Grammatical Research Articles

The Effectiveness of Using Mnemonic Methods in Teaching the Kazakh Language

The problem of teaching the Kazakh language in our country is one of the most urgent. This direction currently requires optimization, systematization of this area, updating the methodology, increasing the number of experienced specialists and high-quality training content. Of course, it cannot be said that there is neither development nor change. There is development, and change, and result, but slower, with less result. The specialists who teach the Kazakh language also hone their experience and prepare educational content. It is known that this process is being carried out in the republic, starting from kindergartens and ending with schools, colleges, universities, language learning centers and private centers that teach the Kazakh language daily. Every citizen who teaches and studies the Kazakh language directly contributes to the expansion of the scope of the state language, improving the status of our language. Now it is very important that the methodology and training content that ensure the quality of these processes are constantly improved and updated in accordance with the rapid changes of time. To do this, every specialist of the Kazakh language should constantly look for scientific and methodological orientation, be able not only to master new technologies, but also to use them rationally in the classroom. In language teaching, it is very important that the teacher achieve a true result, i.e. be able to formulate the skills and abilities of the audience to speak Kazakh, write, read, listen and understand. The proposed article discusses various ways to achieve results in teaching the Kazakh language. The authors gave a scientific and theoretical description of mnemonic techniques that allow you to correctly memorize lexical and grammatical material, and suggested ways to use it effectively in language lessons. It is noted that the frequent use of these methods as an innovative technique in linguistics lessons makes it possible to improve the methodology and hone language experience.

Using sentence processing speed and automaticity to predict L2 performance in the productive and receptive tasks

Abstract We investigated the predictive capacity of second language (L2) sentence processing speed measured using reaction time (RT) and automaticity captured using the coefficient of variation (CV) on the accuracy of L2 use in receptive and productive tasks. A total of 74 Chinese English-L2 learners completed a maze task, an elicited imitation task (EIT), and a timed grammaticality judgment task (TGJT) using comparable sentences. RT and CV from the maze task were used to predict the use of L2 morphological markers in the EIT and TGJT. The findings revealed that there were no significant effects of RT and CV in the EIT. However, in the TGJT, the effect of CV was significant. These results highlight the predictive power of L2 processing automaticity in the receptive task involving L2 morphological use.

Електронни ресурси в обучението по български език като чужд на медицински специалисти

This article examines electronic resources in teaching good pedagogical practices in Bulgarian as a foreign language to medical professionals. The study is based on practical fieldwork with medical professionals who take written and oral examination to establish their proficiency in the Bulgarian language and in the pre-clinical and clinical terminology required for the practice of the medical profession in Bulgaria. The subject is focused on the strategies for creating the professional vocabulary of the medics and its enrichment; good pronunciation, handling grammatical material; communication skills - solving problems, medical specialist-patient dialogues, dialogues between colleagues, medical deductions, giving advice on treatment and prevention, instructions; keeping medical records; the combination of different functional styles - conversational, academic and formal.

Speak Acts of Commanding in a Collection of Short Stories by Annie M.G. Schmidt

The speech act commanding, which is part of the speech act directive, is one of the grammatical materials commonly taught in foreign language teaching to develop the form of scientific sentences. The research aims to look at command speech acts in a collection of short stories by Annie M.G. Schmidt's aim is for readers to understand and increase their knowledge about command speech acts in Dutch contained in short stories as we can produce examples of speech acts. This research uses qualitative enhancement with data collection techniques. This research uses listening and note-taking techniques by listening to the use of Dutch and noting the speech forms of the characters in the short story collection by Annie M.G. Schmidt. The results of the analysis show that the speech acts used in this research are illocutionary because the collection of short stories by Annie M.G. Schmidt contains various forms of speech acts such as assertive, directive, expressive, commissive, and declaration. Based on 5 types of short stories by Annie M.G. Schmidt, namely the short story De Reus en De Draak, the short story Het Meisje dat haar naam kwijt was, the short story De Kikvorst, the short story Het neurievolkje and the short story Het beest met achternaam, there are speech acts carried out directly or indirectly, but there are more direct speech acts than acts said indirectly.

