Structure Grammar Research Articles

The features of problem-based method in teaching foreign grammar to tertiary students

The article deals with the problem of teaching foreign grammar and features of formation of foreign grammar competence in higher educational institutions according to the modern needs and changes. In correspondence with linguistic and psychological studies, the guarantee of quality and proper level of foreign communicative competence under conditions of artificial bilingualism is a formation of explicit grammar knowledge and increase of role of active cognitive activity and independence of students. Thus, at teaching grammar of foreign languages it is important to favor the formation of student’s ability to generalize information independently and form conclusions as to the use of grammar structures. The problem-based method effectively solves the question of conscious students’ approach to the mastering of foreign language and independent collection of knowledge. In teaching foreign grammar with the help of problem-based approach, the great recognition and use were gotten by the methods of group work, consideration of preliminary experience (linguistic and learning) and also heuristic talks. The important achievement of group work is a distribution of responsibility for the results and successes of study between teacher and student, first of all, at the expanse of formation of self-control skill that allows students regulate the own studying activity. Heuristic talk motivates students to independent formulation of new knowledge or ways of their obtaining, opens the way and logic of search. Based on preliminary experience of studying the native language, student pays attention to the different methods of work with linguistic (grammar) material and to the strategies of mastering the foreign language. So, the study of foreign grammar using the problem-based method form the skills of cognitive, scientific work that favor the conscious and independent mastering of knowledge, develop cognitive activity and critical thinking of students, form the skills of independent work. The skills of independent work, in their turn, allow student control the process of studying foreign language effectively and are the one of most effective means of successful influence on learning process

Neutral gender assignment with female given names and other referential options im riograndese hunsrik

This paper focuses on the grammatical category gender. Subject of the discussion is the usage of neutral gender in reference to women (hereinafter referred to as „femineuters“) in a West Middle German-based „abroad variety“ of the German language, the so-called „(Riograndese) Hunsrik“, which is spoken to the present in the southern part of Brazil resp. in neighboring regions. Three genus carrying structures were considered: the definite article before given names, the personal pronoun and the possessive pronoun. The theoretic-empirical examination is grounded on questions affected from different fields of study: variationist linguistics, (socio)pragmatics, semantics, and contact linguistics, areal linguistics, as well as system linguistics. The results are based on a wide set of dialect data, recently collected in an indirect inquiry through a questionnaire (using assessment tasks backed by pictures and context histories). It is assumed, that not only (language) geographic-areal factors (such as areal-administrative demarcation, city-country-distinction, and continuous language contact constellation (dialectal) German: (Brasilian) Portuguese) have an influence on the choice of genus when referring to a female person, using the grammar structures mentioned above. Also, the sociopragmatic aspects (such as age, familiarity, function/status in public, or place of origin/residence) seem to play an important role.

Perfil comunicativo y de adaptación social en población infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5

Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis. To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development. Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales. We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups. Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems.

Basic copula clauses in Indonesian

We want to show how basic copula clauses in Indonesian can be dealt with within the framework of Head Driven Phrase Structure Grammar (HPSG) (Pollard & Sag, 1994). We analyzed three types of basic copula clauses in Indonesian: copula clauses with noun phrase complements (NP) expressing the notions of 'proper inclusion' and 'equation', adjective phrases (AP) expressing 'attribution', and prepositional phrases (PP) expressing relationships such as 'location'. Our analysis is implemented in the Indonesian Resource Grammar (INDRA), a computational grammar for Indonesian (Moeljadi et al., 2015).

A View Into Successful Teaching Techniques: Teaching Malay Language As A Foreign Language In Malaysia

This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM). The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to Malaysians and had been on grammar structure. There has been little development of teaching of Malay as a foreign language. However, the effort to introduce Malay as a foreign language is important since generally there are a growing number of learners who are aware of the benefits. Other than travelers guide and basic Malay phrase books, not many materials are found for teaching of Malay as a foreign language. Based on the lack of resources, teachers have to incorporate techniques to be used in class to teach the Malay language course. It is hoped that other foreign language teachers will find information useful especially in the teaching the Malay Language as a foreign language.

