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Sample records for grammar revision material

  1. Language Practice with Multimedia Supported Web-Based Grammar Revision Material

    Baturay, Meltem Huri; Daloglu, Aysegul; Yildirim, Soner

    2010-01-01

    The aim of this study was to investigate the perceptions of elementary-level English language learners towards web-based, multimedia-annotated grammar learning. WEBGRAM, a system designed to provide supplementary web-based grammar revision material, uses audio-visual aids to enrich the contextual presentation of grammar and allows learners to…

  2. Teaching Children Foreign-Language Grammar: Are Authentic Materials Appropriate?

    Olga Malova

    2016-10-01

    Full Text Available The paper discusses authentic materials as a resource for teaching grammar to young learners. Difficulties in foreign-language grammar learning for Russian pupils are presented, and typical challenges are described. The paper provides a pre-/post-intervention study of the development of children’s grammar skills. The research question is, “How does one use authentic materials for teaching grammar in an English as a foreign language (EFL classroom?” A qualitative method is used to assess the learning outcomes of using authentic materials in teaching grammar to eight–nine-year-old pupils (the second year of studying English.

  3. An Evaluation of the Grammar Teaching Material

    张可科

    2013-01-01

      Of the many issues surrounding grammar, perhaps the hottest debate is whether to teach it or not. We review briefly argu⁃ments against and in support of grammar teaching before examining current grammar approaches in second language teaching.

  4. Learn Grammar in Games

    孟静

    2007-01-01

    Grammar learning has often been regarded as a structure based activity .Grammar games which are worth paying attention to and implementing in the classroom can help learner to learn and recall a grammar material in a pleasant, entertaining way and motivate learners,promote the communicative competence and generate the fluency. In this essay, the author compares the use of games in learning grammar with some traditional techniques for grammar presentation and revision, in order to find the advantages of using games. Also the author discusses how to choose appropriate games and when to use games.

  5. USING PREZI PRESENTATION AS INSTRUCTIONAL MATERIAL IN ENGLISH GRAMMAR CLASSROOM

    Rahmat Yusny

    2016-05-01

    Full Text Available Utilizing digital technology as a medium for educational instruction has now become one of the 21 century pedagogy trends. Numerous researches suggested that using digital technology provides positive impacts as it gives more access to resources for the learning. In Foreign language pedagogy, using digital technology fosters learners’ autonomy by self-managing the amount of learning inputs outside the classroom. However, many studies emphasize more on the communicative and the vast resources accessible for the learners. Very limited attention given to the impact of the visual aid that focuses on aesthetic values of instructional design. English Grammar is one of many subjects that often received complaints by learners and claimed as a “boring” subject. Many English teachers especially in developing countries still utilize traditional method in teaching grammar. They introduce sentence structure using grammar formulas. Although, this method is still very popular, it often considered monotonous by many learners. This paper discusses about the study of using Prezi.com presentation to deliver grammar instruction materials in an English language classroom. From the study, it was found that the majority of the students involved in the study are fond of the materials and the post-test results showed grammar mastery improvement after receiving a grammar lesson that shows instructional materials using prezi. On the other hand, the control class that uses only writing boards and worksheets showed less improvement. This research provides new technique in developing grammar instruction design using a web tool called Prezi in enhancing the display of the instruction material. The experiment was given to students of English Language Education. The result of the study shows students’ positive perception toward the use of Prezi in English grammar instructional material.

  6. Grammar

    JeanetteDeCarrico; DianeLarsen-Freeman

    2004-01-01

    When it comes to definitions of grammar,confusion abounds.One problem is that the word grammar means different things to different people.For many,the term sugges tsa list of do's and don't's,rules that tell us we should say It is I,not It is me,that we should not say ain't,or that weshould avoid ending a sentence with a preposition.For oth

  7. Grammar

    JeanetteDecarrico; DianeLarsen-Freeman

    2004-01-01

    Previous sections have reviewed issues in describing grammar, issues that were mainly concerned with what to describe, how to describe it and how to account for differing approaches and their implications in terms of theory and pedagogy in applied linguistics. But however precise and thorough researchers may attempt to be in addressing these issues, there are certain limitations to descriptions of grammar given in isolation from all other parts of the language system

  8. Grammar Review: Your Tool for Success. Teacher Materials.

    Pittsburgh Univ., Johnstown, PA. Education Div.

    Teacher materials are provided for a computer-assisted English grammar curriculum for adult basic education students (1-8 grade level). They accompany a software program (diskette) that the student is able to use by himself/herself with the Apple IIc or Apple IIe computer with single or double drive and a monitor or a television with an R.F.…

  9. DEVELOPING DIGITAL ENGLISH GRAMMAR MATERIALS FOR THE SENIOR HIGH SCHOOL STUDENTS

    Agnes Santi Widiati

    2017-04-01

    Full Text Available English has become the tool for communication among the people across countries, and schools are competing to provide English for the students as early as possible. There are plenty ready-to-use digital English modules in the market today; however, they are not relevant with the English syllabus of the primary or secondary schools. The teaching is focused on the four skills directed for communication. As such, grammar is not presented as a part of the English lessons; but only when needed to support the four skills. The absence of systematic design of English grammar lesson makes their grammar mastery weak. To fix this, the writers develop grammar materials for the secondary school, specifically for the tenth graders. Young people love working with computers or other kinds of modern gadgets, so the materials developed in this research are in the digital form, both usable by teachers at school and by students independently via the Internet. Based on the needs assessment executed in high schools in Surabaya, Sidoarjo, and Malang, the researchers have obtained the inputs about the grammar topics needed and the types of exercises preferred by the students. Articulate Storyline 2 software is used to develop the materials supported by animation and voice recording. Each module covers the objectives, description, exercises equipped with feedbacks, and quizzes with scores to measure the achievement of the objectives.

  10. Teaching Grammar

    Crawford, William J.

    2013-01-01

    Grammar is a component in all language skills: reading, writing, speaking, and listening. Teachers need to know rules of grammar (teacher knowledge) as well as techniques that help students use grammar effectively and effortlessly (teaching knowledge). Using reflective practice to help teachers become comfortable with teaching grammar, this…

  11. A communicative grammar of English

    Leech, Geoffrey

    2013-01-01

    A Communicative Grammar of English has long been established as a grammar innovative in approach, reliable in coverage, and clear in its explanations. This fully revised and redesigned third edition provides up-to-date and accessible help to teachers, advanced learners and undergraduate students of English. Part One looks at the way English grammar varies in different types of English, such as 'formal' and 'informal', 'spoken' and 'written'; Part Two focuses on the uses of grammar rather than on grammatical structure and Part Three provides a handy alphabetically arranged guide to

  12. CHR grammars

    Christiansen, Henning

    2005-01-01

    A grammar formalism based upon CHR is proposed analogously to the way Definite Clause Grammars are defined and implemented on top of Prolog. These grammars execute as robust bottom-up parsers with an inherent treatment of ambiguity and a high flexibility to model various linguistic phenomena....... The formalism extends previous logic programming based grammars with a form of context-sensitive rules and the possibility to include extra-grammatical hypotheses in both head and body of grammar rules. Among the applications are straightforward implementations of Assumption Grammars and abduction under...... integrity constraints for language analysis. CHR grammars appear as a powerful tool for specification and implementation of language processors and may be proposed as a new standard for bottom-up grammars in logic programming....

  13. CHR Grammars

    Christiansen, Henning

    A grammar formalism based upon CHR is proposed analogously to the way Definite Clause Grammars are defined and implemented on top of Prolog. These grammars execute as robust bottom-up parsers with an inherent treatment of ambiguity and a high flexibility to model various linguistic phenomena....... The formalism extends previous logic programming based grammars with a form of context-sensitive rules and the possibility to include extra-grammatical hypotheses in both head and body of grammar rules. Among the applications are straightforward implementations of Assumption Grammars and abduction under...... integrity constraints for language analysis. CHR grammars appear as a powerful tool for specification and implementation of language processors and may be proposed as a new standard for bottom-up grammars in logic programming....

  14. Group Grammar

    Adams, Karen

    2015-01-01

    In this article Karen Adams demonstrates how to incorporate group grammar techniques into a classroom activity. In the activity, students practice using the target grammar to do something they naturally enjoy: learning about each other.