Bilingual advantages in foreign language learning: evidence from primary-school pupils with developmental language disorder

IntroductionOne of the bilingual advantages often reported in the literature on typically-developing children involves advantages in foreign language learning at school. However, it is unknown whether similar advantages hold for bilingual pupils with learning disabilities. In this study, we compare the performance of monolingual and bilingual primary-school children with developmental language disorder (DLD) learning English as a school subject in special education schools in the Netherlands.MethodsThe participants were monolingual (N = 49) and bilingual (N = 22) children with DLD attending Grade 4−6 of special education (age 9–12). The bilingual participants spoke a variety of home languages. The English tests included a vocabulary task, a grammar test and a grammaticality judgement task. The Litmus Sentence Repetition Task and the Peabody Picture Vocabulary Test were used as measures of, respectively, grammatical ability and vocabulary size in Dutch (majority/school language). In addition, samples of semi-spontaneous speech were elicited in both English and Dutch using the Multilingual Assessment Instrument for Narratives. The narratives were analysed for fluency, grammatical accuracy, lexical diversity, and syntactic complexity. A questionnaire was used to measure amount of exposure to English outside of the classroom.Results and discussionThe results for Dutch revealed no differences between monolinguals and bilinguals on the narrative measures, but monolinguals performed significantly better on both vocabulary and grammar. In contrast, bilinguals outperformed monolinguals on all English measures, except grammatical accuracy of narratives. However, some of the differences became non-significant once we controlled for amount of out-of-school exposure to English. This is the first study to demonstrate that foreign language learning advantages extend to bilingual children with DLD. The results also underline the need to control for differences in out-of-school exposure to English when comparing bilingual and monolingual pupils on foreign language outcomes.

COMMUNICATION ORIENTED APPROACH TO THE FORMATION OF GRAMMAR COMPETENCE IN THE STUDENTS OF HIGHER MEDICAL EDUCATIONAL INSTITUTIONS

The article deals with grounding of the use of English grammar tasks as a component of forming communicative competence in the students of higher medical educational institutions. The essence of grammar competence as an important component of the future medic's communicative competence is found out, and the need for learning grammar in order to be able to express one’s thoughts properly is emphasized. English communicative approach to medical students’ professional competence is an integral aspect of professionally oriented study at the higher medical educational institution, and is formed through mastering the specifics of language competence at its phonetic, lexical, and grammar levels, particular attention being focused on the analysis of scientifically grounded classification of the exercise system aimed at the formation of grammar competence as a fundamental basis for professionally targeted English course. The issues of semantic content for professionally targeted English, selection of training grammatical material, and development of communicative component in the process of students' mastering English language skills are under consideration. Main components of medical students' grammar competence are characterized; science-based classification of grammar tasks for the formation of English language communication is considered, the emphasis being put on the role of grammar for the proper formulation of thoughts. Both theoretical and methodological aspects of communicative approach to learning English grammar, which is studied through combining grammar, lexical, and phonetic phenomena, are covered. In particular, when teaching correct sentence construction, their semantic and thematic content are considered, grammar skills being formed both at the level of separate structures and fluent dialogue-monologue speech. The use of communicative type grammar tasks at professionally targeted classes of English has been found to develop speech skills and abilities that make possible to estimate and express one's thoughts along with training attention, memory, developing thinking and having high motivation characteristics.

Website Pemasaran Digital Sebagai Media Konten dan Sarana Promosi Produk Unggulan Usaha Mahasiswa

Numerous challenges arise concomitant with the rapid advancement of technology through digital marketing models that have been deployed by several small enterprises to rival comparable products. The transition to the digital market owing to the Industrial Revolution and the COVID-19 pandemic poses both threats and opportunities for technology-driven multinational corporations and micro and small enterprises. Nevertheless, only a few entrepreneurs have been able to capitalise on these prospects. In 2022, the significance of non-traditional media in science and technology for developing new product marketing capabilities that are autonomous, adaptable, and environmentally attuned is becoming more evident. It is crucial to establish entrepreneurship programmes tailored to the needs and requirements of 25 UMK students as per their respective groups and technical disciplines. Programmes should be customised to suit the capabilities, requirements, and preparedness of each department to facilitate the development of an entrepreneurial culture. An attempt has been made to establish synergy bridges using a specific approach. This approach can be implemented progressively and steadily for a particular cohort of skilled businesses or simultaneously for a variety of target groups. An organised campaign is required to foster an entrepreneurial culture through education and training of the target groups. The Programme for the Application of Science and Technology in Business (P2M) will be executed by LPM to enhance the entrepreneurial aptitude of 25 UMK students. This project intends to develop the business skills of the participants while maintaining objectivity in its evaluations. The use of simple sentences and causal connections facilitates the comprehension and logical coherence of the text. Consistent formatting and a conventional structure have been employed, while a high register and precise vocabulary have been utilized to maintain a balanced, value-neutral tone. Grammatical correctness has been ensured through careful editing. The Programme for the Application of Science and Technology in Business (P2M) will be executed by LPM to enhance the entrepreneurial aptitude of 25 UMK students.

