Grammar Rules Research Articles

Pembelajaran dan Pengajaran Tata Bahasa Berdasarkan Korpus

This study is prompted by the advancement of corpus-based methods in the realm of grammar education. The primary objective of this research is to assess the requirements and the perceived significance of integrating corpus linguistics into the methodologies of grammar instruction. Employing an experimental research approach, the study involves participants who are undergraduate students majoring in Indonesian Language and Literature Education as well as English Language Education. The research utilizes the Leipzig Indonesian Mix_2013 and English-corpus.org corpora. The outcomes of this investigation offer an insight into the teaching of grammar through the incorporation of corpora, drawing comparisons based on the outcomes prior to the experimental sessions. The findings from this study highlight that the implementation of corpus linguistics within grammar learning and teaching methodologies yields a favorable impact on students' comprehension of grammar rules. The analysis of needs underscores students' recognition of the importance of integrating corpus elements into grammar education, particularly given the diverse and evolving language contexts prevalent in daily life. This perception is further reinforced by the results of the experimental phase, which demonstrate a substantial enhancement in grammar comprehension within the group exposed to corpus-based instruction. The deeper understanding gained regarding the real-world application of grammar in communicative scenarios equips students with enhanced readiness to apply grammatical concepts effectively in practical contexts. In conclusion, this research underscores the pivotal role of corpus linguistics in augmenting the efficacy of grammar education. The study provides valuable insights into the potential advantages associated with the integration of corpus-driven methodologies into language instruction, considering the dynamic nature of language usage in contemporary society. Furthermore, the outcomes emphasize the significance of aligning teaching practices with the evolving landscape of language usage.

A rule-free workflow for the automated generation of databases from scientific literature

In recent times, transformer networks have achieved state-of-the-art performance in a wide range of natural language processing tasks. Here we present a workflow based on the fine-tuning of BERT models for different downstream tasks, which results in the automated extraction of structured information from unstructured natural language in scientific literature. Contrary to existing methods for the automated extraction of structured compound-property relations from similar sources, our workflow does not rely on the definition of intricate grammar rules. Hence, it can be adapted to a new task without requiring extensive implementation efforts and knowledge. We test our data-extraction workflow by automatically generating a database for Curie temperatures and one for band gaps. These are then compared with manually curated datasets and with those obtained with a state-of-the-art rule-based method. Furthermore, in order to showcase the practical utility of the automatically extracted data in a material-design workflow, we employ them to construct machine-learning models to predict Curie temperatures and band gaps. In general, we find that, although more noisy, automatically extracted datasets can grow fast in volume and that such volume partially compensates for the inaccuracy in downstream tasks.

Development of speaking skills while learning a foreign language for elementary level students

Learning a foreign language is a journey that opens doors to new cultures, perspectives, and opportunities. For elementary level students, this journey is not just about acquiring vocabulary and grammar rules; it is also a crucial step in developing effective communication skills. This article explores the importance of developing speaking skills in elementary-level students learning a foreign language and provides insights into effective strategies for educators. By incorporating these strategies into language instruction, educators can create an enriching learning environment that not only enhances linguistic proficiency but also nurtures a lifelong appreciation for language and cultural diversity. Effective methods adapted to the developmental stage of elementary learners include immersive learning experiences, interactive activities, and technology integration. Teachers can establish a dynamic and captivating learning environment by adopting these strategies. This setting fosters the development of effective communication skills in addition to advancing language proficiency, providing the groundwork for a lifetime of cross-cultural understanding.

Teaching english grammar in context

This article is dedicated to a new grammar teaching approach – context-based teaching. In order to be proficient at four language skills, having a good understanding of grammar is required. However, learning grammar rules may be difficult, confusing or tiring. This paper, therefore, aims to shed some light on the analysis of context-based approach and discusses its importance in language training. In addition to this, one sample lesson using above-mentioned method will be presented to illustrate and clarify opinions.

