Grammar Model Research Articles

Research on Digital Business English Teaching Mode under the Background of Big Data Technology

Abstract This paper proposes an automatic grammar error correction model based on an encoder-decoder structure, which is combined with a new business English teaching model that can improve the teaching quality of teachers and enable students to get feedback quickly. The model employs a dual encoder structure and extracts source sentence information through an encoder that is based on the attention mechanism. Meanwhile, a fluency-based data augmentation method is also proposed in order to be able to select sentences with different fluency levels based on the fluency ratio between the target sentence and the source sentence. Finally, a Passive-Aggressive algorithm for candidate word selection has been designed, which can avoid generating repetitive and short-biased English sentences. It has been verified that the total grade of the class that incorporates this paper’s model in business English teaching has increased by 9.3 points on average, with the most obvious improvement in business writing by 3 points, followed by translation by 2.8 points. The proposed teaching model in this paper can enhance students’ comprehensive use of business English.

Observer Rules for Box-Split Grammars

Grammars are well-suited for the generation of structured content, such as text. Some specialized grammars, such as Shape Grammars, can even be used to generate 3D structures inside a game world like Minecraft. However, the top-down nature of grammars present limitations when it comes to modeling structures that should be connected to or utilize given geometry. In this paper, we describe an extension to an existing grammar model, called Box-Split Grammars, that extends it with the ability to observe existing geometry during the generation process, in order to incorporate it propertly into the generated structures. This modification also requires the addition of back-tracking in order to handle states in which certain geometry was (not) observed. We demonstrate the utility of this extension by showing how it can be used to place support structures for bridges and tunnels in a way that fits within an existing landscape.

On the place and role of ‘discourse’ in the Functional Discourse Grammar model. The interface between language system and language use

Mackenzie (2020) is a defense of the position adopted by the architects of the standard model of Functional Discourse Grammar (FDG): namely that the model cannot (and even could never) be considered a ‘grammar of discourse’. The article examines the arguments given for rejecting the ‘discourse’ dimension from the FDG model, proposes an independent account of discourse, and suggests a means of dovetailing it within a model of the wider utterance context. On the one hand, the author's arguments are in the main valid: for ‘discourse’, as characterized in section 3, is not a formal, clearly delineated object amenable to systematic treatment within a grammatical model of a given language. Yet on the other, it is arguable that even the presence of the term ‘discourse’ in the model's name is not in fine justified. Notwithstanding, in order to include the ‘discourse dimension’ (section 3), it is argued that the Core FDG model could be integrated with a broader model of the utterance context involved. This would enable it to account more adequately, for example, for the ways in which indexical reference, the lexicon and adjectival modification operate in actual texts. In turn, it would influence certain of the other characterizations independently assigned within the Core model.

Developing a Grammar Learning/Use Strategy Questionnaire: A Mixed Model

Despite the numerous endeavours made to develop questionnaires to assess learners' strategic behaviour in general and learning/use strategies across different language areas and skills, one can surprisingly find no inventories to address learners' grammar learning /use strategies. This study aims to validate a measure of additional language learners' grammar strategies. The validation of the instrument, grammar learning/use strategy questionnaire, involved three phases. To generate an item pool as the first phase, the researcher drew on Oxford's instructional modes of L2 learning, Oxford's strategic self-regulated model of learning, Larsen-Freeman's three-dimension model of grammar, grammar strategies in the inventories of language skills and Brigg's classroom task-based grammar learning strategies. The second phase of the study involved submitting the instrument to extensive piloting in an adequate sample, followed by the third phase, which comprised evaluating the psychometric properties of the revised instrument through exploratory and confirmatory factor analysis. The results indicate that the developed instrument has satisfactory psychometric characteristics and that the hypothesized theoretical model has a great fit with the data. The article closes with some tentative pedagogical recommendations and implications as well as guidelines on how grammar learning strategies could be utilized and investigated.

Retracted: Design of Chinese Grammar Recognition and Error Correction Model Based on the Deep Neural Network.

[This retracts the article DOI: 10.1155/2022/2614899.].

