Grammar Performance Research Articles

Dynamic Assessment of Grammar with Different Age Groups

This study intended to explore the effect of an interactionist model of dynamic assessment (DA) on Iranian EFL adult and teenage learners’ grammar performance. To this end, 80 students were selected based on the convenience sampling procedure and assigned into teenage ( n = 40) and adult ( n = 40) groups. An interactionist model of DA was implemented in both teenage and adult groups. The data obtained from the pre-test and post-test scores were analyzed by the independent samples t -test. The results indicated a significant difference between the pre-test and post-test mean scores of the grammar test. It is concluded that the adult EFL learners benefits from DA more than the teenage EFL learners.

Overt-correction vs. Recasts and Grammar Performance of Iranian Male Learners of English

Although a large body of research examined the effectiveness of certain types of error treatment methods, there has been little research done to investigate the efficacy of various kinds of corrective feedback on EFL students’ grammar knowledge through eliciting repeated performances. The main purpose of the study was to find out whether recasts helped the Iranian EFL students at intermediate level improve their grammar knowledge better than overt correction. In addition, two methods of recast, declarative and interrogative, were under investigation to figure out which method of recast Iranian EFL learners at intermediate level preferred to be used by the instructor. To this end, fifty male EFL students studying at the intermediate level took part in this study at the Iran Language Institute, Yazd branch, Iran. They were divided into two groups, overt correction and recast. A pre-test was administered before the consecutive process of corrective feedback provision started, and a post-test was given at the end. The participants in both groups enjoyed the same tests, however, the treatment was different. While in one group, the errors were corrected overtly, for the recast group, they were corrected implicitly. The results indicated that both overt correction and recast groups improved in their grammar performances. Between-groups comparison revealed that there was not a significant difference between the learners’ grammar performance in overt correction and recast groups. A careful consideration of percentages of declarative and interrogative recasts showed a clear preference for interrogative recasts by the group receiving recasts in their class.

Apprehension in Language Learning Anxiety as Significant Correlate of Oral Performance in English of College Freshmen

The study was conducted to understand the language learning anxieties and how these affect students’ speaking performance. It also attempted to give clarifications on the conflicting researches on the relationship between language anxiety and oral performance. Data was collected among 150 college freshmen enrolled in a semestral six-unit English course at the University of Mindanao, Panabo Campus. Using the Foreign Language Classroom Anxiety Scales (FLCAS) by Howritz, Howritz, and Cope (1986) and standardized telephone conversation activity test to determine the language anxiety and oral performance of respondents respectively, the researchers found that language anxiety specifically apprehension had an effect on oral performance in pronunciation, grammar, comprehension, fluency, and vocabulary while tension impinged grammar. However, results generally revealed no significant relationship between language learning anxiety and oral performance. It is noteworthy to point out that tension, nervousness, and worry do not affect respondents’ oral performance. The researchers attributed this result to the respondents’ awareness of their weaknesses in the spoken English, to the length of time they were exposed in learning the English language and to the type of learning environment the respondents had.Keywords: Language learning anxiety, Oral Performance, College Freshmen students, University of Mindanao Panabo Campus

The impact of small group interaction on learners’ grammatical accuracy achievement

In an attempt to investigate the impact of small group interaction on EFL learners’ grammatical accuracy achievement, methodological field experiments had been carried out with a sample of 30 students over a period of ten weeks of regular lectures in the Department of English, in one of the Algerian Universities. The obtained results indicated that learners’ interaction and cooperation had a positive effect on EFL learners’ achievement. And in order to scrutinise the existence and the frequency of the speech functions that might account for this effectiveness, a qualitative and a quantitative study had been conducted through the adoption of the Interaction Analysis Method. The results showed that within a cooperative and interactive learning context, factors such as the group size; the nature of the interaction; the learner’s role within the small group, and the type of the task-based grammatical structure had an influential effect on EFL learners’ grammar performance.

Comparison Study of the Effects of a Story-based Video Instructional Package Versus a Text-based Instructional Package in the Intermediate-level Foreign Language Classroom

This study compared a story-based video instructional package, with a feature-length film as its focus, to a text-based program. It explored the effectiveness of each approach to enhance the listening and grammar performances of intermediate-level college French students. Twenty-seven students at two institutions participated. A pretest-posttest design assessed long-term gains in listening performance and grammar performance. Results indicated that students significantly improved their listening skills and grammar knowledge when exposed to the story-based video package. For the text-based group, students did not significantly improve in listening, but they significantly improved in grammar. For grammar only, the increase in mean scores for the video-based group was significantly higher than the increase in mean scores for the text-based group. The video-based curriculum used a narrative approach to teach grammar and foster listening. Results support using a film with an engaging storyline and with embedded targeted structures as effective input to enhance linguistic performance.

Using dual-task methodology to dissociate automatic from nonautomatic processes involved in artificial grammar learning.

Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and intentional grammar- and fragment-based knowledge in AGL at both acquisition and at test. Both experiments used a balanced chunk strength grammar to assure an equal proportion of fragment cues (i.e., chunks) in grammatical and nongrammatical test items. In Experiment 1, participants engaged in a working memory dual-task either during acquisition, test, or both acquisition and test. The results showed that participants performing the dual-task during acquisition learned the artificial grammar as well as the single-task group, presumably by relying on automatic learning mechanisms. A working memory dual-task at test resulted in attenuated grammar performance, suggesting a role for intentional processes for the expression of grammatical learning at test. Experiment 2 explored the importance of perceptual cues by changing letters between the acquisition and test phase; unlike Experiment 1, there was no significant learning of grammatical information for participants under dual-task conditions in Experiment 2, suggesting that intentional processing is necessary for successful acquisition and expression of grammar-based knowledge under transfer conditions. In sum, it appears that some aspects of learning in AGL are indeed relatively automatic, although the expression of grammatical information and the learning of grammatical patterns when perceptual similarity is eliminated both appear to require explicit resources.

Direct versus Indirect Explicit Methods of Enhancing EFL Students’ English Grammatical Competence: A Concept Checking-based Consciousness-raising Tasks Model

Two approaches to grammar instruction are often discussed in the ESL literature: direct explicit grammar instruction (DEGI) (deduction) and indirect explicit grammar instruction (IEGI) (induction). This study aims to explore the effects of indirect explicit grammar instruction on EFL learners’ mastery of English tenses. Ninety-four eleventh-graders were conveniently selected and randomly assigned into either the experimental group (EG) or the control group (CG). A pre-post tests design was used to collect the data. Before and after the treatment, the following tests were administered: rule analysis, grammar, and speaking. A delayed written test was given to both groups to assess students’ retention of structure acquired; in addition, a questionnaire was provided to the EG to investigate their perception on the treatment. The results indicated that the EG significantly outperformed the CG in the analysis of grammar rules and the oral proficiency, except for the use of grammar structures in a pre-defined context. Convincingly, there was a positive correlation between the grammar rules and their subsequent use. This validates the cause and effect of grammar rules’ acquisition and the use of them in receptive and productive stages. Also, the EG had favorable attitudes towards the instruction. This study may provide practical implications and techniques for improving EFL students’ grammar performance in high schools in Vietnam.

An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students

This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students engage during the tutoring sessions. The students' experiences and perceptions of e-tutoring interventions are also explored. The findings reveal that although the two modes of tutoring were equally effective (both groups showed improvement in their grammar performance, with no discernible difference between the two groups), the F2F group members overcame their negative feelings toward English to a greater extent than the TB group members. Interestingly, although the findings reveal that the TB tutors engaged in more tutoring strategies than the F2F tutors, the F2F students perceived more self-improvement in their English performance and were more likely to evaluate the tutors and the e-tutoring program positively than the TB group. The paper concludes by offering some recommendations for future studies on different tutoring modes using computer conferencing.

A comparison of grammatical genetic programming grammars for controlling femtocell network coverage

We study grammars used in grammatical genetic programming (GP) which create algorithms that control the base station pilot power in a femtocell network. The overall goal of evolving algorithms for femtocells is to create a continuous online evolution of the femtocell pilot power control algorithm in order to optimize their coverage. We compare the performance of different grammars and analyse the femtocell simulation model using the grammatical genetic programming method called grammatical evolution. The grammars consist of conditional statements or mathematical functions as are used in symbolic regression applications of GP, as well as a hybrid containing both kinds of statements. To benchmark and gain further information about our femtocell network simulation model we also perform random sampling and limited enumeration of femtocell pilot power settings. The symbolic regression based grammars require the most configuration of the evolutionary algorithm and more fitness evaluations, whereas the conditional statement grammar requires more domain knowledge to set the parameters. The content of the resulting femtocell algorithms shows that the evolutionary computation (EC) methods are exploiting the assumptions in the model. The ability of EC to exploit bias in both the fitness function and the underlying model is vital for identifying the current system and improves the model and the EC method. Finally, the results show that the best fitness and engineering performances for the grammars are similar over both test and training scenarios. In addition, the evolved solutions' performance is superior to those designed by humans.

The Effect of Target Language and Code‐Switching on the Grammatical Performance and Perceptions of Elementary‐Level College French Students

AbstractGrammar instruction is at the center of the target language (TL) and code‐switching debate. Discussion revolves around whether grammar should be taught in the TL or using the TL and the native language (L1). This study investigated the effects of French‐only grammar instruction and French/English grammar instruction on elementary‐level students’ grammar performance. The study also examined students’ instructional preference and perceptions of the use of either approach to teach grammar and French in general. Grammar test score increases were significantly greater for the French‐only condition, and posttest grammar scores were significantly higher for the French‐only condition. Qualitative findings suggested that although a majority of students expressed a preference for learning French grammar with the support of English, they recognized the benefits of a TL approach.

