Grammatical Concepts Research Articles

تنمية بعض المفاهيم النحوية المرتبطة بالجملة الاسمية لدى تلاميذ الصف السادس الابتدائي باستخدام إستراتيجية الصف المعکوس

استهدفت الدراسة الحالية تنمية بعض المفاهيم النحوية المرتبطة بالجملة الإسمية لدى تلاميذ الصف السادس الابتدائي وذلک باستخدام إستراتيجية الصف المعکوس، ولتحقيق ذلک أعدت الباحثة قائمة بالمفاهيم النحوية المرتبطة بالجملة الإسمية لتلاميذ الصف السادس الابتدائي، کما تم بناء اختبار لقياس المفاهيم النحوية، وطبقت الدراسة على مجموعة من تلاميذ الصف السادس الابتدائي بلغ عددهم (62) تلميذا، قسمت إلى مجموعتين: مجموعة تجريبية وعددها (31) تلميذا درست باستخدام إستراتيجية الصف المعکوس، ومجموعة ضابطة وعددها (31) تلميذا درست المفاهيم النحوية المرتبطة بالجملة الإسمية باستخدام الطريقة المعتادة في التدريس، وتم تطبيق اختبار المفاهيم النحوية على عينة الدراسة قبليا وبعديا. وتوصلت الدراسة إلى تنمية المفاهيم النحوية ککل (مفاهيم النواسخ ) لدى تلاميذ الصف السادس الابتدائي باستخدام إستراتيجية الصف المعکوس، وتنمية المفاهيم النحوية کل مفهوم على حدة، وأوصت الدراسة بضرورة تدريب معلمي اللغة العربية لتنمية مهاراتهم المهنية في استخدام إستراتيجية الصف المعکوس في تدريس المفاهيم النحوية المرتبطة بالجملة الإسمية وتنميتها. Developing some grammatical concepts related through noun sentence Among Six grade primary pupils using flipped class room BY Alaa Adel Ahmed Radwan Dr. Ali Saad Gab Allah Dr. Sayed Mohamed Senjy Abstract The aim of the present study for using Developing some grammatical concepts related through noun sentence Among grade primary pupils using flipped class room. To achieve the aim, the researcher prepared alist of grammatical concept that are required for six grade primary pupils. She also prepared grammatical concepts test. The participants of the study were group of six grade pupils (N= 62). They were divided into contral and experiment of group(each group consist of 31 students).The contral group taught by the regular method while the experimental group taught by Flipped class room Strategy. The test was applied to the participial after the treatment. The results of the study revealed that grammatical concepts were developed through using flipped class room Students. The Study recommended that its necessary to train Arabic language teachers to develop their professional skills in using flipped class room strategy.

The Effect of Concept Mapping on Arabic Grammar Proficiency: Al Ain University Students in the United Arab Emirates

Concept mapping strategy is one of the vital teaching and learning strategies, due to its effectiveness for both learner and teacher. Thus, this study aimed to examine the effect of concept mapping on Arabic grammar proficiency for students at Al Ain University. The sample was comprised of students studying Arabic (n=56), who were split into an experimental group of 29 students, and a control group of 27 students. Pre- and post-tests were conducted on both groups to ensure their equivalence. The experimental group was taught six grammatical topics using concept mapping, while the control was taught the same grammar topics by the traditional method without using the concept maps. The results showed statistically significant differences between the groups, in favour of the experimental one. They also revealed statistically significant differences between the males and females in the grammar achievement test, in favour of the females. This study's results emphasize the importance of using concept mapping in teaching grammatical concepts. There is a clear compatibility between the features of concept mapping in terms of organization and logical sequence in presenting concepts on the one hand, and the nature of grammar, which is characterized by logical sequence, and hierarchical construction. The study emphasizes employing concept mapping to teach grammar on Arabic language courses at the university level, building the content of the Arabic courses according to the concept mapping strategy, and including examples of some of the concepts mentioned in these courses so that teachers can use them.

