Concept Of Grammar Research Articles

Семантика императивных высказываний в современном киргизском языке

The cognitive features of imperative utterances in the modern Kyrgyz language have been investigated. As you know, the imperative has two different meanings: one means urgency, necessity and importance, and the other - attempts to influence the actions of other people. Imperative means something extremely important or necessary. It also means order. The analyzed imperative statements are considered in the mainstream of conceptual grammar, which allows you to highlight syntactic concepts, or mental images that stand behind linguistic signs and are reflected in the analyzed syntactic structures. The purpose of the article is to identify and describe imperative utterances in the Kyrgyz language, to reveal the mechanisms for changing the prototypical meaning of the verb lexicon in the structure of the imperative using theories such as the theory of functional styles, the theory of discourse, the theory of speech acts and the theory of grammar of constructions. The relevance of the article is due to the need to study the semantic features of the imperative statements of the modern Kyrgyz language. The purpose of this work is to show the features of imperatives, to carefully study the types and functions of imperatives in the Kyrgyz language. The data were analyzed using a comparative analysis to find out the differences and similarities of the imperatives of the Kyrgyz language with other languages. The study belongs to qualitative research, as it was conducted using the method of contrast analysis as a comparison of languages. The object of the research is the data imperatives were taken from the sources that were needed for the research.

O ATO DISCURSIVO BLACK BLOC E A GRAMÁTICA DE RESISTÊNCIA

This work is outlined as a link in a chain of academic and political acts developed by teachers, social subjects and students as resistance against reactionary acts. We use the concept of grammar of pain / resistance (ALENCAR, 2014) to glimpse transformative particularities of the Concrete Stament (BAKHTIN, 2011) associated with the discursive practices of new social movements and their subjects (GOHN, 2008; HOUTART, 2007), which emerge from the living contradiction with contemporary social phenomena. Methodologically, from the tense stabilization of typical forms of speech interaction sensitive to marginalized social voices in specific discursive structures, we relate the notions of grammar of resistance, new social movements and grammatical “errors” (according to conservative normative perspectives), to discuss the statement "Black Bloc, a matter of choice”, published on the Facebook page Black Bloc - RJ on 12/06/2013. We consider that this discourse is willing to ethically listen to the cry of the marginalized and seeks to legitimize discursive forms that are outlined as indistinguishable between verb, life and social struggle.

Features of grammar concepts assimilation by younger schoolchildren

В статье раскрыты проблемы усвоения учащимися грамматических понятий в психологии и истории методики преподавания русского языка, а также рассмотрены поиски путей совершенствования изучения грамматики.

Investigation of Value Trace Problem for C++ Programming Self-study of Novice Students

Presently, C++ programming has been taught in many universities around the world as the first object-oriented programming language for undergraduate students to start studying programming concepts and computer architecture. However, many of them may struggle in studying C++ programming due to the nature in the formal language. Thus, hands-on self-study tools can be effective. In previous, we have developed Java programming learning assistant system (JPLAS) for assisting self-study of Java programming. JPLAS offers the value trace problem (VTP) for novice students to study Java programming through code reading study. In a VTP instance, actual values of important variable or standard output messages in a given source code are questioned, where the correctness of each answer is checked through string matching. In this paper, we investigate the effectiveness of VTP for hands-on self-study of C++ programming by novice students. We generated 37 VTP instances for basic grammar concepts using source codes in textbooks or websites for C++ programming, and asked 46 students in three universities in three countries to solve them using the answer interface for JPLAS. The results suggest that most of the students are satisfactory, but some students need cares at early programming study stage.

Value Trace Problems for Code Reading Study of JavaScript Programming

JavaScript programming takes critical roles in developing web application systems. Unfortunately, JavaScript programming is not fully educated in most universities, although its study may not be easy for students since the code is usually made by special composing styles. To assist self-study of JavaScript programming, currently, we are developing JavaScript programming learning assistant system (JSPLAS) by extending our JPLAS works for Java programming. In JPLAS, the value trace problem (VTP) is offered for code reading study by novice students. A VTP instance consists of a source code and a set of questions, where each question asks the actual value of an important variable or an output message in the source code. The correctness of any answer is marked through string matching with the correct one. In this paper, we study the VTP for code reading study of JavaScript programming. We generate 57 instances using source codes on basic grammar concepts and confirm the effectiveness through applications to 45 university students in Myanmar and Japan.

