (July 2017): 5–19. http://dx.doi.org/10.1027/2151-2604/a000280.

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Abstract. Implicit learning can be defined as learning without intention or awareness. We discuss conceptually and investigate empirically how individual differences in implicit learning can be measured with artificial grammar learning (AGL) tasks. We address whether participants should be instructed to rate the grammaticality or the novelty of letter strings and look at the impact of a knowledge test on measurement quality. We discuss these issues from a conceptual perspective and report three experiments which suggest that (1) the reliability of AGL is moderate and too low for individual assessments, (2) a knowledge test decreases task consistency and increases the correlation with reportable grammar knowledge, and (3) performance in AGL tasks is independent from general intelligence and educational attainment.

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42

임수영 and EunJooLee. "The Effects of the Corpus-Based Grammar Tasks on High School Students' English Grammar Learning and Attitude." Korean Journal of English Language and Linguistics 12, no. 2 (June 2012): 303–25. http://dx.doi.org/10.15738/kjell.12.2.201206.303.

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43

Mustapha, Nik Hanan, and Nik Farhan Mustapha. "Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners." Mediterranean Journal of Social Sciences 8, no. 4 (July 27, 2017): 123–28. http://dx.doi.org/10.1515/mjss-2017-0011.

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Abstract Previous research has clearly documented that self-efficacy in language learning positively affects students′ performance in acquiring language skills. While much research has studied grammar efficacy indirectly as part of writing efficacy, none of these focuses on Arabic language learning. Considering the impact of self-efficacy on language learning, as well as the important role of grammar in Arabic learning, this study examines the relationship between grammar efficacy and grammar performance among students learning Arabic as a foreign language in Malaysian public universities. Specifically, it intends to determine the relationship between grammar efficacy and grammar performance among Arabic learners on three aspects: Correction of grammar errors, vocalization of words, and construction of sentences. Using a newly-developed questionnaire, 140 students majoring in Arabic language from a public university in Malaysia participated in the study. The questionnaire covers three important aspects in Arabic grammar learning: Correction of grammar errors, vocalization of words, and construction of sentences. This study showed a moderate correlation between grammar efficacy and grammar performance. Efficacy of sentence construction appeared to correlate the highest among the three aspects. Teachers′ awareness on the importance of heightening students perceived confidence in accomplishing grammar tasks will eventually promote better learning among students.

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44

Gray, James W., and Ryan W. Smithers. "Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar." Canadian Journal of Applied Linguistics 22, no. 2 (September 11, 2019): 88–108. http://dx.doi.org/10.7202/1063775ar.

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Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.

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45

Casacuberta, Francisco, and Enrique Vidal. "Machine Translation with Inferred Stochastic Finite-State Transducers." Computational Linguistics 30, no. 2 (June 2004): 205–25. http://dx.doi.org/10.1162/089120104323093294.

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Finite-state transducers are models that are being used in different areas of pattern recognition and computational linguistics. One of these areas is machine translation, in which the approaches that are based on building models automatically from training examples are becoming more and more attractive. Finite-state transducers are very adequate for use in constrained tasks in which training samples of pairs of sentences are available. A technique for inferring finite-state transducers is proposed in this article. This technique is based on formal relations between finite-state transducers and rational grammars. Given a training corpus of source-target pairs of sentences, the proposed approach uses statistical alignment methods to produce a set of conventional strings from which a stochastic rational grammar (e.g., an n-gram) is inferred. This grammar is finally converted into a finite-state transducer. The proposed methods are assessed through a series of machine translation experiments within the framework of the E u Trans project.

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46

Nanquil, Luisito M. "Changes and Challenges in the Teaching of Grammar in the Age of Disruption." Journal of Learning and Development Studies 1, no. 1 (October 11, 2021): 01–06. http://dx.doi.org/10.32996/jlds.2021.1.1.1.