IMPROVING STUDENTS’ WRITING SKILL THROUGH THE USE OF THE DICTOGLOSS TECHNIQUE “A Study at Nahdlatul Ulama University of NTB”

This paper is intended to explain the use of the dictogloss technique to improve students’ writing skill at Nahdlatul Ulama University of West Nusa Tenggara. The use of the dictogloss technique for improving students’ writing skill can be represented in each stage of this technique. Moreover, as a technique for language learning, the dictogloss, has preparation stage, dictation stage, reconstruction stage, and analysis-correction stage which facilitate learners in which students work together to reconstruct a dictated-text. They reconstruct the dictated-text by using their own words or in other words they do not write exactly what the lecturer read. Furthermore, the use of the dictogloss technique give a clear advantages for improving students’ writing skill, such as provides an opportunity for learners to use their grammatical knowledge to reconstruct the dictated-text and also encourages learners to find out what they do and do not know about English which is realized in the attempts to reconstruct the text and in the subsequent analysis of those attempts. Besides, the dictogloss technique also contribute to the motivation, learners’ interaction, and grammar in context. Teaching the students grammar in context shows them how to apply various grammatical concepts.

Representing the Poetics of Place. A conversation with Steven Feld

“The juxtaposition of contrasting grammatical concepts may be compared with the so‑called ‘dynamic cutting’ in film montage, a type of cutting, which, e.g, in Spottiswoode’s definition, uses the juxtaposition of contrasting shots or sequences to generate in the mind of the spectator ideas that these shots or sequences by themselves do not carry.”Roman Jakobson K.M: The poetics of place has been a central theme in your work since the 1970s. After years of doing fieldwork in Bosavi, Papua New G...

Investigating Dutch teachers’ beliefs on working with linguistic metaconcepts to improve students' L1 grammatical understanding

ABSTRACT L1 grammar teaching worldwide often takes the form of traditional grammar teaching with decontextualized parsing exercises and rules of thumb. Some researchers have proposed enriching such forms of grammar teaching by relating traditional grammatical concepts to underlying metaconcepts from linguistic theory. The merits of such an approach have become apparent in recent intervention studies, but the question remains how teachers perceive such forms of grammar teaching, which is of particular importance for curriculum development. The present study investigated Dutch teachers’ beliefs in focus groups and a national survey (N = 127). It is found that Dutch language teachers see important benefits of a metaconceptual approach to grammar teaching, particularly as a means to improve students’ grammatical understanding. However, results also indicate that while teachers may see clear pedagogical and conceptual advantages of working based on underlying metaconcepts, their own teaching practice appears to be much more traditional. This discrepancy is explained by assuming that contextual factors have a restraining effect on what teachers can or want to do in reality. Once such contextual factors no longer play a part, teachers’ views tend to be much more geared towards a metaconceptual approach. The paper concludes with some implications for future research.

Perception of Schematic Structures of Prepositions in Adjectival Constructions:An Experimental Approach

Grammatical concepts are developed from basic propositional structures called event schemas (Heine 1993, 30; ‘syntactic frames’ or ‘abstract instrumental scripts’ of Schank and Abelson 1977, Sanford 1985, 200; ‘schematic meanings’ in the present study). This study argued that the concept of causality came from schematic meanings. This study has examined this claim with an experiment in which participants were guided to rate relations of the schematic meanings to six prepositions. The results showed that, despite a few exceptions, it appears there is a salient schematic meaning that affects native speakers’ choices, when they were asked to distinguish the particular preposition from those of the others in adjectival constructions. This showed which schematic meaning best indicates native speakers’ understanding of emotion causality of each preposition among the schematic meanings of six prepositions. This study empirically demonstrates that schematic meanings enable English native speakers to distinguish different prepositions in their mental lexicons, thus motivating their conceptualization of causality.

Cause or consequence? Framing and keying mediation in a French secondary classroom

Abstract In this article, we draw on the commonalities between Vygotsky's emphasis on communication in the ‘social situation of development’ and Goffman's concepts of framing and keying to analyze a French teacher's mediation between grammatical concepts ciphered in abstract semiotic terms and students' intuitive knowledge of language in use. After describing the context of our broader ethnographic study on French language instruction with immigrant descendant youths in a Parisian secondary school, we examine three types of reframing moves identified in a turn-by-turn analysis of discourse recorded in four lessons on ‘cause and consequence’ expressions. We show how the teacher continually modulated the discursive texture of classroom mediation to help students navigate the complexity of schooled grammar, while also counting on their intuitive sense of whether the sentences they proposed ‘made sense’ logically.