Revealing People’s Sentiment in Natural Italian Language Sentences

Social network systems are constantly fed with text messages. While this enables rapid communication and global awareness, some messages could be aptly made to hurt or mislead. Automatically identifying meaningful parts of a sentence, such as, e.g., positive or negative sentiments in a phrase, would give valuable support for automatically flagging hateful messages, propaganda, etc. Many existing approaches concerned with the study of people’s opinions, attitudes and emotions and based on machine learning require an extensive labelled dataset and provide results that are not very decisive in many circumstances due to the complexity of the language structure and the fuzziness inherent in most of the techniques adopted. This paper proposes a deterministic approach that automatically identifies people’s sentiments at the sentence level. The approach is based on text analysis rules that are manually derived from the way Italian grammar works. Such rules are embedded in finite-state automata and then expressed in a way that facilitates checking unstructured Italian text. A few grammar rules suffice to analyse an ample amount of correctly formed text. We have developed a tool that has validated the proposed approach by analysing several hundreds of sentences gathered from social media: hence, they are actual comments given by users. Such a tool exploits parallel execution to make it ready to process many thousands of sentences in a fraction of a second. Our approach outperforms a well-known previous approach in terms of precision.

Teaching Grammar through Content-Based Instruction in a Second Language Classroom

Content-Based Instruction (CBI) is a novel approach that delivers a systematic preparation to acquire English language skills within a specific context. This paper demonstrates the basic postulates of how the elements of grammar are effectively taught by this approach. It brings a profound study of the essential characteristics of Content-Based Instruction that is well-suited to teaching language learners. In the case of both speaking and writing skills, the learner is expected to ascertain the nuances and the essentialities of the English language. A firm ground to the exposure of the grammatical regulations gives an edge to the learning language when it comes to practical usage. Grammar rules and regulates its stature as a sure foundation of language learning. Content-Based Instruction is an approach that aids young learners to imbibe listening, speaking, reading and writing skills and to utilize them in real-life activities. Content-Based Instruction is an amalgamation of content learning with its focus on English verbal communication. The major endeavour of the CBI is to provide learners with a grasp of the grammatical systems that functions in the language. One of the conditions that the CBI claims to fulfil is that it focuses on the use of the language in its form and function. Grammar is an unwavering referral point and maintains an undisputable position when it deals with the never-ending patterns of human utterances. Content-Based Instruction functions effectively with authentic content and continuously upgraded and trained tutors. This paper propounds that grammar has to be instructed by experienced teachers with inexplicit input from an expert who gives weightage to the practical and pragmatic application of the language, unlike the followers of the traditional grammarians and grammar-translation method who stop within the arena of teaching only by trying to figure out grammatical properties. By involving students in language study through interactions and various classroom activities, Content-Based Instruction has gained a position on its own in aiding learners to utilize the English language in their everyday application.

Analysis of Linguistic and Cultural Differences in Japanese Translation Based on Differential Equation Modeling in the Perspective of PMC Assessment

Abstract This paper focuses on the differences in grammar rules and syntactic structures between Japanese passive and probable tenses and labels the corresponding sentences in the corpus according to their grammatical features. A statistical method is employed to categorize the corpus by linking dependency trees and morphological information. Differential equation modeling is used to construct a classification model, and the important features and extraction processes for distinguishing sentence structure are defined. In conclusion, the impact of language and cultural differences on the machine translation of Japanese passive sentences is examined. The results show that the significant values of manual translation and machine translation are 0.158 and 0.203, respectively, which are greater than 0.05, indicating that they conform to the normal distribution and there are obvious differences between them. The mean score of the total score of manual translation is 4.62, and the mean score of the total score of machine translation is 2.85, indicating that there is a significant effect of language and cultural differences on machine translation. This paper provides useful guidance and insights for improving the quality of Japanese translation and promoting cross-cultural communication and understanding.

The Analysis of Accuracy in Translating Abstract Journal by The Students of English Education Universitas Negeri Makassar

The goal of the study was to identify the best strategy to utilize and how effectively students could translate abstract journals. Students from Universitas Negeri Makassar studying English education participated in this descriptive quantitative study. There were 10 students in total that made up the study's subject. the information gathered by text analysis. The findings indicated that students' translations of abstract Journal were "Excellent" in accuracy, with a degree of mastery between 80 to 100%. It implies that a small amount of correction is still required. There, a total of nine students made progress toward a good level, while one student demonstrated excellent mastery. Additionally, literal translation and semantic translation were the two most often employed translation techniques. The researcher proposes that the teacher should focus more on the issues of the students in light of this research. Students should practice translating texts on their own more often, be guided in their efforts, and motivated to do so. They should also learn more grammar rules, expand their vocabulary by memorizing more words, and refrain from using Google Translate too frequently.Keywords: translation, accuracy, translation method