  15. English Grammar Comparison:Descriptive Grammar vs. Prescriptive Grammar

    ZHANG Jing-wen; LI Yi-an

    2015-01-01

    English grammar is thought as one of the most important parts in both language learning and teaching. While few peo⁃ple know there is more than one kind of English grammar. This essay provides the features and comparison between two com⁃monly used English grammar, namely descriptive grammar and prescriptive grammar, and assist English teachers to explore further in grammar teaching.

  16. A comprehensive French grammar

    Price, Glanville

    2013-01-01

    Characterized by clear and accessible explanations, numerous examples and sample sentences, a new section on register and tone, and useful appendices covering topics including age and time, A Comprehensive French Grammar, Sixth Edition is an indispensable tool for advanced students of French language and literature.A revised edition of this established, bestselling French grammarIncludes a new section on register and medium and offers expanded treatment of French punctuationFeatures numerous examples and sample sentences, and useful appendices covering topics including age, time, and dimension

  17. Teaching Grammar

    Michael Swan

    2008-01-01

    @@ The trouble with teaching grammar is that we are never quite sure whether it works or not:its effects are uncertain and hard to assess.Michael Swan looks at grammar teaching and the carry-over to spontaneous production by students.

  18. Performance Grammars

    Robinson, Jane J

    1974-01-01

    .... The theory of systematic variation affords better direction for gathering data on rule-governed language use and a means for representing the results in formal grammars that predict speech behavior...

  19. The Nature of Grammar

    王楠

    2012-01-01

    This paper describes the nature of grammar as "universalness". The universal grammar indicates that all the languages in the world have identical grammar. This is discussed from three aspects, which gives insight into grammar acquisition.

  20. Grammar and vocabulary for First and First for schools with answers

    Thomas, Barbara; Matthews, Laura

    2015-01-01

    Grammar and Vocabulary reference and practice for the revised Cambridge English: First (FCE) and Cambridge English: First (FCE) for Schools from 2015 Cambridge Grammar and Vocabulary for First and First for Schools provides complete coverage of the grammar and vocabulary needed for the Cambridge First exams, and develops listening skills at the same time. It includes the full range of First and First for Schools exam tasks from the Reading and Use of English, Writing and Listening papers, and contains helpful grammar explanations. This edition is updated for the new exam to be introduced from 2015. It is informed by the Cambridge Learner Corpus to ensure that the language tackles real learner errors. The accompanying listening material is available online for download.

  1. LL-regular grammars

    Nijholt, Antinus

    1980-01-01

    Culik II and Cogen introduced the class of LR-regular grammars, an extension of the LR(k) grammars. In this paper we consider an analogous extension of the LL(k) grammars called the LL-regular grammars. The relation of this class of grammars to other classes of grammars will be shown. Any LL-regular

  2. REEP Grammar Favorites.

    Arlington County Public Schools, VA. REEP, Arlington Education and Employment Program.

    This document provides the Arlington Education and Employment Program's (REEP) favorite techniques for teaching English-as-a-Second-Language (ESL) grammar. The focus, levels, and materials needed are presented for each of the techniques as well as the steps to follow. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL)

  3. Revised legislation affecting the transport of radioactive materials

    Rowlands, R.P.

    1976-01-01

    The revised edition of the model Regulations for the safe transport of radioactive materials (1973, Vienna, International Atomic Energy Agency Safety Series no.6) has acted as the basis for the conditions of carriage and regulatory requirements in Great Britain. The changes introduced in this revised edition are discussed, and the current Regulations and Codes of Practice covering U.K. and international transport by road, sea, rail and air reviewed. (U.K.)

  4. Analyzing critical material demand: A revised approach.

    Nguyen, Ruby Thuy; Fishman, Tomer; Zhao, Fu; Imholte, D D; Graedel, T E

    2018-07-15

    Apparent consumption has been widely used as a metric to estimate material demand. However, with technology advancement and complexity of material use, this metric has become less useful in tracking material flows, estimating recycling feedstocks, and conducting life cycle assessment of critical materials. We call for future research efforts to focus on building a multi-tiered consumption database for the global trade network of critical materials. This approach will help track how raw materials are processed into major components (e.g., motor assemblies) and eventually incorporated into complete pieces of equipment (e.g., wind turbines). Foreseeable challenges would involve: 1) difficulty in obtaining a comprehensive picture of trade partners due to business sensitive information, 2) complexity of materials going into components of a machine, and 3) difficulty maintaining such a database. We propose ways to address these challenges such as making use of digital design, learning from the experience of building similar databases, and developing a strategy for financial sustainability. We recommend that, with the advancement of information technology, small steps toward building such a database will contribute significantly to our understanding of material flows in society and the associated human impacts on the environment. Copyright © 2018 Elsevier B.V. All rights reserved.

  5. English grammar a university course

    Downing, Angela

    2014-01-01

    This best-selling comprehensive descriptive grammar forms a complete course, ideal for all students studying English Language ,whether on a course or for self-study. Broadly based on Hallidayan systemic-functional grammar but also drawing on cognitive linguistics and discourse analysis, English Grammar is accessible, avoiding overly theoretical or technical explanations.Divided into 12 self-contained chapters based around language functions, each chapter is divided into units of class-length material. Key features include:Numerous authentic texts from a wide range of sources, both spoken and w

  6. Forest Grammar(Ⅰ)

    张松懋

    1994-01-01

    Forest grammar,a new type of high-dimensional grammar,is proposed in this paper,of which both the left and the right parts of every production are concatenations of tree structures.A classification of forest grammar is studied,especially,a subclass of the forest grammar,i.e.the context-sensitive forest grammar,and one of its subclasses is defined,called the weak precedence forest grammar.

  7. Grammar and Context in Functional Discourse Grammar

    Hengeveld, K.; Mackenzie, J.L.

    2014-01-01

    This article presents a proposal for the organization of the Contextual Component in Functional Discourse Grammar. A guiding principle in this proposal is that, given the fact that Functional Discourse Grammar is a theory of grammar, the Contextual Component should provide the information that is

  8. Grammar! A Conference Report.

    King, Lid, Ed.; Boaks, Peter, Ed.

    Papers from a conference on the teaching of grammar, particularly in second language instruction, include: "Grammar: Acquisition and Use" (Richard Johnstone); "Grammar and Communication" (Brian Page); "Linguistic Progression and Increasing Independence" (Bernardette Holmes); "La grammaire? C'est du bricolage!" ("Grammar? That's Hardware!") (Barry…

  9. Grammar and Communication

    刘辉

    2007-01-01

    Instead of being a boring subject, grammar is in fact one of the most exciting, creative, relevant subjects. It is sometimes described as the skeleton of a language, but it is much more than bones. It is the language's heartbeat, for without grammar; there can be no meaningful or effective communication. And grammar has different definitions and categories according to different contexts. By first reviewing the past linguists, especially those grammarians and their research, the paper makes some comparisons between some categories of grammar and puts forward that there is no 'good' or 'bad' grammar but knowing grammar or knowing about grammar really has a close relationship with effective communication.

  10. Reading and Grammar Learning through Mobile Phones

    Wang, Shudong; Smith, Simon

    2013-01-01

    This paper describes an ongoing language-learning project, three years into its development. We examine both the feasibility and the limitations of developing English reading and grammar skills through the interface of mobile phones. Throughout the project, reading and grammar materials were regularly sent to students' mobile phones. Students read…

  11. Snowball Throwing in Teaching Grammar

    Yanuarti Apsari

    2018-05-01

    Full Text Available The aims of this study are to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. The research was conducted at STKIP Siliwangi Bandung. This study applied qualitative research involving one class consisting of second semester students in English Department who were taking the subject of foundation of English Grammar. The data were obtained from classroom observation and students’ interview. The findings showed that there are seven stages in implementing snowball throwing in teaching grammar. The stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. In addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving students’ comprehension in learning grammar, creating enjoyable learning atmosphere, increasing students’ vocabulary, developing students’ speaking skill, developing students’ cooperation skill and increasing students’ participation in the class.