تنمية مفاهيم التوابع فى النحوالعربى باستخدام نموذج الفورمات لدى تلاميذ الصف الثانى الإعدادى

استهدف الدراسة الحالية تعرف فاعلية نموذج الفورمات (4mat) فى تنمية المفاهيم النحوية (مفاهيم التوابع) لدى تلاميذ المرحلة الإعدادية، ولتحقيق الهدف السابق أعدت الباحثة قائمة بمفاهيم التوابع اللازمة لتلاميذ المرحلة الإعدادية، کما تم بناء اختبار لقياس المفاهيم النحوية (مفاهيم التوابع)، وطبقت الدراسة على مجموعة من تلاميذ بالصف الثانى الإعدادى بلغ عددهم (80) تلميذا، قسمت إلى مجموعتين: مجموعة تجريبية وعددها (40) تلميذا درست باستخدام نموذج الفورمات، ومجموعة ضابطة وعددها (40) تلميذا درست المفاهيم النحوية باستخدام الطريقة المعتادة فى التدريس، وتم تطبيق أدوات الدراسة قبليا وبعديا. وتوصلت الدراسة إلى النتائج الآتية: فاعلية استخدام نموذج الفورمات فى تنمية المفاهيم النحوية (مفاهيم التوابع) ککل لدى تلاميذ الصف الثانى الإعدادى، فاعلية استخدام نموذج الفورمات فى تنمية المفاهيم النحوية (مفاهيم التوابع) کل مفهوم على حدة لدى تلاميذ الصف الثانى الإعدادى. وفى ضوء ما توصلت إليه الدراسة من نتائج توصى الباحثة بالآتى: توصيات الدراسة: الاهتمام بتنويع الأنشطة ومراعات المستويات المعرفية الدنيا التى يشترک فيها جميع المتعلمين، والمستويات المعرفية العليا التى توضح الفروق الفردية . الاهتمام بتحديد خصائص المتعلمين ليبدأ التعلم مما هو موجود فى البنية المعرفية للمتعلم، حيث يساعد ذلک على أن يکون التعلم تعلما ذا معنى . ضرورة تدريب معلمى اللغة العربية لتنمية مهاراتهم المهنية فى استخدام نموذج الفورمات فى تدريس المفاهيم النحوية وتنميتها. The current study was aimed at identifying the impact of Using (4MAT) Model In Developing Grammatical Concepts In Arabic Language For Preparatory Students, the group of students from 80 Preparatory students was divided into two experimental groups of 40 students who studied the Using (4MAT) Model IN Developing Grammatical Concepts and a control group of 40 students studied in the teaching method, the tools of the study were one test Grammatical Concepts). The study tools were applied both before and after. The study reached the following results: 1- The effectiveness of using the (4MAT) Model in developing grammatical concepts (concepts of disciples) as a whole for second-grade preparatory students. 2- The effectiveness of using the (4MAT) Model in developing grammatical concepts (concepts of disciples), each concept separately for the second preparatory class students Study recommendations: 1- Attention to diversifying activities And taking into account the lower cognitive levels Which all learners participate And higher cognitive levels that clarify individual differences 2- Attention to determining the characteristics of learners to start learning from what is in the learner's knowledge structure This helps learning to be meaningful learning 3- The necessity of holding in-service training seminars for Arabic language teachers in the preparatory stage To develop their professional skills in using the (4MAT) Model in teaching and developing grammatical concepts.

Grammar Teaching: A Case Study of a Pakistani School in Sultanate of Oman

Grammar constitutes an essential element in the learning and teaching of any language. English as a foreign language is being taught in Pakistani government-run schools and in non-elitist private schools. The focal question in this paper centers on the several implications of the teaching process of grammatical concepts. The main aim of this research study is to find out the methods adopted in the teaching of grammar and whether these methods are updated with recent methods recommended in recent research on effective teaching and learning. The content analysis of books and review of teaching methods are used as methodological tools. The results suggest that the grammar teaching methods are outdated, the text material contains misleading explanations, and lack understanding of descriptive linguistic concepts on grammar. The core recommendation is that the grammar teaching methods and text material in question should be reviewed and updated with a more up-to-date material. The significance of the study lies in the fact that it will shade light on the teaching practices of grammar and review updated research on the teaching of grammar, which need consideration in teacher training programs and study material design.