Past vs Previous in EFL Teaching of L1 Slavic Students

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

The Use Of Ice Breakers In Online English Grammar Classes

In the English language teaching process, every teaching phase is paramount for the achievement of its goals. At the beginning of the classes, the teachers might bring an ice breaker. Based on the previous studies, ice breaker is considered a crucial component in EFL classes. Considering the prominence of ice breakers, the researcher regards the importance of a literature study about ice breakers, especially in grammar class. English grammar is frequently considered a complicated element. Besides, nowadays, the learning process has to be conducted online. This study is mainly aimed to explain the concept of ice breakers, English grammar, and online learning, and the examples of ice breaking possibly used in online grammar classes. The method employed was the literary study conducted through several stages called collecting, reducing and presenting the data and concluding the results. This study suggests several relevant theories to the usage of ice breakers in online grammar classes. Moreover, this study proposes some ice breakers for teaching grammar. The ice breakers are jumbled sentences, correcting mistakes, English songs, storytelling activities, and English humour.

Translation correction of English phrases based on optimized GLR algorithm

Abstract Basic syntactic analysis refers to sentence-level syntactic analysis. In the process of developing the Mat Link English–Chinese machine translation system, the Generalized Maximum Likelihood Ratio algorithm was improved, and a basic English syntax analyzer for English–Chinese translation was designed and implemented. The analyzer approves the structure of the analysis table with a variety of export products, introduces the character mapping function to realize the automatic recognition of the sentence boundary, uses the children of the same level to describe the grammatical structure of the sentence, and realizes the proverb from the original sentence to the target sentence stage conversion. Finally, through the analysis of example sentences, the design concept and working process of the basic grammar are explained.

Modulating Eventfulness: How Liaison Policing Strategies Mitigate Potentiality in Indigenous Land Defence Organising

AbstractLiaison policing strategies are increasingly deployed as Canada’s frontline response to Indigenous‐settler land disputes. A fusion of pre‐emptive interventions, intelligence gathering, and best practices in public order and community policing, contemporary liaison strategies have important implications for Indigenous self‐determination and decolonial struggles. Yet, despite their rapid proliferation, we know little about how liaison strategies are enrolled as a technique of settler colonial governance. I begin addressing this gap through a four‐year case study tracking how a multi‐agency liaison policing assemblage undermined an urban Indigenous land reclamation in the city of Ottawa, Canada’s national capital. I show how liaison strategies worked by constraining the terrain of manoeuvre for radical organising while simultaneously facilitating Indigenous engagement in state‐sanctioned processes of recognition and accommodation. Arguing that the literature on public order policing inadequately theorises the relationship between liaison policing and settler colonial power, I propose “modulating eventfulness” as a more apposite conceptual grammar.

الشاذ النحوی والصرفی فی تعلیم العربیة لغیر الناطقین بها دراسة تحلیلیة لمقرر القواعد النحویة فی الکتاب الأساسی

الملخص : اهتمت الدراسة بالتأصيل الصحيح للدرس النحوي والصرفي للطلاب غير الناطقين بالعربية، وتصويب مقولة: أن النحو مشکلة ومعضلة في ذاته، وتدعم القول بأن الإشکال واللبس ليس في النحو ذاته، ولکنه يرجع إلى إدراج الشاذ في کتب النحو التعليمي، وهذا الشذوذ تتعدد مصادره وأشکاله بين نظام اللغة، والمعلم، والکتاب التعليمي، والاختبارات، والتدريبات... إلخ. وقد آثرت دراسة الشاذ النحوي والصرفي في کتاب رائد في مجال تعليم العربية لغير الناطقين بها ( تعليم العربية لغير الناطقين بها 0 الکتاب الأساسي) ؛ لأن الکتاب التعليمي مرآة کاشفة لتلک المصادر کلها، وفي ضوء الغاية التربوية والتعليمية رصدت الدراسة أنواعا من الشذوذ النحوي والصرفي نحو: الشذوذ النظري، وشذوذ المصطلح، وشذوذ الاختيار، وشذوذ الاحتمال، وشذوذ التلازم، وشذوذ الترتيب، وشذوذ العنوان ،وشذوذ المثال النحوي، وشذوذ التدريبات. وخلصت الدراسة إلى أن الشاذ بنوعيه ضار تعليميا ويتعارض مع الغاية التعليمية للطلاب غير الناطقين بالعربية، وهي التواصل الفعال والاستعمال الصحيح للغة سماعا ومحادثة وقراءة وکتابة، ودعت الدراسة إلى التمييز بين الغرض من وضع النحو وطريقة تعليمه، وصياغة مفهوم واضح للنحو لکل مستوى تعليمي، وتوصي الدراسة بحذف کل ما يتطرق إليه احتمال إعرابي مغاير لمراد الدرس، وتوحيد المصطلح، والتزام الترتيب العلمي للموضوعات، والاختيار العلمي المناسب لموضوعات کل مستوى تعليمي، والتزام نمط علمي واحد في العناوين، وتناسب التدريبات مع محتوى الدرس المقدم والعمر العقلي للطلاب. Abstract The study focused on the correct rooting of the grammar and morphological education for non-native speaking students, and correcting the saying: Grammar is a problem and a dilemma in itself. The study also proved that the problematic and confusion isn’t in the Grammar itself, but due to insertion the abnormal in educational grammar books. And this abnormality has multiple sources and forms between language system, teacher, book, tests, and exercises Etc. I preferred to study the abnormal grammar and morphology in a major book in the field of Educating Arabic for Non-Native Speakers; as the educating book considered as a revealing source for all these sources. In view of educational and learning goal, the study detected types of grammar and morphology abnormality as: theoretical abnormality, term abnormality, choice abnormality, possibility abnormality, correlation abnormality, ranking abnormality, title abnormality Example abnormality and exercises abnormality. The study concluded that the abnormal with its two types is educationally harmful and contradicts the educational goal for non-native speaking students of active communication and correct using of language in listening, speaking, reading and writing aspects. The study called for distinguishing between the purpose of developing grammar and its teaching method, and formulating a clear concept of grammar for each educational level. The study recommends deleting everything that deals with the possibility of expressing a different synonym for the purpose of the lesson, standardization of the term, commitment to the scientific arrangement of subjects, the appropriate scientific choice of topics for each educational level, and the commitment of a single scientific pattern in the titles, and the exercises must fit with the content of the presented lesson and the mental age of students.