An integrated approach to design and evaluate Chinese-style stools

To inherit and promote the excellent design characteristics of Chinese-style furniture, this study focuses on Chinese-style stools and proposes an integrated design and evaluation approach with combination of shape grammar, KANO model, and entropy-weighted VIekriterijumsko KOmpromisno Rangiranje (VIKOR) methods. Firstly, based on the initial forms of five Chinese-style stools, a shape feature library is constructed by extracting shape features using regional cultural symbols. Secondly, combining shape grammar and inference rules, innovative design alternatives are generated for Chinese-style stools, incorporating regional cultural symbol features. Thirdly, an in-depth investigation of Chinese-style furniture market is conducted, and user requirements are analyzed using KANO model questionnaire, categorizing the requirements into three attributes: appearance, technological, and economic. Based on KANO model’s classification of user requirements, a set of 14 evaluation criteria for Chinese-style stools is established. Finally, to avoid subjective factors in weighting the criteria, the entropy-weighted method is applied, and VIKOR method is utilized to obtain the optimal ranking of the design alternatives for Chinese-style stools, ultimately selecting the optimal alternative. The results show that based on VIKOR method, the optimal solution is the same with comparison to the results obtained from Technique for Order Preference by Similarity to Ideal Solution (TOPSIS), preference ranking organization methods for enrichment evaluations (PROMETHEE) and elimination and et choice translating reality (ELECTRE) methods. In addition, to verify its ergonomic characteristics, feasibility and rationality, the optimal alternative is simulated by JACK software. By integrating shape grammar, KANO model, and the entropy-weighted VIKOR method, this study provides some insights for incorporating regional cultural symbols into the design of Chinese-style furniture and exhibits certain advantages in terms of comprehensive evaluation, user orientation, decision objectivity, and consideration of diversity.

Grammar in Language and Listening Acquisition

The existence and self-realization of humans are possible due to language, language faculty, and listening acquisition. Anything animate or inanimate perceived in the external world such as an object, phenomenon, entity, etc. acquires a value due to its meaning (semantics). Due to the semantic and syntax structure of a language and its universal dimension, listening plays a key role in the acquisition of language and grammar rules. The present study aimed to discuss the significance of the acquisition of grammar rules in language and listening acquisition based on current literature. The present study data was based on a systematic literature review. In the study, studies on the relationships among language, language acquisition, listening and grammar were reviewed and the acquisition of grammar rules during language and listening acquisition was discussed. The study concluded that listening was effective in the acquisition of grammar rules.

Alluring Indonesian Culinary to Enhance Acquisition and Speaking Compentence of BIPA Leaners at UNS Solo

The aim the research was to describe the acquisition of words and the use of various conversational languages used by international students either in a classroom or in extra-curricular activities outside the classroom. Conversations and introductions to Indonesian culinary food were the hallmarks of teaching Indonesian to foreigners at Universitas Negeri Sebelas Maret, Solo. The rich traditions of Indonesian society were very attractive to foreign people. The Bahasa Indonesia bagi Penutur Asing (BIPA) learners arrived from different countries, such as Nigeria, Afghanistan, Palestine, Uzbekistan, and several other students from Arab nations. The research applied a qualitative descriptive research using case study method. Data were obtained from the observation of participants and nonparticipants, both activities inside and outside the classroom. The research reveals that the use of basic words, formed words, abbreviated words, and words or phrases of various slang is found. In various conversations, many words and phrases with a foreign language structure and the use of non-standard languages that do not correspond to the correct rules of Indonesian grammar are used. They have a tendency to use their mother tongue's pronunciation when expressing difficult words. Language acquisition at this stage can be an initial strategy for BIPA learners to be able to fight and survive in a native-speaking society.

Application of Regular Grammar in the Syntactic Analysis of Email Addresses

Context: This article proposes the use of regular grammar as a strategy to validate the textual structures of emails. It focuses on the RFC 5321 standard and its syntax, formalizing regular grammars to apply production rules with the aim of validating the syntactic context of each structure of an email address. Method: This article presents a literature review and the development of an email validation model. Related texts focus on the Internet Protocol, along with building automata that apply IPV4 protocol. There are three phases: the development of the model from syntax and regular grammar rules and its construction and application. Results: The result is a functional application that validates email addresses based on regular grammars and existing regulations. When running efficiency tests, our application obtained a higher email validation margin in comparison with JFLAP. The library can work as a great analyzer of grammatical or lexical structures. Conclusions: The email validation tool based on GR regular grammars contributes to the practical use of specialized algorithms in the field of computer science, since it is possible to apply it to the recognition of search patterns such as the analysis of lexical structures (e.g., NITs, alphanumeric codes, and valid URLs).