Lexicology of Korean Common Nouns

In this paper I attempt to analyze various Korean transitive verb constructions whose meanings are associated with a qualia role. In particular, four generalizations are observed: (i) the verbs culki- `enjoy" and kyenghemha- `experience" must be associated only with a telic role of common noun object, (ii) the non-final light verb of a serial verb construction is related only to an agentive role of common noun object, (iii) if a quale of a common noun is associated with the light verb ha- `do", then that quale is also associated with another qualia-related verb (e.g., culki- `enjoy" or kyenghemha-`experience"), and (iv) the verb sicakha- `begin" must be associated only with the first qualia role on the LV-QUALIA list, which I propose in this paper. Based on these generalizations, the transitive verb constructions are formalized in Head-driven Phrase Structure Grammar (HPSG).

“Triad” Strategy as an Effective Way of Developing Professional Communication Skills of Physics and Mathematics Students

Abstract The paper discusses some interdisciplinary, contextual and linguistic aspects of a new strategy for developing skills of the professional language. For their communication scientists use the academic language, involving standard word combinations and specific grammar structures. To efficiently use them in English, students should originally master the equivalent structures in their native language. The paper suggests some innovative ways of implementing the strategy. It emphasizes the significance of learning scientific discourse elements of both scientific Russian and scientific English, their specific syntax and morphology.

Computational Foundation of Database Semantics

In the nineteen seventies and eighties, linguists gave their phrase structure grammars of small natural language fragments to computer scientists for turning them into running software. Theoretically, context-free PS grammar runs in n³ time, but the linguistically sophisticated fragments parsed very slowly. Moreover, many refinements broke up the dominant theory of nativism into numerous subtheories, creating an embarrassment of riches. The response was broadening the empirical base regarding completeness of (i) data coverage and of (ii) function. Data coverage was addressed by the rise of corpus linguistics. Instead of having to choose from a bewildering variety of subtheories providing alternative analyses of traditional examples, attention turned to building large collections of “real” language. The method of choice for analyzing these data (a) automatically and (b) free from any of the available subtheories is statistics. Corpus linguistics, like the theories it set out to replace, is sign-based. Completeness of function, however, presupposes an agent-based approach such as Database Semantics. DBS (1) integrates external interfaces for recognition and action, a memory, and an algorithm for mapping between them; (2) improves the data coverage by a continuous cycle of upscaling and automatic verification and (3) combines traditional notions of grammar with a time-linear derivation order, resulting in real time performance. This paper describes the contact points between the linguistic aspects of DBS and its foundations in computer science.

Peculiarities of Creating Foreign Students’ Lexical Competence

Teaching of vocabulary includes several aspects of teaching content: linguistic, methodological and psychological. Teaching of vocabulary is a process which is inextricably entwined with understanding relations between new words and phonetic and grammar aspects of the language. On the one hand, simultaneous learning of two languages complicates the tasks set to the students, but, on the other hand, it simplifies the process. The complexity is in the scope of vocabulary to be remembered, as well as in the differences between grammar structures used in Russian and Kazakh. The simplification is in the fact that students are fully aware that lexical competence is formed gradually, and that every language has its lexical base required at the initial stage, and that such base is to be developed for mastering a specific language. Before identifying the methods of vocabulary semantization in the course of teaching a language to foreign students, students shall be offered active vocabulary, used to express their ideas orally and in written form, and passive vocabulary, used to perceive oral and written information. It is not possible to teach semantics only. It is necessary to create paradigmatic, syntactic and associative relations. The formation of lexical skills is connected with the solidity of vocabulary retention. In order to ensure reinforcement of the vocabulary learnt, the students shall be offered exercises contributing to the development of their skills of using vocabulary in listening, speaking, reading and writing. All above mentioned types of vocabulary semantization constitute a unified whole. Different ways of semantization are set forth for methodological purposes, to facilitate the achievement of the desired result. Translation and non-translation techniques for vocabulary presentation, as well as some tips and exercises, are given. The use of basic vocabulary at elementary and advanced levels is suggested. Certain methods for the semantization of vocabulary units are recommended. Keywords: vocabulary, semantization, word building, translation and non-translation methods, vocabulary unit, translation and non-translation techniques

The Impact of Teaching Instructional and Environmental Strategies on Iranian EFL Young Learner’s Grammar Achievement

The present study attempted to investigate the possible effects of Instructional (INS) and Environmental (ENS) strategies on Iranian EFL young learners' grammar achievement. For this purpose, 82 female language young learners ranged between 8 to 12 years of age were selected and randomly assigned into INS, ENS and Control groups in this study. After taking EPT, INS and ENS groups received EFL grammar structures accompanied by INS and ENS strategies, respectively, while Control group received only conventional instructions to English grammar. After conducting the treatment, all participants took a grammar post-test. The Null hypotheses 1 and 2 in this study assumed that the INS and the ENS strategies had no impact on Iranian EFL young learners’ grammar achievement. They were successfully rejected due to different performance of INS and ENS groups from Control group on the post-test. Statistical results did support the superiority of INS over ENS strategies. Therefore, the researcher was able to rectify that INS strategies caused higher impact on the young learners’ grammar achievement than ENS strategies. She concluded her work with some pedagogical implications and recommended topics for further research.