ESL Learners’ Language Errors in a Reflective Writing Assessment

Perceived as one fundamental element in language learning, grammar is reckoned important in ESL writing. ESL learners need to master the knowledge of how to transfer grammatical concepts into their ESL composition. However, Malaysian learners of English often repeat errors in writing which they cannot even recognize. The current study draws attention to the occurrences of language errors and examines their sources in Malaysian ESL learners’ writing. 40 students in their Semester 2 of diploma level were selected to participate in the study. Each student was to produce two essays of 100-word length. Each essay was first examined before language errors were identified and coded based on the parts of speech: Nouns, Verbs, Adjectives, Adverbs, Articles, Pronouns, Prepositions, Adverbs, Conjunctions and Determiners. For each type of errors, the sources were categorized based on interlingual and intralingual sources. 258 errors were identified with the most frequent language errors produced were verb errors while the least were determiner errors. The result revealed that the most dominant errors were caused by intralingual sources. This study would greatly help teachers to establish better curriculum and select materials to facilitate students in learning English and develop them as proficient learners who can self-correct language errors.

The Role of Epithet in Contemporary Narratology "Al-Hamoudi" Novel as an Example Analytic Stylistic Study

The study aims to grasp the importance of Epithet in contemporary narratives, as Epithet is a superior partner in producing grammatical structures that reveal the meanings in the text and innovate its aesthetics. Hence, the study examined the presence of Epithet in Al-Hamoudi novel, written by Omar Abdul Aziz, tracked its manifestations and investigated its functions. The research concluded that the Epithet in this novel has a prominent standing featured in four main roles, which contributed to empowering the aesthetic ability on one hand, and forming the core vision in the novel on the other hand. The first Role is: Prima facie and figurative, which helps the grammar with explaining the concept of Epithet, its manifestations and use techniques; the second one is: Conceptual, which shows what functions the Epithet does in the narrative; the third one is: Semantic, which demonstrates the ability of the Epithet to show the hidden and tricky meanings of words; and the fourth is: Aesthetic, which exhibits the ability of the Epithet to construct rhetorical expressions and the structure of figurative language that the narrative requires. Epithet is present in all pages of the novel and in all of its grammatical shapes, and it was present in expressive and implied functions together. Therefore, the Epithet was spotted 1600 times in this novel. The study also concluded that the Epithet in literature, especially in the novel, performs a necessary role in creativity. In addition to that, we can see the possibility of investing this attractive linguistic activity in the novel to teach the Epithet and other grammatical concepts to university students. Keywords: Epithet, Novel, Concept, Semantic, Rhetoric.

How French speakers reflect on their language: a critical look at the concept of metalinguistic awareness

ABSTRACTWhile metalinguistic awareness (MLA) has been shown to play a crucial role in second and third language acquisition, a variety of methodological approaches point to the difficulty of operationalising the concept. The present study provides a critical analysis of MLA in relation to its measurement by means of a French-language test of metalinguistic ability. In this article, the results on the Test d’Habiletés Métalinguistiques (THAM-3) completed by 66 francophone college students in Québec are interpreted with reference to the notions of noticing and understanding. Nearly a third of the participants reached the highest level of metalinguistic analysis in the metasemantic section of the test, as opposed to only 5% in the metagrammatical part. An analysis of the coding procedures suggests that this tendency may be related to the fact that explicit reference to grammatical categories was required to attain maximal scores in the metagrammatical section, whereas metalinguistic terminology was not necessary to perform at this level in the metasemantic section. This critical view of the coding procedures used on the THAM-3 points to the need to re-evaluate the role of explicit knowledge of grammatical concepts and metalanguage in the measurement of MLA.

Grammatical Descriptions in Manchu Grammar Books from the Qing Dynasty

In this paper, we analyse features of the grammatical descriptions in Manchu grammar books from the Qing Dynasty. Manchu grammar books exemplify how Chinese scholars gave Chinese names to grammatical concepts in Manchu such as case, conjugation, and derivation which exist in agglutinating languages but not in isolating languages. A thorough examination reveals that Chinese scholarly understanding of Manchu grammar at the time had attained a high degree of sophistication. We conclude that the reason they did not apply modern grammatical concepts until the end of the 19th century was not a lack of ability but because the object of their grammatical descriptions was Chinese, a typical isolating language.