  12. The Use Of Authentic Materials In Improving Learners’ Understanding In Using Grammar: A Case Study At Pamulang University And Binus University

    Djasminar Anwar

    2012-11-01

    Full Text Available This study discusses the use of authentic materials for non-English Department Students at Pamulang University, Tangerang, and BINUS University, Jakarta. Both universities have classes of English III which uses published materials and TOEFL course books. Authentic materials are provided to support the materials in the compulsory textbook. It is done to encourage students to more understand the grammar. The approach used in this study involves a pre-test, quizzes, and a post test. All these tools are used to measure whether there is a progress of the students’ performance. The students’ progress is summarized and shown in tables. Additionally, at the end of the semester, after the post test is given, a questionnaire is distributed to the students to know the students’ opinion about the provided authentic materials.

  13. Forest Grammar (Ⅱ)

    张松懋

    1994-01-01

    The syntactic parsing algorithm of weak precedence forest grammar has been introduced and the correctness and unambiguity of this algorithm have been proved. An example is given to the syntactic parsing procedure of weak precedence forest grammar.

  14. On Construction Grammar

    XIAO Kunxue

    2005-01-01

    Constructionist approach with its brand-new perspective has begun to demonstrate its dynamic power. This paper attempts to review the basic ideas, achievements and comparison with generative grammar of Construction Grammar and generalize some problems and future research prospects.

  15. Presenting New Grammar

    WU Cai-ling; WANG Xi

    2015-01-01

    More and more researchers have now agreed upon the necessity of teaching grammar, but it still remains controversial as how to teach the forms, with the central consideration of not to harm the meaning-focused communicative teaching method. In this essay, one of the issues in grammar teaching will be discussed as how to present new grammar to learners, through evaluating and modifying a particular presentation activity in a grammar-teaching textbook.

  16. Understanding the Models of Grammar

    Mahaputri, Ratna Andhika

    2013-01-01

    This article provides comprehensive explanation about several models of grammar. The first model of grammar which is explained is considered from the functional grammar and associated with the American linguist Noam Chomsky that is Transformational Grammar. This model of grammar is consisted of three components they are phrase structure rule, the lexicon, and transformation. The second model of grammar which is explained in this article is Minimalist Grammar. This article also compares her...

  17. Functional and cognitive grammars

    Anna Siewierska

    2011-01-01

    This paper presents a comprehensive review of the functional approach and cognitive approach to the nature of language and its relation to other aspects of human cognition. The paper starts with a brief discussion of the origins and the core tenets of the two approaches in Section 1. Section 2 discusses the similarities and differences between the three full-fledged structural functional grammars subsumed in the functional approach: Halliday's Systemic Functional Grammar (SFG), Dik's Functional Grammar (FG), and Van Valin's Role and Reference Grammar (RRG). Section 3 deals with the major features of the three cognitive frameworks: Langacker's Cognitive Grammar (CG), Goldberg's Cognitive Construction Grammar (CCG), and Croft's Radical Construction Grammar (RCG). Section 4 compares the two approaches and attempts to provide a unified functional-cognitive grammar. In the last section, the author concludes the paper with remarks on the unidirectional shift from functional grammar to cognitive grammar that may indicate a reinterpretation of the traditional relationship between functional and cognitive models of grammar.

  18. Revised

    Johannsen, Vivian Kvist; Nord-Larsen, Thomas; Riis-Nielsen, Torben

    This report is a revised analysis of the Danish data on CO2 emissions from forest, afforestation and deforestation for the period 1990 - 2008 and a prognosis for the period until 2020. Revision have included measurements from 2009 in the estimations. The report is funded by the Ministry of Climate...

  19. Essential French grammar

    Thacker, Mike

    2014-01-01

    Essential French Grammar is an innovative reference grammar and workbook for intermediate and advanced undergraduate students of French (CEFR levels B2 to C1). Its clear explanations of grammar are supported by contemporary examples and lively cartoon drawings.  Each chapter contains: * real-life language examples in French, with English translations * a 'key points' box and tables that summarise grammar concepts * a variety of exercises to reinforce learning * a contemporary primary source or literary extract to illustrate grammar in context. To aid your understanding, this book also contains a glossary of grammatical terms in French and English, useful verb tables and a key to the exercises. Together, these features all help you to grasp complex points of grammar and develop your French language skills.

  20. French grammar in context

    Jubb, Margaret

    2013-01-01

    Instructors' edition without answer keysDiscount of 20% offered when 10 ebooks are sold- e.g. they will be sold for 263.60/ £151.90 instead of 329.50/£189.90French Grammar in Context presents a unique and exciting approach to learning grammar. Authentic texts from a rich variety of sources, literary and journalistic, are used as the starting point for the illustration and explanation of key areas of French grammar. Each point is consolidated with a wide range of written and spoken exercises. Grammar is presented not as an end in itself, but as a

  1. 76 FR 43631 - Revision of the Materiality to Patentability Standard for the Duty To Disclose Information in...

    2011-07-21

    ... 0651-AC58 Revision of the Materiality to Patentability Standard for the Duty To Disclose Information in... revise the standard for materiality for the duty to disclose information in patent applications and... revise the materiality standard for the duty to disclose to match the materiality standard, as defined in...

  2. Grammar-translation and CLT in L2 Grammar Teaching

    缪杉莎

    2013-01-01

    This paper puts forward to compare teaching method between grammar-translation and CLT in grammar teaching. Gram⁃mar leaning is a basic concept in English learning as grammar is an important element in a communicative approach to language. This paper discussed CLT method can help and encourage student to study, however, grammar-translation method is able to under⁃stand.

  3. Grammar and Teaching ESL

    Morrissey, Glenda; Young, Barbara N.

    2005-01-01

    The variety of theories relating to teaching ESL learners leads to contradictory ideas about teaching a second language. This paper focuses on the continuing importance of grammar in teaching and the current resurgence in interest in returning to grammar as an important component in the classroom.

  4. REFLECTIONS ON GRAMMAR TEACHING

    2000-01-01

    This article aims to answer three questions:(1)Why there exists a discrepancy between the learner’sgrammar knowledge and their communicative skills?(2)What problems are there with grammar tests andteaching?(3)How should grammar be taught as"away of talking"rather than"a description of rules"?

  5. GRAMMAR IN LANGUAGE TEACHING

    Jiang Nongxin

    2003-01-01

    @@ 1 Definition of grammar Grammar is the science dealing with the systematic rules of a language, its forms, inflections, syntax, and the art of using them correctly. It is summarized from language use and practice, and reflects the logic of thinking in people's speech or writing.

  6. The Grammar Movie Project

    Kreutner, Edith

    2015-01-01

    In this case study, I will show how directing a movie on grammar can help students improve their oral skills as well as their language competency, team working and planning skills, and also teach them about learning itself. I will present an innovative teaching project that uses the medium of film to get students engaged with grammar and that aims…

  7. 78 FR 37132 - Approval and Promulgation of Implementation Plans; Revised Format for Materials Being...

    2013-06-20

    ... Promulgation of Implementation Plans; Revised Format for Materials Being Incorporated by Reference for Florida... the ``good cause'' exemption in section 553(b)(3)(B) of the Administrative Procedure Act (APA) which... recodification and miscellaneous revisions to the Florida SIP. EPA also finds that there is good cause under APA...

  8. 76 FR 41705 - Approval and Promulgation of Implementation Plans; New York; Revised Format of Materials Being...

    2011-07-15

    ...-year period, EPA will review its experience with the new table format and will decide whether or not to... the APA, since the reorganization and codification of the revised format for denoting IBR of the state... Promulgation of Implementation Plans; New York; Revised Format of Materials Being Incorporated by Reference...

  9. Phonology without universal grammar.

    Archangeli, Diana; Pulleyblank, Douglas

    2015-01-01

    The question of identifying the properties of language that are specific human linguistic abilities, i.e., Universal Grammar, lies at the center of linguistic research. This paper argues for a largely Emergent Grammar in phonology, taking as the starting point that memory, categorization, attention to frequency, and the creation of symbolic systems are all nonlinguistic characteristics of the human mind. The articulation patterns of American English rhotics illustrate categorization and systems; the distribution of vowels in Bantu vowel harmony uses frequencies of particular sequences to argue against Universal Grammar and in favor of Emergent Grammar; prefix allomorphy in Esimbi illustrates the Emergent symbolic system integrating phonological and morphological generalizations. The Esimbi case has been treated as an example of phonological opacity in a Universal Grammar account; the Emergent analysis resolves the pattern without opacity concerns.