Revisiting the Conceptual Domain: Educational Knowledge and the Visual Arts

AbstractIn modern Western education, the visual arts have come to hold a problematic position in the school curriculum. Art is often classified by school leaders, students, parents and even teachers as different from other subjects; sometimes viewed as almost magical, enabling students to explore and develop an innate creativity; sometimes simply unimportant, a therapeutic respite from the more demanding academic subjects. In this article, I trace the problematic relationship between visual arts and educational knowledge. I propose that this dynamic prevents the function of robust assessment systems and constrains equal access. I investigate how my subject has been thus marginalised, with reference to curriculum and policy documents that influence my immediate situation, and turn to the work of educational sociologist Basil Bernstein and his followers, to define the problem and plot a possible future for art education. Bernstein’s model of the pedagogic device, his work on the recontextualisation of knowledge and his concept of pedagogic rights assist me in formulating a case for an articulated conceptual grammar in visual arts education.

Imperialism, Buddhism and Islam in Siam: Exploring the Buddhist secular in the Nangsue Sadaeng Kitchanukit, 1867

This article argues for understanding the reform of the Buddhist tradition in nineteenth-century Siam as a shift towards a secular conceptual grammar, and positions this shift within the dual imperial context of Siam. The binary conceptual structure that can be traced in the Nangsue Sadaeng Kitchanukit (Elaboration on major and minor matters, 1867) also included an opposition between Buddhism and Islam, documenting not only the epistemic marks of the Christian missionary encounter, but also the inner-political imperial context of Siam's hegemony over the Islamic sultanate of Patani.

O professor de Língua Portuguesa e o ensino da gramática: licenciatura e ensino básico em uma perspectiva circular

This article sets out to suggest reflections related to grammar teaching in basic and higher education from an interactionist perspective of the language, bearing in mind the need to align the various current grammar concepts with teaching practice. In this regard, it proposes certain contributions concerning grammar teaching from a productive and contextualized perspective, and it points out possible methodological steps that may contribute to wind down asymmetries existing between the theory and the teaching of Portuguese language on the lecturers' side. Such methodological steps are identifying grammar contents and their respective approach, referring to Official documents (PNCs and BNCC), and the contextual verification of former students from the BA in Letters who are lecturers. In this scene, the authors highlight the importance of a more dynamic and stimulant teaching to the student's basic formation, which, in its turn, could help redress the difficulties concerning grammatical teaching-learning of the Portuguese language.

A Study of Element Fill-in-Blank Problems for C Programming Learning Assistant System

Nowadays, C programming is essential for university students to study various programming languages, algorithms, and computer architecture. Previously, we have developed Java programming learning assistant system (JPLAS) for studying Java programming. JPLAS provides several types of exercise problems to cover different study stages, including the element fill-in-blank problem (EFP). An EFP instance asks students to fill in the blank elements in the given source code. The correctness of the answer is marked through string matching. In this paper, we study the EFP for C programming learning assistant system (CPLAS), by extending our works for JPLAS. To automatically generate a feasible EFP instance, the graph-based blank element selection algorithm is newly designed and implemented for C programming. For evaluations, we generate 19 EFP instances using C source codes for basic grammar concepts, and fundamental data structures and algorithms, and assign them to 42 students in a Myanmar university. The solving results confirm the effectiveness of EFP in detecting the students who may have difficulty in studying C programming and the hard topics for them.