한국어 교육 유사 문법 개념 연구 : 음운·형태·통사·의미·화용적 관계를 중심으로

본 연구에서는 외국인을 위한 한국어 교육에서 유사한 기능을 하는 문법 항목들을 살피고 한국어 교육에서 사용되는 유사 문법이라는 용어의 개념을 논의하고자 한다.BR 한국어 교육에서 문법에 대한 연구는 ‘문법을 어떻게 가르칠 것인가’에 앞서 ‘문법의 무엇을 가르칠 것인가’에 대한 내용 연구가 많았다. 한국어 교육에서 다루어지고 있는 문법 항목들의 정체성을 살피기 위해서는 교육 내용 구성이 어떻게 이루어져 있고 그 내용이 교육 현장에 필요한지를 살피는 것이 중요하다. 이 때문에 문법 항목의 내용 구성에 대한 연구와 함께 이 내용의 무엇을 가르치고 있는가도 함께 살펴야 유사 문법이라는 개념에 접근이 가능하다. 이에 본고에서는 한국어 교육에서 개별 문법 항목들을 비교 또는 대조하여 가르치고 있는 유사 기능을 가진 문법 항목들에 대해 음운·형태·통사·의미·화용적 차이들을 문법 교육이라는 틀 안에서 살피고자 한다. 이를 통해 본 연구에서는 외국인을 위한 한국어 교육 문법 항목들을 중심으로 유사한 기능을 수행하는 문법 항목들을 유사 문법이라고 칭하고 그 개념을 정리하고자 한다. 연구 방법은 유사 문법이라는 용어를 사용하지 않았더라도 유사하다는 개념 안에서 한국어 교육 문법 항목들을 연구한 선행연구들을 살피고, 한국어 교재와 한국어 교육용 문법 사전에 기술된 유사 문법 항목의 특징을 살피고자 한다. 그리고 이를 통해 유사 문법 항목의 유사하다는 개념을 정리하고자 한다.

Idea density in Japanese for the early detection of dementia based on narrative speech.

BackgroundIdea density (ID), a natural language processing–based index, was developed to aid in the detection of dementia through the analysis of English narratives. However, it has not been applied to non-English languages due to the difficulties in translating grammatical concepts. In this study, we defined rules to count ideas in Japanese narratives based on a previous study and proposed a novel method to estimate ID in Japanese text using machine translation.MaterialsThe study participants comprised 42 Japanese patients with dementia aged 69–98 years (mean: 84.95 years). We collected free narratives from the participants to build a speech corpus. The narratives of the patients were translated into English using three machine translation systems: Google Translate, Bing Translator, and Excite Translator. The ID in the translated text was then calculated using the Dependency-based Propositional ID (DEPID), an English ID scoring tool.ResultsThe maximum correlation coefficient between ID calculated using DEPID-R-ADD (a modified DEPID method to calculate ID after removing vague sentences) and the Mini-Mental State Examination score was 0.473, indicating a moderate correlation.DiscussionThe results demonstrate the feasibility of machine translation-based ID measurement. We believe that the basic concept of this translation approach can be applied to other non-English languages.

Distanz-Strukturen – Eine psycholinguistische Annäherung an Klammerkonstruktionen im Deutschen

Abstract In this paper, I provide an alternative psycholinguistic interpretation of so-called brace constructions in German. Brace constructions (e. g. “Thomas muss morgen eine Klausur schreiben.” or “… wenn Thomas morgen eine Klausur schreibt.”) can be regarded as the typical structural features of German. The analysis proposed in this article is based on linguistic phenomena which can be observed in language production of both L2 learners and native speakers. The aim of my analysis is to develop a preliminary model that reflects aspects of human language processing. The model is based on the concept of tension that arises during the language production process in case of the analytical realization of certain lexical concepts (in the case of so-called separable verbs) or grammatical concepts (including tense, passive, modality, subject). The elements involved in an analytical realization are conceptually (lexically or grammatically) combined but they have to be separated from one another in serialization and placed in a distance structure. From this interpretation, the typical structural features of German are, above all, distance structures, which consist of the finite auxiliary or modal verb and the full verb in main clauses, and in subordinate clauses of the subject and the finite verb due to subject-verb agreement. The proposed Model provides explanations also for other interlanguage phenomena associated with structural aspects in other languages. On the basis of this concept of tension, other learning difficulties can also be predicted, which can arise in the learning of certain corresponding structures in certain languages.