An effective process design intent inference method of process data via integrating deep learning and grammar parsing

With the constantly generation of process data in industries, process knowledge reuse and learning from process dataset has shown promising potential in machining process planning. However, existing methods cannot effectively extract different granularity process intents, and thus the process data cannot be effectively utilized. In this paper, an effective process design intent inference method of process data via integrating deep learning and grammar parsing is proposed. First, based on the projection of cutter location segments, an association approach between machining operations and machining features is proposed to extract the process intent of each machining operation. Then, a deep learning based working step process intent sequence decision-making model is proposed to estimate the probability distributions of alternative working step process intents at each time. Moreover, according to the working step process intent sequences of existing parts in an industry, the process knowledge And-Or graph (PK-AOG) is constructed by introducing the probabilistic grammar graph model. Finally, the optimal process intents of each working step are jointly obtained based on grammar parsing by taking the PK-AOG as a guide. In the experiments, the effectiveness of our approach is validated by developing a prototype system, and the results show that our approach is practical in process intents extraction.

Language contact phenomena in multiword units: The code-switching–calquing continuum

Aims and objectives: Code-switching and calquing are two widespread language contact phenomena in bilingual speech. While both phenomena have been discussed extensively in research on language contact in the past decades, only very few studies systematically investigate code-switching and calquing of and within multiword units or constructions. In our contribution, we aim at developing a more differentiated account of code-switching and calquing of and within multiword units and constructions, bringing together recent usage-based psycholinguistic and Construction Grammar theories and modeling with cognitively oriented approaches to language contact and bilingualism. Design: We analyze and discuss corpus data from the Corpus of Spanish in Southern Arizona (CESA) from first-, second-, and third-generation bilingual Spanish–English speakers in Arizona. Data and analysis: The corpus analysis focuses on code-switching and calquing of and within N Prep N, NN(N), and Adj N/N Adj patterns (N = noun, Prep = preposition, Adj = adjective). Findings/conclusions: The analysis highlights the importance of both lexically specific multiword units and partially and fully schematic constructions in code-switching and calquing as well as a continuum between constructions situated closer to the lexical or to the syntactic pole. Originality: Whereas multiword sequences have been found to play an important role in (mostly first language [L1]) acquisition, use, and processing, the role of multiword units and constructions in bilingual speech has been much less studied so far. Significance/implications: The study shows that both lexically specific constructions or multiword units as well as partially or fully schematic constructions play a central role in code-switching and calquing. The study argues that code-switching and calquing may ultimately be viewed as a continuum, since the speakers rely on similar, highly frequent, and productive constructions and their interlingual correspondences for both phenomena.

Использование аппарата ситуационной семантики для моделирования процесса порождения речи

The paper analyzes and systematizes certain elements of the conceptual and terminological apparatus of situational semantics, which is required for modeling the process of speech generation. Involving the works of Russian and foreign scholars, the authors present a part of the conceptual and terminological apparatus of situational semantics relevant to generative theory: the paper systematically defines and interprets the elements of the conceptual and terminological apparatus, demonstrates its use to describe the situation in the process of utterance generation and speech generation as a whole. The aim of the study is to show the expediency of applying the apparatus of situational semantics for modeling the process of utterance generation. The novelty of the study lies in the fact that on the basis of using the apparatus of situational semantics, a number of sociocultural (discursive) factors lacking in the models of Chomskyan generative grammar were included into the generative model of utterances. As a result, the terminological apparatus needed for achieving the above-mentioned aim was formed from disparate elements and systematized and its application in the course of analyzing utterance generation was demonstrated.