  10. Subverting the grammar

    Bárbara Amaral da Silva

    2015-03-01

    Full Text Available From the notion of parody, credibility and legitimacy, coming mainly from studies in discourse analysis, and ideas from the sociolinguistic we intend to develop a brief comparison between the Expositive Grammar – Advanced Course (46st ed.:1926 of Eduardo Carlos Pereira, who initially presents itself as a merely descriptive grammar, and the Portuguese Grammar by the Confused Method, written by Mendes Fradique (4st ed.: 1985. We observed that the first one claims to be “expositive” when it is cle­arly prescriptive. The work of Mendes Fradique uses humor and irony to parody pres­criptive grammars, criticizing the “good use”. In order to prove the above statement, we selected some of the concepts presented by those works, checking the position taken by each one. Among them is the very concept of grammar, language etc.

  11. Compiler generation based on grammar inheritance

    Aksit, Mehmet; Mostert, Rene; Haverkort, Boudewijn R.H.M.

    1990-01-01

    The concept of grammar inheritance is introduced. Grammar inheritance is a structural organization of grammar rules by which a grammar inherits rules from ancestor grammars or may have its own rules inherited by descendant grammars. Grammar inheritance supports reusability and extensibility of

  12. Spoken Grammar for Chinese Learners

    徐晓敏

    2013-01-01

    Currently, the concept of spoken grammar has been mentioned among Chinese teachers. However, teach-ers in China still have a vague idea of spoken grammar. Therefore this dissertation examines what spoken grammar is and argues that native speakers’ model of spoken grammar needs to be highlighted in the classroom teaching.

  13. A Brief Survey of Grammar

    陈福生

    1984-01-01

    @@ There are two kinds of grammar, prescriptive grammar and descriptive grammar. The prescriptive grammar gives orders how a language ought to be used rather than simply describing how it is used.This type of grammar lays down a lot of rules for the student to follow but the gifted philologist Edward Sapir points out that all grammatical rules leak. This type of grammar also warns the student against what are called ‘Shall-nots', but these ‘Shall-nots' are more likely to cause the student muchconcern rather than helping him to exprese his ideas in English. On the contrary, the descriptive grammar just describes how a language is used.

  14. Vector grammars and PN machines

    蒋昌俊

    1996-01-01

    The concept of vector grammars under the string semantic is introduced.The dass of vector grammars is given,which is similar to the dass of Chomsky grammars.The regular vector grammar is divided further.The strong and weak relation between the vector grammar and scalar grammar is discussed,so the spectrum system graph of scalar and vector grammars is made.The equivalent relation between the regular vector grammar and Petri nets (also called PN machine) is pointed.The hybrid PN machine is introduced,and its language is proved equivalent to the language of the context-free vector grammar.So the perfect relation structure between vector grammars and PN machines is formed.

  15. RADTRAN II: revised computer code to analyze transportation of radioactive material

    Taylor, J.M.; Daniel, S.L.

    1982-10-01

    A revised and updated version of the RADTRAN computer code is presented. This code has the capability to predict the radiological impacts associated with specific schemes of radioactive material shipments and mode specific transport variables

  16. Grammar and Grammar Teaching——A Reflective Journal of Grammar and Communication

    周佳

    2010-01-01

    @@ 1 Introduction When we talk about grammar, we will usually refer to the detailed instruction rules of grammar. In China, grammar is usually taught explicitly in formal instructions, which is different from that in some western countries. So there are some controversial questions coming out: Should there be formal instruction of grammar?

  17. Triumph through Texting: Restoring Learners' Interest in Grammar

    Hedjazi Moghari, Mona; Marandi, S. Susan

    2017-01-01

    It is usually the case that learners of English as a foreign language (EFL) are exposed to language materials in class only, and of course in such a short space of time, they do not always find enough chance to practice English grammar features and become aware of their grammar mistakes. As a potential solution to this problem, the current study…

  18. French grammar for dummies

    Mazet, Veronique

    2013-01-01

    The easy way to master French grammar French Grammar For Dummies is a logical extension and complement to the successful language learning book, French For Dummies. In plain English, it teaches you the grammatical rules of the French language, including parts of speech, sentence construction, pronouns, adjectives, punctuation, stress and verb tenses, and moods. Throughout the book, you get plenty of practice opportunities to help you on your goal of mastering basic French grammar and usage. Grasp the grammatical rules of French including parts of speech, sentenc

  19. The blue book of grammar and punctuation an easy-to-use guide with clear rules, real-world examples, and reproducible quizzes

    Straus, Jane; Stern, Tom

    2014-01-01

    A revised and updated new edition of the bestselling workbook and grammar guide The Blue Book of Grammar and Punctuation is a concise, entertaining workbook and guide to English grammar, punctuation, and usage. This user-friendly resource includes simple explanations of grammar, punctuation, and usage; scores of helpful examples; dozens of reproducible worksheets; and pre- and post-tests to help teach grammar to students of all ages. Appropriate for virtually any age range, this authoritative guide makes learning English grammar and usage simple and fun. This updated Eleventh Edition reflects

  20. Importance of Grammar in English Teaching

    赵天毓

    2011-01-01

    Grammar teaching is one of the most difficult and important points in the middle school. However, there exist some problems with present grammar teaching, such as students' poor knowledge of grammar, improper teaching methods and the ignorance of grammar

  1. Kinder Lernen Deutsch. Materials Project Part I. Revised.

    American Association of Teachers of German.

    The Kinder Lernen Deutsch (LKD) materials evaluation project identifies materials appropriate for the elementary school German classrooms in grades K-8. This guide consists of an annotated bibliography, with ratings, of these materials. The guiding principles by which the materials were assessed were: use of the communicative approach; integration…

  2. Functional discourse grammar: pragmatic aspects

    Hannay, M.; Hengeveld, K.; Brisard, F.; Östman, J.O.; Verschueren, J.

    2009-01-01

    This chapter introduces Functional Discourse Grammar, focusing on the way in which this model is capable of accounting for the grammatical encoding of pragmatic distinctions and for the typological variation found in this area of grammar.

  3. Strictness Analysis for Attribute Grammars

    Rosendahl, Mads

    1992-01-01

    interpretation of attribute grammars. The framework is used to construct a strictness analysis for attribute grammars. Results of the analysis enable us to transform an attribute grammar such that attributes are evaluated during parsing, if possible. The analysis is proved correct by relating it to a fixpoint...... semantics for attribute grammars. An implementation of the analysis is discussed and some extensions to the analysis are mentioned....

  4. Closure properties of Watson-Crick grammars

    Zulkufli, Nurul Liyana binti Mohamad; Turaev, Sherzod; Tamrin, Mohd Izzuddin Mohd; Azeddine, Messikh

    2015-12-01

    In this paper, we define Watson-Crick context-free grammars, as an extension of Watson-Crick regular grammars and Watson-Crick linear grammars with context-free grammar rules. We show the relation of Watson-Crick (regular and linear) grammars to the sticker systems, and study some of the important closure properties of the Watson-Crick grammars. We establish that the Watson-Crick regular grammars are closed under almost all of the main closure operations, while the differences between other Watson-Crick grammars with their corresponding Chomsky grammars depend on the computational power of the Watson-Crick grammars which still need to be studied.

  5. k-visit Attribute Grammars

    Nielson, Hanne Riis; Skyum, S.

    1981-01-01

    It is shown that any well-defined attribute grammar is k-visit for some k. Furthermore, it is shown that given a well-defined grammar G and an integer k, it is decidable whether G is k-visit. Finally it is shown that the k-visit grammars specify a proper hierarchy with respect to translations...