Coordination in Nkami

In this paper I comprehensively discuss the syntactic phenomenon of coordination in Nkami, an endangered, less known Guang (Kwa, Niger-Congo) language of Ghana, based on synchronic natural data. I discuss issues including Nkami’s coordination strategies, its number and types of coordinators, morpho-phonological make-up and distributional abilities of the coordinators, allowable types of syntactic structures for coordination, and the semantic effect(s) of the coordinators on coordinate structures. In addition, some constraints governing Nkami’s coordination, and the multi-functionality and source concepts of the coordinators are also discussed. Among other things, it is observed that Nkami employs both syndetic (overt) and asyndetic (covert) strategies for coordination though the latter is highly restricted, occurring chiefly in narratives and pithy sayings. Nkami employs a Serial Adjective Construction (or an asyndetic) strategy when modifiers (adjectives) in a sentence modify the same referent, while a Coordinate Adjective Construction (or a syndetic) strategy is used when the modifiers qualify different referents within the same sentence. Like regional languages, Nkami has clearly distinct and -coordinators for phrasal and clausal coordination. Lastly, almost all the coordinators in Nkami are multi-functional, and are diachronically derivable from more lexical or less grammatical concepts.

فاعلیة استراتیجیة مقترحة لتعدیل التصورات البدیلة للمفاهیم النحویة لدى طلبة قسم اللغة الکردیة/ کلیة التربیة ـ ابن رشد للعلوم الانسانیة The Effectiveness of a Suggested Stratelternative Perceptions of Grammatical Concepts among students at Departmet of Kurdish language at College of Education - Ibn Rushd

المستخلص : هدفت الدراسة التعرف على فاعلية استراتيجية مقترحة لتعديل التصورات البديلة عن بعض المفاهيم النحوية لدى طلبة قسم اللغة الکردية / کلية التربية ـــ ابن الرشد ، تألفت عينة البحث من(56) طالبا وطالبة، موزعين على شعبتين (أ ، ب) مثلت احداهما المجموعة التجريبية (أ) التي درست وفق الاستراتيجية المقترحة بواقع(28) طالبا وطالبة، ومثلت الاخرى المجموعة الضابطة (ب) التي درست بالطريقة التقليدية بواقع (28) طالبا وطالبة، وقد کافأت الباحثة بين المجموعتين في متغيرات(العمر الزمني، الذکاء ،درجات اللغة الکردية للعام السابق) وحددت الباحثة (19) مفهوما ذا تصور بديل من مجموع (26) مفهوما ، وقامت بصياغة الاهداف السلوکية للموضوعات على وفق العمليات الثلاثة (تعريف ، تمييز تطبيق) واعدت الخطط التدريسية للمفاهيم النحوية ، ثم طبقت الاختبار البعدي بصيغته النهائية على عينة البحث ، وتألف (20) فقرة من نوع (الاختيار من متعدد) للتأکد من تصحيح الطلبة للمفاهيم ذوات التصورات البديلة ، وقد اظهرت النتائج بعد معالجتها احصائيا باستعمال الاختبار التائي وجود فرق ذي دلالة احصائية عند مستوى دلالة (0,05) بين متوسط درجات المجموعتين التجريبية والضابطة ولصالح طلبة المجموعة التجريبية الذين درسوا المفاهيم النحوية باستعمال الاستراتيجية المقترحة، وبعد تفسير النتائج وضعت الباحثة توصيات عدة ، ثم اقترحت مقترحات صالحة للبحث والتجريب . Abstract The study aims at identifying the effectiveness of a suggested strategy to modify the alternative perceptions of grammatical concepts students at Department of Kurdish - College of Education - Ibn Rushd . The sample consists of 60 male and female students , distributing on two sections A and B . Section A represents the experimental group which is taught according to the suggested strategy, White section B represents the control group which is taught according to the convential way and it includes 30 male and female students .The two groups are equivalent in terms of : students age , intelligence , their scores in Kurdish language in previous year.The researcher has identified 19 concepts with alternative conception out of 26 concepts . Then , the behavioral objectives have been formulated according to the three processes : definition , recognition and application . The behavioral objectives have been formulated and the teaching plans of the grammatical concepts have been designed , and a post test of the acquisition of grammatical concepts have been designed, and a post test of the acquisition of grammatical concept . Then , the post test is applied to the study sample and it consists of 20 items of multiple choice Questions . The experiment lasted one academic semester . The results , after statistical treatment by T – test , have shown that there is a significant statistical difference at 0.05 level of significance between the mean scores of the experimental group and the control group infavouro to the experimental group which is taught the grammatical concepts according to the suggested strategy . Then , some recommendations have been put forward and some suggestion for further studies have been stated .