Analyzing the Application of Functional Linguistics in Junior Middle School English Teaching

Based on the application of functional linguistics in junior middle school English teaching, this article first illustrates the concepts of systematic grammar and functional grammar. Secondly, according to the application of functional grammar in reading, in translation and in writing, it is concluded that applied linguistics has an important role in promoting junior middle school English teaching, which comprehensively illustrates the importance of functional linguistics in junior middle school English teaching. Functional linguistics is of great significance to instruct junior middle school teaching. This paper explores the definition of functional linguistics and the linguistic patterns of functional linguistics.

Teaching syntax and punctuation in French L1: How the notion of sentence was operationalized in innovative didactic devices

The notion of sentence may seem clear to many, but in French L1 writing, students at the end of elementary school or at the beginning of secondary school experience some difficulties in punctuation, and their sentences often lack syntactic complexity. These areas of writing production are particularly important for students to gain control over sentence construction. During the first phase of a research project, we developed new teaching devices to address this problem through collaborative work with teachers and teacher consultants, which led to the creation of a sequence for students aged 10 to 14. In this paper, we will first explain why the no-tions of phrase syntaxique (literally ‘syntactic sentence') and phrase graphique (literally ‘graphic sentence') were chosen as key grammar concepts to talk about and justify syntactic and punctu-ation phenomena in French L1 writing. We will then demonstrate how these two notions were introduced to students in the sequence, through a first teaching device, and how they were mobilised to support whole-group metalinguistic discussions within two other teaching devices, which focused on punctuation and syntax.

On closure properties of [formula omitted]-valued linear languages

In 2001 and 2002, Daowen Qiu has established a new theory of L-valued automata which is based on complete residuated lattices. Moreover, besides the finite automata, several other classes of machines, grammars and languages have been generalized using the ideas introduced by Qiu. This paper generalizes the concept of linear grammars and linear languages in this context, moreover, it presents some operations for L-valued languages and some closure properties for the L-valued linear languages.

Constraint-based and Fuzzy Logic Student Modeling for Arabic Grammar

Computer-Assisted Language Learning (CALL) are computer-based tutoring systems that deal with linguistic skills. Adding intelligence in such systems is mainly based on using Natural Language Processing (NLP) tools to diagnose student errors, especially in language grammar. However, most such systems do not consider the modeling of student competence in linguistic skills, especially for the Arabic language. In this paper, we will deal with basic grammar concepts of the Arabic language taught for the fourth grade of the elementary school in Egypt. This is through Arabic Grammar Trainer (AGTrainer) which is an Intelligent CALL. The implemented system (AGTrainer) trains the students through different questions that deal with the different concepts and have different difficulty levels. Constraint-based student modeling (CBSM) technique is used as a short-term student model. CBSM is used to define in small grain level the different grammar skills through the defined skill structures. The main contribution of this paper is the hierarchal representation of the system's basic grammar skills as domain knowledge. That representation is used as a mechanism for efficiently checking constraints to model the student knowledge and diagnose the student errors and identify their cause. In addition, satisfying constraints and the number of trails the student takes for answering each question and fuzzy logic decision system are used to determine the student learning level for each lesson as a long-term model. The results of the evaluation showed the system's effectiveness in learning in addition to the satisfaction of students and teachers with its features and abilities.

Language change and language evolution: Cousins, siblings, twins?

AbstractThe relationship between “language change” and “language evolution” has recently become subject to some debate regarding the scope of both concepts. It has been claimed that while the latter used to refer to the language origins in the first place, both terms can now, to a certain extent, be used synonymously. In this paper, I argue that this can partly be explained by parallel developments both in historical linguistics and in the field of language evolution research that have led to a considerable amount of convergence between both fields. Both have adopted usage-based approaches and data-driven methods, which entails similar research questions and similar perspectives on the phenomena under investigation. This has ramifications for current models and theories of language change (or evolution). Two approaches in particular, the concept of complex adaptive systems and construction grammar, have been combined in integrated approaches that seek to explain both language emergence and language change over historical time. I discuss the potential and limitations of this integrated approach, and I argue that there is still some unexplored potential for cross-fertilization.

Ordinalization and the OECD’s Governance of Teachers

Drawing on Marion Fourcade’s notion of ordinalization, we develop a conceptual grammar of comparison to explain a shift in the nature and outcomes of the governing capacity of the OECD over time. W...