The relationship of story grammar and executive function following TBI

Background: Story grammar is a super-structural measure of discourse performance that has shown to be sensitive to the deficits seen following traumatic brain injury (TBI). Narrative organisation and identification of logical relationships between events and characters are key components of story grammar. Reports of significant correlations for measures of story grammar and scores from various tests of executive functioning for individuals with TBI are thought to reflect executive control of cognitive and linguistic organisational processes. Aims: The purpose of the present study was to re-examine the relationship between story grammar and executive functions (EF) in a large group of participants with severe TBI secondary to diverse penetrating head wounds. It was hypothesised that participants with TBI would have significantly lower story grammar scores than a comparison group without TBI, and that story grammar performance of the group with TBI would be significantly correlated with their EF scores. Methods & Procedures: A total of 167 participants with TBI and a comparison group of 46 adults without TBI were asked to retell a 16-frame story. Transcripts of each story retelling were broken into T-units and were analysed for story grammar. Outcomes & Results: Results of MANOVA showed significant effect of group on the discourse measures. Univariate tests showed significant differences between the group with TBI and the comparison group for each of the story grammar measures. Story grammar measures were significantly correlated with executive function (EF) scores. Conclusions: Results indicated that the participants with TBI demonstrated significantly poorer performance on measures of story grammar abilities, lending support to earlier reports of story grammar impairments resulting from closed head injury (CHI). The present study also found significant correlations for measures of story grammar and the Sorting Test. Cognitive skills such as mental flexibility, required for successful performance on this card sorting task are likely the same as those required for episode generation. These findings have clinical implications for the management of cognitive-communication disorders in individuals with TBI. First, story grammar warrants inclusion in analyses of discourse. Second, discourse deficits following brain injury do not resolve spontaneously and persist as social barriers.

Guidelines for Empirical Evaluations of Conceptual Modeling Grammars

Conceptual modeling grammars are used to create scripts that represent someone’s perception, or some group’s negotiated perception, of domain semantics. For many years, researchers have evaluated conceptual modeling grammars to determine ways that they can be improved. One way to evaluate them is to empirically evaluate the strengths and weaknesses of the grammars in terms of their effectiveness and efficiency in generating scripts. A number of researchers have proposed guidelines for the design of empirical research to conduct such evaluations. Although these guidelines have proved useful, further clarification is needed in relation to (1) criteria for evaluating grammar performance, (2) characteristics of grammars that can influence grammar performance, and (3) factors that must be considered when testing the effect of grammar characteristics on grammar performance. We review past conceptual modeling research and provide guidelines for addressing these three issues. We also illustrate how the guidelines would apply to studies that evaluate conceptual modeling grammars from an ontological perspective. Finally, we discuss how the guidelines extend those offered in past research and the implications of our work for future research.

A framework for empirical evaluation of conceptual modeling techniques

The paper presents a framework for the empirical evaluation of conceptual modeling techniques used in requirements engineering. The framework is based on the notion that modeling techniques should be compared via their underlying grammars. The framework identifies two types of dimensions in empirical comparisons--affecting and affected dimensions. The affecting dimensions provide guidance for task definition, independent variables and controls, while the affected dimensions define the possible mediating variables and dependent variables. In particular, the framework addresses the dependence between the modeling task--model creation and model interpretation--and the performance measures of the modeling grammar. The utility of the framework is demonstrated by using it to categorize existing work on evaluating modeling techniques. The paper also discusses theoretical foundations that can guide hypothesis generation and measurement of variables. Finally, the paper addresses possible levels for categorical variables and ways to measure interval variables, especially the grammar performance measures.

CONFIDENCE AND COMPETENCE AMONG COMMUNITY COLLEGE STUDENTS: SELF-EFFICACY AND PERFORMANCE IN GRAMMAR

Proper grammar is crucial for effective communication. Two surveys of students in an introductory writing course sought to identify predictors of grammar ability. Students demonstrated a limited grasp of the language, struggling with such issues as the distinction between “it's” and “its.” Women performed better than men at the beginning of the semester, but the gap later narrowed. There was a correlation between self-efficacy (confidence in one's ability to perform a particular task) and grammar ability at the end of the semester. To the knowledge of the authors, this is the first study to empirically link grammar self-efficacy and grammar performance. High school grade point average also predicted grammar ability at the end of the semester.

Direct automated inversion of logic grammars

Reversibility of logic grammars in natural language processing is desirable for both theoretical and practical reasons. This paper addresses this topic in describing a new approach to automated inversion of logic grammars: the Direct Inversion Approach (dia). A logic grammar is inverted by automatically altering the order of literals in the grammar and reformulating certain recursive procedures at compile time. The inversion process results in a new executable grammar, which is evaluated top-down and left-to-right (using a standard Prolog interpreter), but not left-to-right with respect to the original grammar. Thedia improves upon related approaches not only in being fully automated and computationally tractable, but also with respect to the class of grammars it is able to invert and the performance of the new executable grammar produced.

The Performance of the Grammar

The Performance of the Grammar

Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.