중학교 영어 학습자의 문법 이해 및 적용 능력 향상을 위한 언어자료기반 자기 주도 문법 교수·학습 방법의 효과성 분석

The purpose of this study is to investigate the effect of the self-directed grammar learning model on middle school students’ grammar comprehension and its application. The subject of study is 122 1st-grade students in G middle school, 61 of whom participate in self-directed grammar learning lessons and the rest in lecture-style grammar lessons. As research tools a diagnostic test, formative tests, and summative tests were administered and the collected data was analyzed through SPSS 25.0. Also, teacher logs, class observation reports from 3 teachers, and interviews with the students were employed to explore a variety of perspectives on the two different lesson styles. The result of this study showed that the self-directed grammar learning model has a positive influence on middle school students’ grammar comprehension and its practical use. According to data collected, students who took self-directed grammar learning lessons have experienced great improvement in their grammar comprehension and its practical use skills. However, comparing the test results of the control group and the experiment group, it is shown that there is not a significant grammar competency difference between the two groups where one was in lecture-style grammar lessons and the other in self-directed grammar learning lessons, respectively.

Generative Phonology Models of Universal Grammar: Constraint-Based Optimality Theory as Opposed to the Rule-Based SPE Model

Current linguistic theory presumes languages to be essentially similar because individuals have a genetic inclination to acquire language. Linguists strive to create a model of this abstract universal grammar that captures the core commonalities among different languages while allowing room for all the subtle differences that naturally occur in human speech. This all-encompassing theory of universal grammar would accurately distinguish between possible grammars and impossible grammars. This paper examines the main tenets of the two major generative phonology models of universal grammar: SPE’s Generative Phonology theory representing rule-based, derivational universal grammar models, and Optimality Theory as a representative of constraint-based models of universal grammar.

Ash-shidq Linamudzaj Al-maaddah Al-nachwiyyah Al- ittishaliyyah Lithullab Qism Al-lughah Al-arabiyyah Fii Al-jaami’ah Al-islaamiyyah

Abstract:
 This research aims to test the validity of the learning material model for Arabic grammar using the communicative approach for the students of Arabic Departement at the State Islamic Universities in Indonesia. The learning material model for Arabic grammar is prepared using a communicative approach to provide students with basic grammatical rules that help them understand and communicate Arabic texts. The data sources are five experts who assess the validity of learning material model. Validity data is collected through a questionnaire. Data in the form of expert assessment of the model were analyzed quantitatively descriptively, while data in the form of suggestions for revision of the model were analyzed qualitatively. The results of the research show that the average validity score of the learning material model for Arabic grammar is 3.33 in very good category. It means that the learning materials model is valid for use with little revision in some aspects, namely the content, design, writing, colouring, and layout

Four-Dimensional Model of English Grammar

The research presented in the paper is interdisciplinary in nature. The study object includes both key aspects of English grammar and modern approaches and trends in teaching grammar. The suggested ‘’Four-dimensional model of teaching English grammar’’ is based on the ‘’Three-dimensional model’’ of grammar teaching, which combines syntax, semantics and pragmatics, and is consistent with the methodological principles of communicative approach of the language teaching. The fourth dimension, which refers to the interference of the mother tongue, is interpreted in a new way when working in a monolingual group. Based on the data analysis, the effectiveness of the four-dimensional model of English language grammar is shown on the example of Georgian language learners. The conducted research approves further generalization not only in terms of teaching the grammar of English, but also other foreign languages.

Research on the Application of Neural Network Classification Model in English Grammar Error Correction

The field of English grammar error correction has developed rapidly in recent years, and many excellent research results have been obtained. However, errors are generally viewed as a whole for revision, which cannot be subdivided to identify the specific error types of sentences, lacks interpretability, and requires a lot of manpower to label the data. To address this, the study uses the CoreNLP tool to output the input text as a basic form of each word, and encodes and decodes the linguistic text in the corpus using the CNN-based Seq2Seq model. And word embedding and left-right GRU operations are performed on left-right text and target words in turn, and the merged new vector is obtained using two attention mechanism operations. It is fed into the MLP classifier for classification and error correction. To further improve the model performance, two model optimizers, stochastic gradient descent (SGD) and Adam, are used to tune the parameters of the classification prediction model. The study thus constructs an English grammar classification and error correction model based on a neural network classification method. The experimental analysis shows that the average accuracy of the model constructed in the study is 96.83%, the average recall rate is 78.93%, and the average overall evaluation F0.5 is 92.67%, which can effectively and accurately classify and correct the grammatical errors that occur in the process of English language learning.