  6. The Necessity of Grammar Teaching

    Wang, Fengjuan

    2010-01-01

    Mastering grammar is the foundation in the proficiency of a language. Grammar teaching is also an essential part of language teaching. However, with the communicative approach was introduced into China, many foreign language teachers gradually make little of grammar teaching. In terms of the theory of linguistics, this paper specifically explores…

  7. Introducing English grammar

    Borjars, Kersti

    2013-01-01

    Answering key questions such as 'Why study grammar?' and 'What is standard English?', Introducing English Grammar guides readers through the practical analysis of the syntax of English sentences. With all special terms carefully explained as they are introduced, the book is written for readers with no previous experience of grammatical analysis. It is ideal for all those beginning their study of linguistics, English language or speech pathology, as well as students with primarily literary interests who need to cover the basics of linguistic analysis. The approach taken is in line with current research in grammar, a particular advantage for students who may go on to study syntax in more depth. All the examples and exercises use real language taken from newspaper articles, non-standard dialects and include excerpts from studies of patients with language difficulties. Students are encouraged to think about the terminology as a tool kit for studying language and to test what can and cannot be described using thes...

  8. TEACHING GRAMMAR IN CONTEXT: WHY AND HOW?

    Noor Maulidiyah

    2017-01-01

    Grammar is an important component of English. Without grammar, it is not possible to communicate meaning successfully. Therefore, teachers and educators have to pay close attention to teaching grammar effectively. Based on the writer‘s experience in teaching grammar using the traditional way, many students still had difficulty in acquiring the grammar points. The grammar meetings were not effective, and the students did not thoroughly understand the grammar exercises. The students seemed bore...

  9. Abductive Logic Grammars

    Christiansen, Henning; Dahl, Veronica

    2009-01-01

    By extending logic grammars with constraint logic, we give them the ability to create knowledge bases that represent the meaning of an input string. Semantic information is thus defined through extra-grammatical means, and a sentence's meaning logically follows as a by-product of string rewriting....... We formalize these ideas, and exemplify them both within and outside first-order logic, and for both fixed and dynamic knowledge bases. Within the latter variety, we consider the usual left-to-right derivations that are traditional in logic grammars, but also -- in a significant departure from...

  10. French grammar and usage

    Hawkins, Roger

    2015-01-01

    Long trusted as the most comprehensive, up-to-date and user-friendly grammar available, French Grammar and Usage is a complete guide to French as it is written and spoken today. It includes clear descriptions of all the main grammatical phenomena of French, and their use, illustrated by numerous examples taken from contemporary French, and distinguishes the most common forms of usage, both formal and informal.Key features include:Comprehensive content, covering all the major structures of contemporary French User-friendly organisation offering easy-to-find sections with cross-referencing and i

  11. English Grammar For Dummies

    Ward, Lesley J

    2009-01-01

    If you're confused by commas, perplexed by pronouns, and plain terrified by tenses, English Grammar For Dummies will put your fears to rest. Packed with expert guidance, it covers everything from sentence basics to rules even your English teacher didn't know - if you want to brush up on your grammar, this is the only guide you'll ever need. Discover how to: avoid common grammatical errors; get to grips with apostrophes; structure sentences correctly; use verbs and find the right tense; and decide when to use slang or formal English.  

  12. Grammar and Grammaring: Toward Modes for English Grammar Teaching in China

    Nan, Chengyu

    2015-01-01

    The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar…

  13. Remote material handling in the Plutonium Immobilization Project. Revision 1

    Brault, J.R.

    2000-01-01

    With the downsizing of the US and Russian nuclear stockpiles, large quantities of weapons-usable plutonium in the US are being declared excess and will be disposed of by the Department of Energy Fissile Materials Disposition Program. To implement this program, DOE has selected the Savannah River Site (SRS) for the construction and operation of three new facilities: pit disassembly and conversion; mixed oxide fuel fabrication; and plutonium immobilization. The Plutonium Immobilization Project (PIP) will immobilize a portion of the excess plutonium in a hybrid ceramic and glass form containing high level waste for eventual disposal in a geologic repository. The PIP is divided into three distinct operating areas: Plutonium Conversion, First Stage Immobilization, and Second Stage Immobilization. Processing technology for the PIP is being developed jointly by the Lawrence Livermore National Laboratory and Westinghouse Savannah River Company. This paper will discuss development of the automated unpacking and sorting operations in the conversion area, and the automated puck and tray handling operations in the first stage immobilization area. Due to the high radiation levels and toxicity of the materials to be disposed of, the PIP will utilize automated equipment in a contained (glovebox) facility. Most operations involving plutonium-bearing materials will be performed remotely, separating personnel from the radiation source. Source term materials will be removed from the operations during maintenance. Maintenance will then be performed hands on within the containment using glove ports

  14. SERIOUS GRAMMAR CAN BE FUN

    1996-01-01

    IntroductionToday many Chinese students think of English grammar as an unpopular and difficult part of theirEnglish lessons Even more worryingly,that attitude is one they have usually picked up from theirteachers.Namely,grammar seems to be hard work for EFL teachers and students.So should grammarteaching be abolishedWhy do many teachers and students take a negative attitude toward grammarInthis paper,first,I will attempt to discuss the place of grammar in EFL teaching.Next,I will outline thetraditional methods of grammar teaching and the results of this kind of grammar teaching.Finally,I willput forward some suggestions on how to make grammar teaching more interesting in Chinese classrooms.

  15. 75 FR 63 - Hazardous Materials: Revision to Requirements for the Transportation of Batteries and Battery...

    2010-01-04

    ... contained in equipment, fuel cell systems must not charge batteries during transport; (3) For transportation... 2137-AE54 Hazardous Materials: Revision to Requirements for the Transportation of Batteries and Battery... batteries and battery-powered devices. This final rule corrects several errors in the January 14, 2009 final...

  16. A grammar of Lepcha

    Plaisier, Heleen

    2006-01-01

    This book is a descriptive grammar of Lepcha, a Tibeto-Burman language spoken in Sikkim, Darjeeling district in West Bengal in India, in Ilam district in Nepal, and in a few villages of Samtsi district in south-western Bhutan. The data for this study were collected during several sojourns amongst

  17. Grammar Maturity Model

    Zaytsev, V.; Pierantonio, A.; Schätz, B.; Tamzalit, D.

    2014-01-01

    The evolution of a software language (whether modelled by a grammar or a schema or a metamodel) is not limited to development of new versions and dialects. An important dimension of a software language evolution is maturing in the sense of improving the quality of its definition. In this paper, we

  18. Existential Grammar for Composition.

    Merchant, Frank

    The teaching of grammar has been in sad decline since medieval times, when it included the whole skill of creating in language. Our textbook community has moved through a series of ineffective fashions, from those of Fries to post-Chomsky. All have presumed to replace prescriptive rules with realistic explanations. But all have fallen, like the…

  19. A Grammar of Bih

    Nguyen, Tam Thi Minh

    2013-01-01

    Bih is a Chamic (Austronesian) language spoken by approximately 500 people in the Southern highlands of Vietnam. This dissertation is the first descriptive grammar of the language, based on extensive fieldwork and community-based language documentation in Vietnam and written from a functional/typological perspective. The analysis in this work is…

  20. Negotiated Grammar Transformation

    V. Zaytsev (Vadim)

    2012-01-01

    htmlabstractIn this paper, we study controlled adaptability of metamodel transformations. We consider one of the most rigid metamodel transformation formalisms — automated grammar transformation with operator suites, where a transformation script is built in such a way that it is essentially meant

  1. Knowing Chinese character grammar.

    Myers, James

    2016-02-01

    Chinese character structure has often been described as representing a kind of grammar, but the notion of character grammar has hardly been explored. Patterns in character element reduplication are particularly grammar-like, displaying discrete combinatoriality, binarity, phonology-like final prominence, and potentially the need for symbolic rules (X→XX). To test knowledge of these patterns, Chinese readers were asked to judge the acceptability of fake characters varying both in grammaticality (obeying or violating reduplication constraints) and in lexicality (of the reduplicative configurations). While lexical knowledge was important (lexicality improved acceptability and grammatical configurations were accepted more quickly when also lexical), grammatical knowledge was important as well, with grammaticality improving acceptability equally for lexical and nonlexical configurations. Acceptability was also higher for more frequent reduplicative elements, suggesting that the reduplicative configurations were decomposed. Chinese characters present an as-yet untapped resource for exploring fundamental questions about the nature of the human capacity for grammar. Copyright © 2015 Elsevier B.V. All rights reserved.