Grammaticality Judgments as Evidence for Null-subject Parameter Resetting by Young and Adult Libyan EFL Learners

This study investigates a number of issues related to the differences between young and adult second language learners concerning the process of parameter resetting in cases when the first and the second language have two different values of the same parameter. The case which is examined in this study is the fact that Arabic which is the first language of the target groups of participants in this study is a pro-drop (null-subject) language, while English which they are studying as a foreign language is a non-pro- drop (non-null subject) language. The study uses Grammaticality Judgment tasks to which group of the Libyan EFL learners, the young or the adult learners’ group have reset this parameter from its value in Arabic to its different value in English. These Grammaticality Judgment tasks were applied to 91 university students who are studying in the Department of English, Faculty of Arts at Misurata University. The young learners’ group included 45 pupils in the first grades at the International Knowledge School in Misurata. The academic performance level of the participants in the two groups was considered as a factor which may affect the grammaticality judgments of the participants. The results showed that younger learners performed better in the grammaticality judgment tasks and that their judgments were not affected by the fact that their first language had a different value of the pro-drop parameter. It was also noticed that the intensive academic study at a university level did not help the older participants to be better than younger participants in this task. Moreover, the level of academic achievement was not a factor in this study that participants with lower academic levels performed better than those with higher academic levels

Remote support of the process of teaching German grammar using mobile applications at the university

The article is devoted to the study of issues related to the disclosure of the potential of mobile applications in the field of foreign language teaching in the context of the modernization of Russian education. The article presents arguments in favor of the use of mobile applications: improving the effectiveness of educational and cognitive activities, the formation of independent work skills, increasing the motivation of students to learn a foreign language, the formation of the ability to organize and independently plan the process of learning a language, evaluate educational activities. The article pays special attention to the potential of mobile applications in teaching grammar of a foreign language at different levels – from beginner to advanced. The author recommends using several different types of applications to achieve maximum results at the three highlighted stages of work on grammatical material. The first stage is the presentation of grammatical phenomena and the creation of basic knowledge based on the use of specific mobile applications. The second stage involves automating the use of grammatical skills through their practice in mobile applications. The third stage is the control of the assimilation of knowledge using mobile applications. The author describes an experiment in which mobile applications were introduced into the educational process. At the preparatory stage of the experiment, the learning potential of mobile applications was studied and input conditions were diagnosed. At the second stage of the study, a choice of mobile applications was made. The integration of mobile applications at the third stage was implemented in the form of remote support for teaching German grammar as part of a traditional lesson. The results of the experiment, obtained after repeated testing of the experimental group at the fourth stage, demonstrated the effectiveness of using mobile applications in teaching German grammar.

Bias in Acoustic‐ and Linguistic‐based Classifications of Alzheimer’s Disease

AbstractBackgroundIt is crucial to identify patients with Alzheimer’s disease (AD). To do so, various attempts have been made to develop AI and non‐AI assessments, among which some focus on developing acoustic‐ and linguistic‐based classifiers. They are based on the detection of impairments in their language and speech, which can manifest years before other cognitive impairments associated with AD appear. The fact is that most of the current vocal and language classifiers of AD have been trained using the Pitt corpus, which is an imbalanced class and gender dataset. These two characteristics could be enough to bias such classifiers making them untrustworthy and unsuitable for integration into AD care settings. This paper presents a novel method for collecting vocal data to reduce the impact of potential sources of bias on acoustic and linguistic classifiers for AD.MethodWe will use a data collection approach that collects voices from participants (i.e., patients with AD and healthy controls) with diversity in race, gender, educational, socioeconomic, and cultural backgrounds. Participants will be asked to perform diverse language tasks, including word association, verbal fluency, and grammaticality judgment tasks. Following such an approach can ensure we collect oral data that wouldn’t be affected by selection, recruitment, sociolinguistics, and gender biases.ResultsThe main result of this study is the creation of a benchmark vocal dataset from diverse gender and racial groups and ensuring that the data is representative of the population with AD. We expect such data to be used for evaluating and validating and help AI developers to successfully develop fair acoustic and linguistic classifiers of AD. It, in its turn, can motivate healthcare professionals to employ these systems as assistants to identify patients with AD from their voices quickly.ConclusionThe Pitt corpus is a biased data set. Thus, acoustic and linguistic classifiers trained upon it can not be considered trustworthy AI systems. The AI developers that aim to deploy vocal systems into Alzheimer’s disease care settings would need unbiased vocal data. This study proposed a method to collect such verbal data.