Effects of using self-explanation on a web-based Chinese sentence-learning system

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a self-explanation strategy into a Chinese-learning system. Specifically, the system includes self-explanation prompts, instructional feedback, and remedial learning materials. The aim of this study was to determine the effects of using a self-explanation strategy on Chinese sentence learning in a computer-assisted language learning environment. The participants were assigned to an experiment group with self-explanation instruction and a control group without self-explanation to practice Chinese grammar points. Learning performance, including grammar tests and cognitive loads, was measured. The results showed higher learning outcomes for Chinese grammar and sentence structure in the self-explanation group. Furthermore, no significant difference in cognitive load was observed between the two groups. Implications for using self-explanation in computer-assisted language learning are discussed.

Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

Conflict and Computation on Wikipedia: A Finite-State Machine Analysis of Editor Interactions

What is the boundary between a vigorous argument and a breakdown of relations? What drives a group of individuals across it? Taking Wikipedia as a test case, we use a hidden Markov model to approximate the computational structure and social grammar of more than a decade of cooperation and conflict among its editors. Across a wide range of pages, we discover a bursty war/peace structure where the systems can become trapped, sometimes for months, in a computational subspace associated with significantly higher levels of conflict-tracking “revert” actions. Distinct patterns of behavior characterize the lower-conflict subspace, including tit-for-tat reversion. While a fraction of the transitions between these subspaces are associated with top-down actions taken by administrators, the effects are weak. Surprisingly, we find no statistical signal that transitions are associated with the appearance of particularly anti-social users, and only weak association with significant news events outside the system. These findings are consistent with transitions being driven by decentralized processes with no clear locus of control. Models of belief revision in the presence of a common resource for information-sharing predict the existence of two distinct phases: a disordered high-conflict phase, and a frozen phase with spontaneously-broken symmetry. The bistability we observe empirically may be a consequence of editor turn-over, which drives the system to a critical point between them.

Representing argument structure

Existing approaches to the representation of argument structure in grammar tend to focus either on semantics or on syntax. Our goal in this paper is to strike the right balance between the two levels by proposing an analysis that maintains the independence of the syntactic and semantic aspects of argument structure, and, at the same time, captures the interplay between the two levels. Our proposal is set in the context of the development of a large-scale grammar of Modern Hebrew within the framework of Head-driven Phrase Structure Grammar (HPSG). Consequently, an additional challenge it faces is to reconcile two conflicting desiderata: to be both linguistically coherentandrealistic in terms of the grammar engineering effort. We present a novel representation of argument structure that is fully implemented in HPSG, and demonstrate its many benefits to the coherence of our Hebrew grammar. We also highlight the additional dimensions of linguistic generalization that our proposal provides, which we believe are also applicable to grammars of other languages.

Płynna gramatyka. Wybrane problemy metodologii i dydaktyki gramatyki języka włoskiego

LIQUID GRAMMAR: SOME PROBLEMS REGARDING THE METHODOLOGY AND DIDACTICS OF ITALIAN GRAMMAR Italian grammar today is still subject to change and reinterpretation. In this article, I attempt to introduce some problems regarding Italian grammar from the point of view of the methodology of grammar didactics. It is not, therefore, a study of the standard Italian language; rather, it is mainly a reflection on the creation of grammar rules and their explication in grammar textbooks that are dedicated primarily to foreigners. the problems that students of Italian grammar may encounter are the following, among others: the presentation of outdated grammar structures (the differences between standard grammar and actual language practice); a lack of explicitly expressed rules for various language problems; a lack of discussion about grammatical differences that result due to sociolinguistic variations; and a lack of appropriate comments for some grammar issues, which cause difficulties for foreigners. I seek to suggest some methodological solutions and to define the features of grammar (textbooks) on an academic level that could help to overcome—at least partially—similar problems. All questions that I discuss in the present text are illustrated with examples taken from popular academic grammar textbooks written by Polish and Italian linguists.