EFL Learners’ Preference of Grammar Learning Model Amid Covid-19 Pandemic: A Mixed-Methods Study

EFL Learners’ Preference of Grammar Learning Model Amid Covid-19 Pandemic: A Mixed-Methods Study

Multi Task Learning for Captioning Images with Novel Words

In this article, we introduce a Multi-task Learning Approach for Image Captioning (MLAIC), which is inspired by the fact that people can readily finish this job given their proficiency in a variety of fields. There are three crucial components that make up MLAIC in particular:(i)A multi-object categorization model that uses a CNN image decoder to learn intricate category-aware picture representations (ii) A model for creating image captions that uses an LSTM-based decoder that is grammar conscious and shares its CNN encoder and LSTM decoder with an object categorization job to create text summaries of pictures. The additional object categorization and grammatical skills are particularly relevant to the job of creation. (ii) A syntactic generation model that enhances LSTM-based decoders that are syntax cognizant. An effective grammar creation model for the image labeling model is (iii).Our model beats other strong competitors in terms of efficiency, according to testing results on the MS-COCO dataset.

Adapting MAIN to isiZulu – some reflections on ecological validity

The Multilingual Assessment Instrument for Narratives (MAIN) was developed as an instrument to assess the narrative skills of children in multilingual and multicultural contexts. The aim was to compile an instrument that is ecologically valid and culturally neutral so it can be used to assess children’s narrative skills regardless of their linguistic, socio-economic and cultural backgrounds. While storytelling occurs in all communities and cultures, storytelling customs may differ from culture to culture. For example, African storytelling is based on oral traditions passed on from one generation to the next. In the Zulu culture, which has a very rich anthology of folktales and oral traditions, stories are often used to teach moral lessons. This paper reflects on the possible challenges that clinicians may encounter when using MAIN to assess young children who may have only been exposed to traditional Zulu folklore stories that differ in structure from the MAIN stories. We also consider the Southern African Story Grammar model that was proposed by Tappe (2018) as a better reflection of African storytelling than the classical Stein and Glenn (1979) story grammar model. We discuss how some aspects of the MAIN stories and assessment procedures may not resemble the typical stories or storytelling customs in traditional isiZulu-speaking populations and therefore compromise the ecological validity of MAIN. In this paper, our focus is on isiZulu, but our questions about the ecological validity of MAIN may also be relevant for other language groups and cultures in the growing international community of MAIN users.

Some Aspects of Ergativity in English and Arabic

The present study is a contrastive analysis of the notion of Ergativity in English1 and Arabic2. It attempts to discuss this phenomenon to find out the points of similarity and difference between the two languages in this particular linguistic area. It offers an explanation and a detailed description of the term and illustrates the various types and forms of verbs that can be handled under the headings ergative verbs and non-ergative verbs showing how the former differ from the latter. Additionally, it investigates the verbs which are used both transitively and intransitively in the two languages. All these types of verbs will be identified, classified, and analyzed according to the Quirk grammar - the approach to grammatical description pioneered by Randolph Quirk and his associates, and published in a series of reference grammars during the 1970s and 1980s, notably A Grammar of Contemporary English (1972) and its successor A Comprehensive Grammar of the English Language in1985. Reference, will, however, be made, wherever necessary, to the principles, techniques and terminology of other models of grammar. The method is, thus, more or less, eclectic. As far as ergativity in Arabic is concerned, the study adopts the model of grammatical description and classification pioneered by traditional Arab grammarians such as Siibawayhi, Ibn ‘Aqiil, and Mubarrid, and by modern Arab grammarians like Ghalaayiinii, ‘Udhaymah, and ‘Abbaas Hasan, among others. The conclusion part offers the main findings of the study.