  2. Regular extensions of some classes of grammars

    Nijholt, Antinus

    Culik and Cohen introduced the class of LR-regular grammars, an extension of the LR(k) grammars. In this report we consider the analogous extension of the LL(k) grammers, called the LL-regular grammars. The relations of this class of grammars to other classes of grammars are shown. Every LL-regular

  3. Utilisation de l'assistant grammatical Antidote dans le cadre d'activités de révision - Analyse exploratoire de protocoles d'observation Using Antidote in Revision Tasks: An Exploratory Study of Grammar Checker Usage Through Verbal Protocol Analysis

    Patrick Durel

    2006-06-01

    Full Text Available Cette étude examine les opérations mentales d'apprenants utilisant l'assistant grammatical Antidote en phase de révision de leurs productions écrites. Analysant des données obtenues à partir de la méthode des protocoles verbaux, ce travail montre comment ce type d'activité de révision assistée par ordinateur conduit l'apprenant à manipuler, construire, renforcer ou élargir le champ d'application de ses connaissances, qu'elles soient déclaratives ou procédurales. Les éléments dégagés indiquent que l'utilisation d'Antidote peut être vecteur d'apprentissage et offrent quelques pistes permettant de concevoir des activités de révision assistée par ordinateur qui s'inscrivent dans le cadre d'une didactique de la production scripturale.This study explores learners' cognitive processes when using the grammar assistant software Antidote during the revision phase of their composition. Analysing data obtained using a hybrid form of verbal protocols, it shows how computer-assisted revision activity can lead learners to manipulate, build or reinforce declarative and procedural knowledge. We argue that using grammar assistant software can be conducive to learning. The results of the analysis provide an insight into how such a tool can be integrated into classroom activities, contributing to writing quality and the acquisition of revision strategies.

  4. Interactive Russian Grammar: The Case System

    Rimma Gam

    2009-01-01

    Full Text Available My paper addresses a problem many of us in North American college language programs confront regularly, the solution to which regularly and frustratingly remains just out of our reach. I refer to the teaching of the most basic and most crucial element of Russian grammar, namely, its case system, and teaching it to our students whose native language, English, does not have such a system. As I teach the Russian cases, I see vividly the disconnect between grammar presented for students (simplified, episodic, based on the "pick it up along the way" principle and the learned papers on Russian grammar by linguists, which are barely comprehensible to a non-linguist. Materials in the middle are lacking-materials to help a literature professor acting as a "de facto" language instructor understand and address the needs of students as they learn this crucial segment of basic Russian grammar. This core element of Russian grammar is presented to students in the first year of college language study, is revisited in the second year, and very often by the third year students either manage to completely block it out from their memory (as if it were some traumatic experience that happened "a long time ago"-that is, before .summer break-but most importantly due to the lack of practice or demonstrate a partial or even complete lack of understanding or misunderstanding of this system forcing us to deal with it again in the third year. Not only is it frustrating for both the students and the language instructor; but from the point of view of their overall proficiency, the lack of control of the case system holds our students back. There can be no talk of advanced language proficiency without a complete and automatic mastery of this basic system. Unfortunately, regardless of the specific textbooks used, the students very often manage not to have a general idea and mastery of this system even by the third year of study.

  5. How to Learn English Grammar?

    肖琳燃

    2017-01-01

    Grammar is an aspect of language about which learners have different opinions. Some learners are very interested in ifnding out or learning grammar rules and doing lots of grammar exercises. Others hate grammar and think it is the most boring part of learning a new language. Whatever opinion you have, however, you cannot escape from grammar; it is in every sentence you read or write, speak or hear. Grammar is simply the word for the rules that people follow when they use a language. We need those rules in the same way as we need the rules in a game. If there are no rules, or if everybody follows their own rules, the game would soon break down. It's the same with language; without rules we would not be able to communicate with other people. So you cannot escape from grammar, but the key question here is: what is the best way to learn grammar? You can learn the rules of a game by simply playing the game. You will certainly make mistakes; you may even get hurt. Eventually, however, you will know how to play. Of course, the rules of a language are very much more complicated than the rules of any game, but in fact this is exactly how you learned your own language. Nobody taught you the rules of your mother tongue as you were growing up but now you never make a grammar mistake.

  6. The Teaching of English Grammar

    祖凤霞

    2009-01-01

    Acquiring the grammar system is vital in the foreign language learning, and there has always been the debate on how learners can best acquire the English grammar. Inthis paper, two methods for teaching grammar will be presented--traditional practice and consciousness-raising. Both thetwo methods have their ad-vantages and disadvantages. But in practice, it is a better idea to combine different methods to make grammar teaching more effective. In addition, the consideration of different individual learners is also very important.

  7. XPath Node Selection over Grammar-Compressed Trees

    Sebastian Maneth

    2013-11-01

    Full Text Available XML document markup is highly repetitive and therefore well compressible using grammar-based compression. Downward, navigational XPath can be executed over grammar-compressed trees in PTIME: the query is translated into an automaton which is executed in one pass over the grammar. This result is well-known and has been mentioned before. Here we present precise bounds on the time complexity of this problem, in terms of big-O notation. For a given grammar and XPath query, we consider three different tasks: (1 to count the number of nodes selected by the query, (2 to materialize the pre-order numbers of the selected nodes, and (3 to serialize the subtrees at the selected nodes.

  8. Regulations for the Safe Transport of Radioactive Materials. 1964 Revised Edition

    1965-01-01

    In 1961 the International Atomic Energy Agency, within the framework of its statutory functions and in accordance with recommendations made by its Preparatory Commission and by the Economic and Social Council of the United Nations, published safety regulations which could be applied to the national and international transport of radio active materials by all means of transport. At the same time, the Director General of the Agency indicated that these regulations would be revised at appropriate intervals in consultation with Member States and the organizations concerned and invited suggestions for their improvement in the light of experience and increased knowledge. In preparing the revised regulations presented in this document, the Agency has received considerable support from its Member States and the organizations concerned, which have made extensive studies and suggestions in order to assist in its work. The Agency also convened several meetings of experts from its Member States and of representatives of a number of international organizations, and has been represented in several meetings convened by those organizations. In publishing the revised transport regulations which result from that co-ordinated effort, the Agency aims at proposing a lasting framework of principles and rules, complemented by appropriate technical data, acceptable for the safe transport of radio active materials by air, land and water. In particular, the developments which have been introduced concerning the packaging requirements, the nuclear safety criteria for the transport of fissile materials and the methods for testing packages should facilitate the international acceptance of packages by the authorities concerned. The Board of Governors of the Agency approved the revised regulations in June and September 1964. It authorized the Director General to apply them, as appropriate, to Agency operations and Agency assisted operations and to recommend to Member States and to the

  9. Generic Graph Grammar: A Simple Grammar for Generic Procedural Modelling

    Christiansen, Asger Nyman; Bærentzen, Jakob Andreas

    2012-01-01

    in a directed cyclic graph. Furthermore, the basic productions are chosen such that Generic Graph Grammar seamlessly combines the capabilities of L-systems to imitate biological growth (to model trees, animals, etc.) and those of split grammars to design structured objects (chairs, houses, etc.). This results...

  10. Explicit teaching of grammar and improvement in the grammar of ...

    Explicit teaching of grammar and improvement in the grammar of student writing. J Parkinson. Abstract. No Abstract. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD FULL TEXT. Article Metrics. Metrics Loading ... Metrics powered by PLOS ALM

  11. Teachers' Perceptions about Grammar Teaching

    Thu, Tran Hoang

    2009-01-01

    This study investigates English as a second language (ESL) teachers' beliefs in grammar teaching. A 32-item questionnaire was administered to 11 ESL teachers in a language school in California. The results show that the participants generally believe that the formal study of grammar is essential to the eventual mastery of a foreign or second…

  12. Object grammars and random generation

    I. Dutour

    1998-12-01

    Full Text Available This paper presents a new systematic approach for the uniform random generation of combinatorial objects. The method is based on the notion of object grammars which give recursive descriptions of objects and generalize context-freegrammars. The application of particular valuations to these grammars leads to enumeration and random generation of objects according to non algebraic parameters.