Gender Agreement Given Correct Assignment: The Case of L2 Spanish Learners

Abstract: The current study contributes to the argument regarding whether L2 learners up to advanced levels make agreement errors on grammatical gender. It reports gender agreement accuracy on a written Grammaticality Judgment Task (GJT) and an Elicited Oral Production Task (PDT) on known nouns assigned the correct gender by participants on a vocabulary test. Participants were 15 intermediate and 15 advanced second language Spanish learners (first language English), and 15 native Spanish speakers. Overall results found that intermediate learner agreement scores differed significantly from those of native speakers on the GJT and PDT, but advanced learner scores did not differ from those of native Spanish speakers on either task. Findings for advanced learners demonstrate that once these learners know the meaning of a noun and can correctly assign its gender, gender agreement is relatively unproblematic. Results of the present study reinforce the importance of focusing learner attention on gender assignment while teaching noun meanings at least through intermediate levels, to aid in gender agreement accuracy by strengthening co-occurrence relations between nouns and their modifiers. Findings are discussed in terms of the lexical gender learning hypothesis (Grüter et al. 2012), which focuses on the relationship of input and experience to gender acquisition.

Measuring Teenage Learners’ Automatized, Explicit, and/or Implicit Knowledge: A Question of Context?

AbstractThe present study administered six test instruments to 13‐ to 14‐year‐old learners of English in Austria and Sweden (N = 213), countries offering settings with more explicit and implicit learning environments, respectively. Confirmatory Factor Analyses for Austria yielded a factor comprising timed grammaticality judgment tests, an oral narrative test, and elicited imitation, labelled in this study Automatized and/or Implicit Knowledge, and a factor including an untimed grammaticality judgment test and a metalinguistic knowledge test, named in this study Explicit Knowledge. In the Swedish context, goodness‐of‐fit indices provided some evidence that a single‐factor model shows a better fit, although a comparison of this model with two‐factor models did not reach statistical significance. The findings point to the potential importance of considering the specificities of a learning environment in interpreting learner achievement on measures of the implicit versus explicit knowledge spectrum.

Mind maps as an effective tool in “Practical English language course”

The article considers the issue of using mind maps in the Practical English course. It is emphasised that they help to structure, analyse, understand and memorise the necessary material. With their help, teachers can explain a new topic, systematise information, exercise control, summarise what they have learned, encourage communication, and create supports. This study aimed to consider the concept of “mind maps” and to highlight the possibility of their application in the study of the educational component “Practical English Language Course”. Research methods includes analysis, systematization, and generalization of scientific research, as well as abstraction, idealization, and logical-structural analysis of the use of mind maps in the educational process. It is noted that this tool is also effective for a student, in particular, for systematizing knowledge, for preparing for classes, for test control, etc. The student can actively participate in the educational process, participating together with the teacher in the development of mind maps. The article states that one of the main uses of mind maps is to create visual schemes or diagrams to represent and organize ideas, vocabulary, grammatical structures, or thematic concepts. In the “Practical English Language” classes, students of higher education can use mind maps to create a schematic representation of the studied material, to activate speaking skills, to work with lexical material, with grammatical material, with text material, to present the results of project activities, to conduct brainstorming storming, discussion, debate, etc. Teachers adapt the use of mind maps according to the specific needs and preferences of their students, which promotes active learning, development of critical thinking and effective communication in the classes. The article emphasizes that in classes you can use ready-made mind maps presented in textbooks or on posters, prepare your own samples for class in the form of presentations or reference notes, in the process of presenting the material, build them in class, organize various types of individual and group activities of students with using ready-made mind maps. Their advantages in use by both teachers and students of higher education are indicated. The practical significance of the research is that its results can be used in the process of professional training of future philologists and English language teachers in higher education institutions, as well as for the preparation of scientific and methodological support using mind maps and in the self-educational activities of students

Efficiency of an intervention study on nursing students’ knowledge and practices regarding nutrition and dietary habits