Grammatical Errors of Google Translate in Translating Narrative Text in Indonesia to English

Many people have recently turned to machine translation to help them translate their documents. However, it is not widely used in the academic field, owing to worries about its trustworthiness in appropriately rendering the source text in the target language. This tool only translates on a word-by-word basis without considering the actual meaning of the text and grammar rules in English. It often applies to the Indonesian structure. So, when students are using Google Translate to translate a text, a new issue arises because it just transfers language without knowing the correct grammar. This research methodology is qualitative research with a content analysis method as the research design. From 5 narrative texts that have been translated by Google Translate from Indonesia to English found that there are two omission errors, four addition errors, six misinformation, and two misordering error and the most common error is misinformation. This study seeks to educate students about grammatical issues that can arise when using Google Translate, allowing them to avoid making the same mistakes and improve their knowledge.

A Study of the Application of Guided Discovery Method in English Grammar Teaching in Junior High School

Grammar is an important part of language. However, in actual grammar teaching, teachers directly impart grammar rules and students passively accept them. This has led to students’ disinterest in English grammar lessons and unsatisfactory grammar learning results. In order to promote students’ grammar learning, in recent years, some experts and scholars have begun to explore the application of guided discovery method in grammar classrooms. Guided discovery method is a teaching method that emphasizes guidance and focuses on discovery. Through setting up a situation, the teacher guides students to engage in the discovery activity of grammar rules by communicating with each other.This thesis uses questionnaire survey and interviews to analyze the application of guided discovery method in junior high school English grammar classrooms, as well as to analyze the positive effects of junior high school English teachers’ use of the guided discovery method on students’ grammar learning. Based on Bruner’s Discovery Learning Theory and Piaget’s Constructivism Learning Theory, this thesis takes Nanning High-tech Industrial Development Zone Minda Middle School as an example. It was found that under the guidance of guided discovery method, students’ interest and motivation in learning grammar have improved. Also, students’ autonomous learning abilities have been enhanced. Finally, students’ grammar learning strategies were cultivated through guided discovery method. Students can summarize grammar knowledge and solve grammar problems by reasoning and inducting. However, there are a small number of students who still do not have that strong learning ability cannot understand the tasks assigned by the teacher in class, so they do not learn grammar efficiently.

Структура английских поликомпонентных атрибутивных словосочетаний как средство организации интернет-рекламы женской одежды

The aim of the study is to identify the structural organization of English polycomponent attributive phrases when describing women’s clothing items in English-language consumer online advertising. The study is based on the material selected from British and American websites advertising the sale of women’s clothing. The scientific novelty lies in identifying the features of the structural organization of English polycomponent attributive phrases describing clothing in advertising texts on the websites of leading brands. The paper provides a general characteristic of polycomponent attributive phrases describing the features of items of women’s clothing in the creolized English-language texts of online advertising. The researchers then carry out a quantitative and qualitative analysis of the location of these features in the verbal components of advertising texts. The results of the study showed that the arrangement of words indicating the features of an object in these phrases is accompanied by a “violation” of the sequence proposed by the rules of English grammar. Such “violations” are created to bring to the fore the words that most clearly characterize certain features of the advertised clothing.

Syntactic Category of Determiners in Georgian and Mingrelian (Combining Descriptive rules of Georgian Traditional Grammar and Formal of Generative Grammar)

Syntactic Category of Determiners in Georgian and Mingrelian (Combining Descriptive rules of Georgian Traditional Grammar and Formal of Generative Grammar)