  13. Style representation in design grammars

    Ahmad, Sumbul; Chase, Scott Curland

    2012-01-01

    The concept of style is relevant for both the analysis and synthesis of designs. New styles are often formed by the adaptation of previous ones based on changes in design criteria and context. A formal characterization of style is given by shape grammars, which describe the compositional rules...... underlying a set of designs. Stylistic change can be modelled by grammar transformations, which allow the transformation of the structure and vocabulary of a grammar that is used to describe a particular style. In order for grammars to be useful beyond a single application, they should have the capability...... to be transformed according to changing design style needs. Issues of formalizing stylistic change necessitate a lucid and formal definition of style in the design language generated by a grammar. Furthermore, a significant aspect of the definition of style is the representation of aesthetic qualities attributed...

  14. Structural priming, action planning, and grammar.

    MacDonald, Maryellen C; Weiss, Daniel J

    2017-01-01

    Structural priming is poorly understood and cannot inform accounts of grammar for two reasons. First, those who view performance as grammar + processing will always be able to attribute psycholinguistic data to processing rather than grammar. Second, structural priming may be simply an example of hysteresis effects in general action planning. If so, then priming offers no special insight into grammar.

  15. The History of Modern Chinese Grammar Studies

    Peverelli, P.J.

    2015-01-01

    This book discusses the way Chinese scholars developed a national grammar. Chinese didnt develop grammar until Chinas contact with Western grammar books in the 19th Century. The first indigenous grammar was published in 1889. It included some traditional notions, but mainly imitated European

  16. Regulations for the safe transport of radioactive materials. 1973 revised edition (as amended).

    1979-01-01

    On the basis of a comprehensive review carried out by a panel of experts, a revised version of the International Atomic Energy Agency's Regulations for the Safe Transport of Radioactive Materials was approved by the Board of Governors in September 1972 and published in April 1973 as Safety Series No.6 - 1973 Revised Edition. Minor amendments, together with a number of changes of detail were promulgated by the Director General in 1975 and 1977. In October 1978, the Standing Advisory Group on the Safe Transport of Radioactive Materials, established by the Director General in 1977, reviewed and recommended a small number of additional amendments. The recommendations of SAGSTRAM were subsequently accepted by the Director General. All these minor amendments and changes of detail are incorporated in the present text of the Regulations. The purpose of these Regulations is to establish standards of safety which provide an acceptable level of control of the radiation hazards to persons, property and the environment that are associated with the transport of radioactive material. They apply to the transport by land, water or air, including transport on own account, of radioactive material other than that which is an integral part of the means of transport. Transport includes any operation incidental to the whole course of carriage, such as loading, unloading and storage in transit. The term includes both normal transport and that under accident conditions

  17. TEACHING GRAMMAR IN CONTEXT: WHY AND HOW?

    Noor Maulidiyah

    2017-04-01

    Then the paper explains the concept of context in teaching grammar and describes the reasons for teaching grammar in context. The last part of the paper demonstrates how grammar is taught in context. These sample lessons are taken from different sources based on experts when teaching grammar in context.Teaching grammar in context is more useful and can help the students to master English better.

  18. Classroom Grammar Teaching for Adult Learners

    石怡

    2014-01-01

    As Wight (1999, p.33) pointed out to“know a language was to know the grammar of it”, hence grammar teaching is usually the main approach in second or foreign language teaching. This paper presents an analysis from three aspects to il-lustrate why classroom grammar teaching benefits adult learners. However, if grammar is overstated, some negative results will occur. Therefore a balance between grammar teaching and communicative skill teaching is need, as is a balance between accuracy and fluency.

  19. English Grammar Workbook For Dummies

    O'Sullivan, Nuala

    2010-01-01

    English Grammar Workbook For Dummies, UK Edition is grammar First Aid for anyone wanting to perfect their English and develop the practical skills needed to write and speak correctly. Each chapter focuses on key grammatical principles, with easy-to-follow theory and examples as well as practice questions and explanations. From verbs, prepositions and tenses, to style, expressions and tricky word traps, this hands-on workbook is essential for both beginners looking to learn and practise the basics of English grammar, and those who want to brush up skills they already have - quickly, easily, and

  20. Practising French grammar a workbook

    Dr Roger Hawkins; Towell, Richard

    2015-01-01

    This new edition of Practising French Grammar offers a set of varied and accessible exercises for developing a practical awareness of French as it is spoken and written today. The lively examples and authentic texts and cartoons have been updated to reflect current usage. A new companion website provides a wealth of additional interactive exercises to help consolidate challenging grammar points. Practising French Grammar provides concise summaries of key grammatical points at the beginning of each exercise, as well as model answers to the exercises and translations of difficult words, making i

  1. Revision of the inventory and recycling scenario of active material in near-term PPCS models

    Pampin, R.; Massaut, V.; Taylor, N.P.

    2007-01-01

    A sound approach to the recycling of fusion irradiated material is being developed. Study of industry experience, and consideration of realistic processing routes and techniques, provide a more sensible estimation of recycling feasibility than earlier studies based on purely radiological criteria. Under this approach, the analysis of active material in two models of the power plant conceptual study (PPCS) has been revised in more detail and accounting for the latest design features, nuclear data and international guidelines. A careful inventory of the materials has been performed, and estimation made of the radiological characteristics of all PPCS tokamak components, for the first time studying individual constituents and materials. Evaluation has been made of time scales for the radioactivity to decay to predetermined levels, which represent the spectrum of technological difficulties posed by the nature of the irradiated material. Three main mechanisms for the optimization of the materials management strategy have been identified during the assessments: segregation of components into individual materials, in situ refurbishment and stringent impurity control

  2. Bringing Fun and Meaning into Grammar Learning: A Case Study of a Secondary-Level EFL Class in Hong Kong

    Hua, Congchao; Li, Bin

    2015-01-01

    Popular culture materials are generally believed to have positive effects on L2 learning. This study examined the effectiveness of popular culture materials in enhancing Hong Kong EFL students' grammar learning. In a quasi-experimental design, 20 secondary school students were taught grammar in two ways: with the use of popular culture materials,…

  3. Mathematical grammar of biology

    Yamagishi, Michel Eduardo Beleza

    2017-01-01

    This seminal, multidisciplinary book shows how mathematics can be used to study the first principles of DNA. Most importantly, it enriches the so-called “Chargaff’s grammar of biology” by providing the conceptual theoretical framework necessary to generalize Chargaff’s rules. Starting with a simple example of DNA mathematical modeling where human nucleotide frequencies are associated to the Fibonacci sequence and the Golden Ratio through an optimization problem, its breakthrough is showing that the reverse, complement and reverse-complement operators defined over oligonucleotides induce a natural set partition of DNA words of fixed-size. These equivalence classes, when organized into a matrix form, reveal hidden patterns within the DNA sequence of every living organism. Intended for undergraduate and graduate students both in mathematics and in life sciences, it is also a valuable resource for researchers interested in studying invariant genomic properties.

  4. LexGram - a practical categorial grammar formalism -

    Koenig, Esther

    1995-01-01

    We present the LexGram system, an amalgam of (Lambek) categorial grammar and Head Driven Phrase Structure Grammar (HPSG), and show that the grammar formalism it implements is a well-structured and useful tool for actual grammar development.

  5. Analyzing Ambiguity of Context-Free Grammars

    Brabrand, Claus; Giegerich, Robert; Møller, Anders

    2007-01-01

    It has been known since 1962 that the ambiguity problem for context-free grammars is undecidable. Ambiguity in context-free grammars is a recurring problem in language design and parser generation, as well as in applications where grammars are used as models of real-world physical structures. We...... observe that there is a simple linguistic characterization of the grammar ambiguity problem, and we show how to exploit this to conservatively approximate the problem based on local regular approximations and grammar unfoldings. As an application, we consider grammars that occur in RNA analysis...