ABSTRACT Poor eating habits and hazardous weight-control measures are prevalent among university students. Hence, practical and efficient intervention programs are necessary to enhance nutritional awareness and promote healthy dietary practices encompassing food choices and diet quality. This study aims to evaluate the efficiency of an intervention study on nursing students’ knowledge and practices regarding nutrition and dietary habits. A quasi-experimental research design with pre-post phases was used to study 250 nursing students at the College of Applied Medical Sciences, Prince Sattam Bin Abdulaziz University, in the Kingdom of Saudi Arabia. The sample was non-randomized and taken from March 2023 until the end of May of the same year. The closed-ended questionnaire focused on participant demographics, knowledge, and practices relating to nutrition and eating habits. The survey was divided into three main sections. Technical terms were consistently defined throughout the questionnaire, and the language used was clear and objective. The research adhered to conventional academic structure and formatting, following the guidelines of the relevant style manual. Grammatical correctness and precise word choice were ensured, and filler words were avoided. The participants in the study displayed an increase in knowledge scores from 33.7 ± 4.6 in the pre-test to 52.6 ± 7.2 in the post-test. Moreover, prior to program implementation, their overall nutrition practice scores stood at 64 ± 9.5, but after the program, the score had risen to 107.7 ± 4.22. A significant difference in the total knowledge and practice scores was identified between the pre- and post-test phases, with an a p-value of 0.001. The nursing students’ scores for both knowledge and practical application of nutrition and eating habits showed a significant increase following the implementation of the program. Therefore, it is imperative to introduce well-structured training programs on nutrition and promote healthy diet habits for all medical faculties, paramedics, and applied health institutions across Saudi Arabia.

提升大学英语听说能力的智慧化学习系统构建及其应用研究

This study seeks to investigate the development and implementation of an intelligent learning system designed to enhance college students’ English listening and speaking skills. By integrating theories of language acquisition, cognitive psychology, and educational technology research, a smart college English audio-visual and oral learning system has been created. This system allows students to assess their listening and speaking capabilities, identify areas for improvement through automated evaluation, receive real-time feedback, and access personalized learning recommendations. Empirical research findings indicate that intelligent learning systems can significantly enhance students’ listening and speaking skills, leading to improved pronunciation accuracy, fluency, and grammatical correctness.

Grammaticality Judgments of Tense and Agreement by Children With and Without Developmental Language Disorder Across Dialects of English.

Within General American English (GAE), the grammar weaknesses of children with developmental language disorder (DLD) have been documented with many tasks, including grammaticality judgments. Recently, Vaughn et al. replicated this finding with a judgment task targeting tense and agreement (T/A) structures for children who spoke African American English (AAE), a dialect that contains a greater variety of T/A forms than GAE. In the current study, we further tested this finding for children who spoke Southern White English (SWE), another dialect that contains a greater variety of T/A forms than GAE but less variety than AAE. Then, combining the SWE and AAE data, we explored the effects of a child's dialect, clinical group, and production of T/A forms on the children's judgments. The data were from 88 SWE-speaking children (DLD, n = 18; typically developing [TD], n = 70) and 91 AAE-speaking children (DLD, n = 34; TD, n = 57) previously studied. As in the AAE study, the SWE judgment data were examined both with A' scores and percentages of acceptability, with comparisons between dialects made on percentages of acceptability. As in AAE, the SWE DLD group had significantly different A' scores and percentages of acceptability than the SWE TD group for all sentence types, including those with T/A structures. Additional analyses indicated that the judgments of the TD but not the DLD groups showed dialect effects. Except for verbal -s, overt production and grammaticality judgments were correlated for the TD but not for the DLD groups. Children with DLD across dialects of English present grammar difficulties that affect their ability to make judgments about sentences. More cross-dialectal research is needed to better understand the grammatical weaknesses of childhood DLD, especially for structures such as verbal -s that are expressed differently across dialects of English.

Processing Wh-dependencies in L2 English by L1 Turkish and Spanish Speakers: Island Constraints and that-trace Effect

This study investigates whether advanced L2 speakers exhibit comparable sensitivity to island constraints and the that-trace effect as L1 speakers during real-time processing of long distance grammatical and ungrammatical wh-extractions in English. L1 Spanish, Turkish, and English speakers participated in an online grammaticality judgment task (GJT) featuring five types of wh-extractions with island and that-trace violations, presented in full-sentence and self-paced reading conditions. Findings reveal distinctions between L2 learners and native speakers in accuracy and response times, particularly in subject extractions from non-finite clauses and that-trace violations. However, subject-object asymmetry was consistent across groups, suggesting shared processing patterns. L2 learners showed sensitivity to island constraints, paralleling native speakers. L1 influence varied, with no significant discrepancy between Spanish and Turkish groups. Turkish learners' success in grammatical wh-extractions may stem from overt movement via scrambling and universal grammar availability, whereas Spanish participants displayed nuanced L1 influence on ungrammatical wh-extractions with that-trace violations.