Word-building concept of German suffixal nouns with metonymical component

If many scientific researches are devoted to the study of lexical and grammatical concepts, then the question of the word-building concept has not been adequately researched in linguistic studies. The purpose of the article is to provide a definition and outline the specifics of the word-building concept, to present the possible typology of word-building concepts on the example of a group of suffixal nouns of modern German with metonymic component. The material of the study is about 3.600 lexical-semantic variants of suffixal nouns of modern German, with the aim of studying word-building concepts, the method of conceptual analysis is used. Under the word-building concept we understand the information structure that contains the conceptual information of the word-building level about the sets of conceptual elements, conceptual structures and schemes used by the subject when creating or using derivative words. The subject has conceptual information of the word-building level about word-building suffixes with a certain meaning, possible derivative units, models of their combination (word-building and cognitive models) and can use during the conceptualization information structures of different types. The bearers of wordbuilding concepts are derived units, and the word-building concept is a morphological concept that consists of concepts of derivative morpheme and of suffix and is subjected to a lexical concept. Word-building concepts of derived nouns are, for example, OBJECT OR OBJECT AS RESULT OF ACTION, PERSON FOR RESIDENCE OR STAY, RESULT OF ACTION, PLACE FOR EXECUTABLE ACTION, where the first part of the name of the word-building concept corresponds to morphological concept of suffixal morpheme (SUBJECT, PERSON, RESULT, PLACE), and the second part is the morphological concept of a derivative morpheme (AS THE RESULT OF ACTION, FOR RESIDENCE OR STAY, OF ACTION, FOR EXECUTABLE ACTION). In general, derived nouns with suffixal formant represent word-building concepts that belong to the group of concepts BEING AND HUMAN ACTIVITY (46 % ), OBJECT (27 % ), PERSON (22 % ), PLACE (4 % ), PLANTS AND ANIMALS (1 % ). Further study of the word-building concept should be continued, in our opinion, by involving other groups of word-building units, including complex ones, which will clarify the proposed definition of word-building concept and establish clear criteria for the separation of word-building concepts.

THE PROBLEMATIC INFLUENCES OF FIRST LANGUAGE CULTURE ON ESL AND MODES TO OVERCOME THE SAME

ESL teaching is common, all over the world because of the significance and reach of the English language. It is a globally connective language and has become indispensible due to objectives of business, education or simply communication. The main issue while learning a different language comes out to be with the cultural differences in the grammatical concepts that one has been familiar with since childhood. It is rather challenging to overcome such an integral part of language that most of us consider the “rules” to abide by, so that we can make sense of statements. For example, the Mandarin language has four basic tones, and another fifth neutral tone. The use of tones are extremely important to the meaning generated, and thus are not compromisable. If a tone is missed out, the implication changes, thus leaving the output incorrect.Such tones do not exist in the English language, however it comes with its own set of complexities, such as the tense. The concept of tense in does not influence the verb in Mandarin language.When referring to an action that occurred in the past, such as “eat”, the English language requires it to be changed to “ate” (referring to simple past tense), however, in the Mandarin language, the verb remains in the same form (chi).Research in such areas are necessary to understand and develop methodologies to overcome these issues for faster and better acquisition of language.Overcoming grammatical and linguistic differences between languages, and the comparison of languages for ESL teaching and learningESL is one of those subjects which enjoy maximum demand due to the basic principle on which it is based - communication. In a world which is being repeatedly called a “global village”, it is quite expected that a common ground for interaction will emerge. English is, of course, the most spoken language throughout the world as a result of various phenomenon such as colonisation, immigration etc. The English language has grown to become the “international business language”, wherein without business the globe would not be functioning in the manner it currently is.The purpose of ESL is never put in a position of doubt, for some it might be the acceptance in university or a job, while for others it is a more important deal of settling in a foreign land with a foreign tongue.While learning a second language, it is expected that there will be anxiety or nervousness among the students. ESL teaching techniques are most important as they are responsible for ensuring comfort and participation, and thus, improvement in the students.This paper reviews the current methodologies employed in teaching and learning English as a second language, along with the very problematic scenario of grammatical differences between the many languages of the world. It is expected that these “rules” of grammar or lack thereof in some languages causes some serious struggles in the process of understanding and incorporating English into one’s vocabulary. Unless simultaneously learnt, it is quite difficult for someone to ignore the ways in which a language they have been familiar with since childhood constructs a sentence, as compared to the English language. On top of that, English is a tricky language, with appropriate pronunciation and homophones which takes much time and work to learn and remember. It is a topic which requires acknowledgement.