Visual Grammar Models in Animated Music Videos as a Media Environmental Campaign: A Case Study of “Sabda Alam” By Smk Raden Umar Said Kudus

The protection of wildlife in Indonesia is still one of the important topics in the design of media campaigns. Among the various forms of campaign media that socialize is a media campaign in the form of animated music videos. This study discusses a two-dimensional animated music video entitled “Sabda Alam” by SMK Raden Umar Said Kudus, which tells about endemic birds in Indonesia. The purpose of this research is to formulate the elements in the animated music video to be used as a visual grammar model. This research used a combination method in the form of quantitative and qualitative analysis. Quantitatively, the data shows that this animated music video can have a positive influence on the audience, so that the audience feels more concerned about environmental problems, especially about endangered animals in Indonesia. Qualitatively, the analysis refers to the elements in the visual communication design using a visual grammar approach from Christian Leborg which consists of abstract elements, concrete elements, activities elements, and relations elements. The results of the analysis of this study formulate a visual grammar model that combines formalistic aspects in the basic design, animated film structure, cinematography, and layers of sign meaning based on semiotic theory. This research is expected to be a scientific reference in making animated music videos as a media campaign, and to be able to inspire creators to develop other environmental-themed creative economy products. Keywords: Visual Grammar Model, Animated Music Video, Campaign Media

Unpacking the Semantics of Coronaviruses’ “Referent Things”: A Corpus-Driven Systemic Functional Linguistic Analysis

The current study seeks to unpack the corpus-driven semantics of the “referent things” underlying the use of the lexical item coronaviruses in the data of The Coronavirus Corpus [Davies, Mark. 2019-. The Coronavirus Corpus. https://www.english-corpora.org/corona/]. Drawing on the Systemic Functional Linguistic (SFL) Model of the Cardiff Grammar, a concordance-bound analysis has been conducted on the item coronaviruses as expounding the structural element head (h) of its relevant nominal-group patterns in the corpus data. The Cardiff Grammar Model has systematically revealed the semantics of coronaviruses’ referent things as realized by corpus-driven syntactic patterns of eleven coronaviruses-expounded nominal groups in two respects in the corpus data. First, the item coronaviruses has been empirically shown to have three dominant types of referent: (i) a particularized referent has been expressed through the system of PARTICULARIZATION, (ii) a substantive referent through QUANTIFICATION (selection by quantity, selection by typicity, and selection by representation), and (iii) cultural-classification referent through the two overlapping systems of CLASSIFICATION and SELECTION (selection by quality and selection by qualification). Second, these referents demonstrated two aspects of semantic representation via participant-role (PR) conflation: (i) a cultural-classification referent assumes the complementary participant roles of Identifier, Actor, and Patient; (ii) a particularized substantive referent has the sole PR of Agent.

Predicative Adverbs in Russian and Modern Greek Languages: Linguodidactic Approach

The article deals with Russian predicative adverbs in comparison with their Modern Greek correlates. Methodological basis of the research is functional communicative grammar. The authors consider the interrelations between the notions of traditional formal descriptive grammar such as “the category of state”, “modal words”, “predicative”, “predicative adverbs”. Authors’ vision of word classes is based on multiple-factor analysis: the word belongs to a particular category (part of speech), if it is characterized by a set of morphological and syntactic features. The novelty of the research lies in the fact that it made a first attempt to describe Russian predicative adverbs in comparison with Modern Greek ones in a systematic way and presented the fragment of linguodidactic model of Russian grammar on an example of adverbs vidno (it is seen) and vidimo (apparently). The authors have used as study materials the information from dictionaries, handbooks and manuals, Russian National Corpus as well as errors made by Greek learners while using Russian adverbial lexemes in their oral and written speech. The language units are being analyzed on the level of their lexicosemantic variants. The purpose of the work is to bring to the fore the relevant in terms of teaching Russian as a foreign language morphological, syntactic, stylistic, syntagmatic, discursive characteristics of the specified predicative adverbs and to develop an appropriate set of tasks and exercises which will answer students’ communicative needs. The explanations and exercises are focused primarily on Greek learners but can be also applied while teaching the speakers of other languages. Nationally-oriented teaching Russian language, multiple-factor model of description of lexical units allows the authors to arrange the study process in the most efficient way and facilitate the building of stable communicative skills.