The acquisition of infinitive and gerund as complements in ESL by Mexican undergraduates

Metalinguistic awareness has been assessed primarily throughout metalinguistic knowledge and grammaticality judgment tests. Then, very limited research has been conducted on the attempt to understand how metalinguistic awareness may be developed among adolescents or young adults in verbal group reflection tasks. The present study aims to explore the performance of university students when they reflect on gerund and infinitive complements in English as L2 while they complete consciousness-raising grammar tasks with the intention to develop their metalinguistic awareness. The study links a sociocultural framework with semi-structured stimulated recall interviews on the development of metalinguistic awareness, as both help participants reflect on usage patterns and generalizations of underlying linguistic structures through verbal interaction. The evaluated data consisted of the scores of each task and the speech analysis of the participants. The results reveal that having students identify the underlying rules of gerund and infinitive complements will indirectly contribute to their acquisition. The conclusions pointed to students paying attention to specific features of the language to be fully aware of the form of the linguistic patterns.

Individual differences in information processing during sleep and wake predict sleep-based memory consolidation of complex rules

Memory is critical for many cognitive functions, from remembering facts, to learning complex environmental rules. While memory encoding occurs during wake, memory consolidation is associated with sleep-related neural activity. Further, research suggests that individual differences in alpha frequency during wake (∼7 – 13 Hz) modulate memory processes, with higher individual alpha frequency (IAF) associated with greater memory performance. However, the relationship between wake-related EEG individual differences, such as IAF, and sleep-related neural correlates of memory consolidation has been largely unexplored, particularly in a complex rule-based memory context. Here, we aimed to investigate whether wake-derived IAF and sleep neurophysiology interact to influence rule learning in a sample of 35 healthy adults (16 males; mean age = 25.4, range: 18 – 40). Participants learned rules of a modified miniature language prior to either 8hrs of sleep or wake, after which they were tested on their knowledge of the rules in a grammaticality judgement task. Results indicate that sleep neurophysiology and wake-derived IAF do not interact but modulate memory for complex linguistic rules separately. Phase-amplitude coupling between slow oscillations and spindles during non-rapid eye-movement (NREM) sleep also promoted memory for rules that were analogous to the canonical English word order. As an exploratory analysis, we found that rapid eye-movement (REM) sleep theta power at posterior regions interacts with IAF to predict rule learning and proportion of time in REM sleep predicts rule learning differentially depending on grammatical rule type. Taken together, the current study provides behavioural and electrophysiological evidence for a complex role of NREM and REM sleep neurophysiology and wake-derived IAF in the consolidation of rule-based information.

The grammaticality judgement of inflectional morphology in children with and without Developmental Language Disorder

ABSTRACT To explore the clinical potential of grammaticality judgement tasks, this study investigated whether a Grammaticality Judgment Task (GJT) of inflectional morphology could differentiate between a clinically selected sample of children with DLD and children in mainstream (i.e. regular education) schools. We also explored the relationship between grammaticality judgement and measures of receptive vocabulary, receptive grammar, and nonword repetition. Children with DLD (n = 30; age range = 69–80 months) and mainstream children in Pre-primary, Year 1, and Year 2 (n = 89, age range = 61–96 months) were assessed on a GJT of regular past tense, third person singular, and possessive ‘s. The GJT was sensitive to developmental differences in mainstream children and differentiated children with DLD from Year 1 and 2 mainstream children, with DLD results consistent with a one-year delay in performance compared to controls. The GJT was the strongest discriminator of membership to a clinically selected sample of children with DLD (ROC curve analysis, area under the curve = 88%). Receptive grammar, receptive vocabulary, and nonword repetition were related to performance on the GJT. The grammaticality judgement of inflectional morphology shows promise as a reliable indicator of DLD and a measure sensitive to developmental differences in mainstream children. GJTs should continue to be explored for clinical application as a potential tool for both assessment and intervention.