MEANING-FOCUSED INSTRUCTION (MFI) VS. FORM-FOCUSED INSTRUCTION (FFI): METAREFLECTION ON BIPA GRAMMAR LEARNING

The purpose of this research is to explore the beliefs of BIPA (Indonesian Language for Foreign Speakers) instructors and learners regarding grammar instruction. This research is a descriptive-quantitative study. The subjects consist of 10 BIPA instructors and 20 BIPA learners from UPT BIPA Muhammadiyah Malang University, CIS BIPA State University of Malang, IAIN Surakarta Language Center, and UPT BIPA State University of Medan. The research data include quantitative and qualitative data related to the beliefs that BIPA instructors and learners regarding the instructional framework for grammar learning. Data were collected through a questionnaire adapted from Burgess and Etherington (2022) and interviews. The data were then analyzed using descriptive statistics and qualitative analysis, referring to the beliefs of BIPA instructors and learners regarding grammar instruction. The data analysis results showed that there are differences in beliefs between BIPA learners and instructors regarding the instructional model for teaching Indonesian grammar. BIPA learners believe that Form-Focused Instruction (FFI) is more effective in mastering Indonesian grammar because it focuses on rules and is taught explicitly and deductively, allowing learners to directly understand the target language rules. In contrast, instructors believe that Meaning-Focused Instruction (MFI) is the most suitable instructional model for teaching Indonesian grammar because it focuses on communicative aspects and taught implicitly and inductively, enabling learners to better apply the target language rules. To accommodate these differences in beliefs, an instructional model is needed to accommodate it with the following stages: (1) exposure, (2) formulation of grammar rules, (3) reinforcement of grammar rules, and (4) the use of grammar rules.

Enhancing Grammar Competency Through WhatsApp: An Experimental Study in Saudi Arabian Education

This study aimed to delve into the impact of utilizing the WhatsApp application as an educational tool in developing students' grammatical skills, specifically for a language course at the College of Science and Humanities in Al-Aflaj Governorate, Saudi Arabia. Acknowledging the potential of digital communication tools in the learning process, the research deployed a quasi-experimental design encompassing 160 students. These students were equally divided into control and experimental groups. While both groups were subjected to conventional teaching methods, the experimental group received additional support through WhatsApp, receiving clarified grammar rules and supplementary materials. The study spanned an entire semester, with a pre-test and post-test administered to evaluate student performance. Through the careful analysis of the average scores and standard deviations, significant findings were revealed. In the experimental group, post-test scores experienced a considerable elevation from 10.625 (pre-test) to 16.075, reflecting a substantial effect size of 37%. This improvement was attributed to the effective use of WhatsApp. Contrarily, the control group, not benefiting from the application, scored lower in both tests, implying a stark contrast between the two methods. The results of this study strongly advocate for the integration of mobile applications, such as WhatsApp, into the educational process. It suggests that the strategic use of such applications could serve as an effective supplement to traditional teaching methods, with the potential to significantly enhance learning outcomes.

Teaching English Conditionals Through Data-Driven Learning (DDL): Perspectives of In-Service EFL Teachers

Research has demonstrated that L2 English learners’ acquisition of grammar can be facilitated by Data-Driven Learning (DDL), which clearly promotes inductive learning and learner-centeredness (e.g. Boontam & Phoochaoroensil, 2018). This present study focuses on the impacts of DDL on Thai secondary and tertiary educators’ introduction of English conditionals. The participants were taught using corpus-based DDL materials representing authentic use of conditionals for six weeks. It was shown in the interview results that DDL is useful and enhances learners’ self-discovery of L2 grammar rules regarding conditionals. Not only does DDL enable learners to notice the three classic if-conditional types but also it allows them to explore alternative, i.e. mixed, types of conditionals, which are often overlooked by textbooks. Some concerns about the use of DDL in a broader context of ELT deal with school budgets and students’ need of technical help.

A Multi-Agent System in Education Facility Design

This paper deals with a multi-agent system which supports the designer in solving complex design tasks. The behaviour of design agents is modelled by sets of grammar rules. Each agent uses a graph grammar or a shape grammar and a database of facts concerning the subtask it is responsible for. The course of the design process is determined by the interaction between specialised agents. Space layouts of designs are represented by attributed graphs encoding both topological structures and semantic properties of solutions. The agents work in parallel on the common graph, independently generating layouts of different design components while specified node labels evoke agents using shape grammars. The agents’ cooperation allows them to combine a form-oriented approach with a functional-structural one in the design process, where the agents generate the general 3D form of the object based on design requirements together with the space layout based on the functional aspects of the solution. Based on the given design criteria, the agents search for admissible solutions within the design space that constitutes their operating environment. The proposed approach is illustrated by the example of designing kindergarten facilities.