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The teaching of grammar during classroom meetings is entirely different from the grammar instruction in the new normal. The learning and teaching atmosphere has been more challenging in the contemporary time because people want to be safe and secure as they do transactions. The widespread threats of the pandemic forced humanity to observe mandatory policies and protocols in work, school, and home. Development of language skills is a long time thrust by which ESL teachers carry among their schools. In the Philippine setting, both private and public school teachers share common problems in a different context and situation. The importance of grammar skills can be reflected on the various tasks and activities performed by people in the worksite, academe, and industry. As such, language teachers confront the issues and challenges in the actual ESL classroom where students are expected to learn and master grammar skills among others. Not all students have a good language facility as shown by poor performance in the English language assessments. Some students dislike inclusion of grammar lessons in the curriculum for fear of being unable to participate in the class and produce outputs. This paper aims to identify and describe the challenges (in the time of pandemic) experienced by language teachers on the teaching of grammar in the local Philippine context. Before the study culminated, the researcher has decided to get the views of experts and experienced ESL teachers about this problem and/or issue. It is a fact that has been observed and proved by many teachers not just ESL area but other majors that having grammar competence can help both students and professionals to achieve their goals and perform communicative tasks in the workplace. Results of the study provided insights and tips on how language teachers can make grammar teaching effective and relevant despite changes in setting and environment.

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Dimopoulos, Alexandros C., Christos Pavlatos, and George Papakonstantinou. "Hardware Inexact Grammar Parser." International Journal of Pattern Recognition and Artificial Intelligence 31, no. 11 (April 11, 2017): 1759025. http://dx.doi.org/10.1142/s021800141759025x.

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In this paper, a platform is presented, that given a Stochastic Context-Free Grammar (SCFG), automatically outputs the description of a parser in synthesizable Hardware Description Language (HDL) which can be downloaded in an FPGA (Field Programmable Gate Arrays) board. Although the proposed methodology can be used for various inexact models, the probabilistic model is analyzed in detail and the extension to other inexact schemes is described. Context-Free Grammars (CFG) are augmented with attributes which represent the probability values. Initially, a methodology is proposed based on the fact that the probabilities can be evaluated concurrently with the parsing during the parse table construction by extending the fundamental parsing operation proposed by Chiang & Fu. Using this extended operation, an efficient architecture is presented based on Earley’s parallel algorithm, which given an input string, generates the parse table while evaluating concurrently the probabilities of the generated dotted grammar rules in the table. Based on this architecture, a platform has been implemented that automatically generates the hardware design of the parser given a SCFG. The platform is suitable for embedded systems applications where a natural language interface is required or in pattern recognition tasks. The proposed hardware platform has been tested for various SCFGs and was compared with previously presented hardware parser for SCFGs based on Earley’s parallel algorithm. The hardware generated by the proposed platform is much less complicated than the one of comparison and succeeds a speed-up of one order of magnitude.

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El-dali, Hosni M. El-dali. "The Role of Explicit Knowledge, Noticing, and Attention in L2 Writing and Error Correction: Quantitative and Qualitative Analyses." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (October 27, 2014): 499–520. http://dx.doi.org/10.24297/jal.v5i1.5193.

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Анотація:

This study attempted to find answers for the following questions: (1) Are students errors in grammatical structures, as they will appear in their written output, due to deficiency in their conscious grammar rules, or to deficiency in their abilities to transfer this knowledge (if it exists) to other language tasks such as writing compositions in English?, and (2) Can conscious rules of grammar guide students' performance in monitoring (self-correcting) their written output once their attention is drawn to an error?. The subjects of this study consisted of fifteen foreign students enrolled in the advanced level of the English Language Institute at the University of Pittsburgh. The instruments of this study were (1) questionnaire; (2) free composition; (3) unfocused correction and focused correction tasks; and (4) interviews. The results of this study demonstrate, among other things, that deficiency in the subjects knowledge of grammar results in accurate composition writing and unsuccessful correction of errors, even if their attention is drawn to their errors.

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Almazán Ruiz, Encarnación, and Raquel Fuentes Martínez. "A pilot study of the flipped classroom approach in higher education." Huarte de San Juan. Filología y Didáctica de la Lengua, no. 20 (December 15, 2020): 7–30. http://dx.doi.org/10.48035/rhsj-fd.20.1.

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Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

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조영아. "The Effects of Differential Grammar Learning Tasks on L2 Learners' Grammatical Knowledge and Their Beliefs about Grammar Instruction." Linguistic Association of Korea Journal 26, no. 3 (September 2018): 1–23. http://dx.doi.org/10.24303/lakdoi.2018.26.3.1.

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