Developing Students’ Communicative Competence in Business English

The ability to communicative in Business English (BE) is a great advantage for young specialists to become successful in the global market. Unfortunately, a lot of students lack accuracy and fluency in speaking BE. The following fact encouraged the authors of this study to carry out the research at Aleksandras Stulginskis University (ASU) from February 2014 to June 2014. The target students were 62 first year learners of the Faculty of Economics and Management who had BE as a compulsory subject. The research aims to investigate and suggest an appropriate system of effective factors, strategies, and active methods allowing students to develop the ability to produce BE terms, lexical phrases, and word combinations in impromptu situations. Communicative Language Teaching (CLT) has been used as the main teaching strategy, which was creatively supported by active imitative and non-imitative methods based on team work. The study reveals that a creative use of imitative and non-imitative methods affects long-term memory. Consequently, learners acquire the ability to retain and recycle the necessary BE vocabulary, and grammar structures and start producing them spontaneously in speech. By involving learners in creative activities we get them to practise an important sub-skill of using a language: thinking creatively. It leads to genuine communication and prepares learners for using BE instrumentally outside the classroom. Teamwork has been encouraged because good teamwork skills are a requirement for success in more and more professional contexts. The research has confirmed that teamwork provides students with the instruments of effective self-direction as well as with the necessary skills of collaborating, cooperating, sharing, and socializing. It means that teamwork creates safe and student-friendly environment which is an important prerequisite to develop BE communicative competence. DOI: http://dx.doi.org/10.5755/j01.sal.0.28.14265

Universal Grammar

We are interested in creating a universal grammar structure, so that learning languages becomes a much easier task than it is now. We obviously cannot dream of having all languages on earth adopting this universal grammar, so that this is at most for those languages that are associated with our occidental style of writing. The Brazilian and Portuguese peoples decided to unify their language once and then reached several agreements which formed the new language, basically. With this, Brazilian Portuguese and Portuguese Portuguese became almost the same thing. In the same way, we could have all languages that adopt the occidental style of writing sharing the same grammar structure. This paper is then about a dream, but, because of the experience with the Portuguese language, we know that this is an achievable dream.

The Effect of Self-regulated Jigsaw IV on University Students’ Academic Achievements and Attitudes towards English Course

This study aims to determine the effect of self-regulated jigsaw IV upon university students‘ learning a new grammar structure within EFL learning process and also their attitudes towards the English course. The research was carried out with 40 students studying in two different prep classes at Bulent Ecevit University Foreign Languages College in the spring term of 2011-2012 academic year. During the courses, while self-regulated jigsaw IV was carried out with the experimental group, a traditional method was performed in the control group. As quantitative data suggest; self-regulated jigsaw IV has significantly increased students‘ academic achievement compared to traditional method; however, it is slightly effective on their attitudes towards English. As qualitative data suggest; the students in the experimental group feel self-satisfied with their learning and they can use self-regulation skills in their autonomous studies.

Number agreement in copular constructions: A treebank-based investigation

This paper has both a theoretical and a methodological objective. The theoretical one concerns the modeling of number agreement in copular constructions. For that purpose it adopts the distinction, familiar from Head-driven Phrase Structure Grammar, between morpho-syntactic agreement (also known as concord) and index agreement. The methodological objective concerns the demonstration of how treebanks can be exploited in order to guide the formulation of relevant generalizations. For that purpose we crucially rely on tools and resources that have recently been developed in the framework of the Dutch-Flemish stevin program (2004–2011) and the European clarin infrastructure.

Representing morphological tone in a computational grammar of Hausa

In this paper I shall discuss the representation of morphological tone in Hausa, as implemented in a computational grammar of the language, referred to as HaG, which has been developed within the framework of Head-driven Phrase Structure Grammar. Based on an in-depth study of segmental and suprasegmental properties manipulated by morphological processes, I shall argue that two fundamental insights from Autosegmental Phonology needs to be seamlessly integrated into typed feature structure grammars of languages with grammatical tone, namely (i) the systematic separation of tonal and metrical information from the string of consonants and vowels, and (ii) the possibility of tonal spreading, i.e. the possibility for a tonal specification to be assigned to an arbitrary number of adjacent tone-bearing units (syllables). To this end, I present a formalisation of tonal melodies in terms of typed list constraints that implement a notion of tonal spreading, allowing for an underspecified description of tonal melodies, independent of the number of tone-bearing units. I shall finally show that this minimal encoding is sufficient and flexible enough to capture the range of suprasegmental phenomena in Hausa.