  6. Regulations for the safe transport of radioactive material. 1996 edition (revised)

    2000-01-01

    Following a comprehensive review by panels of experts convened by the IAEA starting in 1991, a revised version of the IAEA Regulations for the Safe Transport of Radioactive Material (formerly Safety Series No. 6) was approved by the Board of Governors in September 1996. This publication supersedes all editions of the Regulations issued under Safety Series No. 6. By 1969, the Regulations had been adopted by almost all international organizations concerned with transport and used by many Member States for their own regulations. Through the worldwide adoption of the IAEA Regulations for all modes of transport, a very high standard of safety in transport has been achieved. In the revisions since the first edition, attempts have been made to find a balance between the need to take account of technical advances and operational experience, and the desirability of providing a stable framework of regulatory requirements. One of the aims of this approach is to allow packages designed to previous versions of the Regulations to continue to be used for a reasonable period of time. It is recognized that not all regulatory changes can be implemented simultaneously; Member States and international organizations are therefore invited, in adopting this revision, to provide for use of both the 'old' requirements and the 'new' ones during a period of transition that may last for a few years. It is further recommended that adoption of these revised Regulations occur within a period of five years from publication to achieve worldwide harmonization of their application. In implementing the provisions of these Regulations, it may be necessary for Member States to issue complementary national regulations. Except as necessary for solely domestic purposes, such national regulations should not conflict with these Regulations. For convenience, the requirements to be met for the transport of specified types of consignments are included in an abbreviated form as Schedules in this publication

  7. Regulations for the safe transport of radioactive material. 1996 edition (revised)

    2002-01-01

    Following a comprehensive review by panels of experts convened by the IAEA starting in 1991, a revised version of the IAEA Regulations for the Safe Transport of Radioactive Material (formerly Safety Series No. 6) was approved by the Board of Governors in September 1996. This publication supersedes all editions of the Regulations issued under Safety Series No. 6. By 1969, the Regulations had been adopted by almost all international organizations concerned with transport and used by many Member States for their own regulations. Through the worldwide adoption of the IAEA Regulations for all modes of transport, a very high standard of safety in transport has been achieved. In the revisions since the first edition, attempts have been made to find a balance between the need to take account of technical advances and operational experience, and the desirability of providing a stable framework of regulatory requirements. One of the aims of this approach is to allow packages designed to previous versions of the Regulations to continue to be used for a reasonable period of time. It is recognized that not all regulatory changes can be implemented simultaneously. Member States and international organizations are therefore invited, in adopting this revision, to provide for use of both the 'old' requirements and the 'new' ones during a period of transition that may last for a few years. It is further recommended that adoption of these revised Regulations occur within a period of five years from publication to achieve worldwide harmonization of their application. In implementing the provisions of these Regulations, it may be necessary for Member States to issue complementary national regulations. Except as necessary for solely domestic purposes, such national regulations should not conflict with these Regulations. For convenience, the requirements to be met for the transport of specified types of consignments are included in an abbreviated form as Schedules in this publication

  8. Physical Protection of Nuclear Material and Nuclear Facilities (Implementation of INFCIRC/225/Revision 5). Implementing Guide

    2018-01-01

    This publication is the lead Implementing Guide in a suite of guidance on implementing the Nuclear Security Recommendations on Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225/Revision 5), IAEA Nuclear Security Series No. 13. It provides guidance and suggestions to assist States and their competent authorities in establishing, strengthening and sustaining their national physical protection regime and implementing the associated systems and measures, including operators’ physical protection systems. The structure of this publication is as follows. After this introduction, Section 2 describes the objectives of physical protection and the overall approach to managing the risks of the unauthorized removal of nuclear material and the sabotage of nuclear facilities. Section 3 provides guidance for the State and its competent authorities on the physical protection elements of the nuclear security regime; this guidance is based on the fundamental principles set out in the Recommendations publication. Section 4 provides guidance on the operator’s physical protection system and describes a systematic, integrated approach. Appendix I gives an annotated outline of the typical contents of an operator’s security plan. Appendix II provides similar guidance for the contingency plan. Appendix III provides a description of nuclear material aggregation that can be used to categorize nuclear material and determine the appropriate level of protection against unauthorized removal. Appendix IV presents a table of paragraph cross-references between the Recommendations publication and this Implementing Guide.

  9. How to describe grammar and vocabulary in ELT

    Liu, Dilin

    2013-01-01

    Language description plays an important role in language learning/teaching because it often determines what specific language forms, features, and usages are taught and how. A good understanding of language description is vital for language teachers and material writers and should constitute an important part of their knowledge. This book provides a balanced treatment of both theory and practice. It focuses on some of the most important and challenging grammar and vocabulary usage questions. Using these questions as examples, it shows how theory can inform practice and how grammar and vocab

  10. A Learning Algorithm for Multimodal Grammar Inference.

    D'Ulizia, A; Ferri, F; Grifoni, P

    2011-12-01

    The high costs of development and maintenance of multimodal grammars in integrating and understanding input in multimodal interfaces lead to the investigation of novel algorithmic solutions in automating grammar generation and in updating processes. Many algorithms for context-free grammar inference have been developed in the natural language processing literature. An extension of these algorithms toward the inference of multimodal grammars is necessary for multimodal input processing. In this paper, we propose a novel grammar inference mechanism that allows us to learn a multimodal grammar from its positive samples of multimodal sentences. The algorithm first generates the multimodal grammar that is able to parse the positive samples of sentences and, afterward, makes use of two learning operators and the minimum description length metrics in improving the grammar description and in avoiding the over-generalization problem. The experimental results highlight the acceptable performances of the algorithm proposed in this paper since it has a very high probability of parsing valid sentences.

  11. A Task-driven Grammar Refactoring Algorithm

    Ivan Halupka

    2012-01-01

    Full Text Available This paper presents our proposal and the implementation of an algorithm for automated refactoring of context-free grammars. Rather than operating under some domain-specific task, in our approach refactoring is perfomed on the basis of a refactoring task defined by its user. The algorithm and the corresponding refactoring system are called mARTINICA. mARTINICA is able to refactor grammars of arbitrary size and structural complexity. However, the computation time needed to perform a refactoring task with the desired outcome is highly dependent on the size of the grammar. Until now, we have successfully performed refactoring tasks on small and medium-size grammars of Pascal-like languages and parts of the Algol-60 programming language grammar. This paper also briefly introduces the reader to processes occurring in grammar refactoring, a method for describing desired properties that a refactored grammar should fulfill, and there is a discussion of the overall significance of grammar refactoring.

  12. Some Key Principles for Developing Grammar Skills

    张威

    2008-01-01

    Grammar is sometimes defined aft"the way words are put together to make correct sentences"(Ur,2004,P.75).The aim of teaching grammar is to raise the rates of the correctness of language use and help the students transfer the isolated language points to apply language.In this essay,the author introduces two kinds of Conlnlon methods in English grammar class. And there are some key principles in grammar teaching.

  13. E-Learning Turkish Language and Grammar: Analyzing Learners' Behavior

    Georgalas, Panagiotis

    2012-01-01

    This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several…

  14. CLIMB grammars: three projects using metagrammar engineering

    Fokkens, A.S.; Avgustinova, T.; Zhang, Yi

    2012-01-01

    This paper introduces the CLIMB (Comparative Libraries of Implementations with Matrix Basis) methodology and grammars. The basic idea behind CLIMB is to use code generation as a general methodology for grammar development in order to create a more systematic approach to grammar development. The

  15. A Construction Grammar for the Classroom

    Holme, Randal

    2010-01-01

    Construction grammars (Lakoff, Women, fire and dangerous things: What categories reveal about the Mind, University of Chicago Press, 1987; Langacker, Foundations of cognitive grammar: Theoretical pre-requisites, Stanford University Press, 1987; Croft, Radical construction grammar: Syntactic theory in typological perspective, Oxford University…

  16. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Even, Susanne

    2011-01-01

    This article presents the original concept of drama grammar, the synthesis of grammar instruction and drama pedagogy, which integrates both structural and communicative paradigms through a dialectic combination of acting and linguistic analysis. Based on the principles of drama pedagogy, drama grammar makes use of techniques from the performing…

  17. Reframing the English Grammar Schools Debate

    Morris, Rebecca; Perry, Thomas

    2017-01-01

    In October 2015 the Department for Education (DfE) permitted a grammar school in Tonbridge, Kent, to open up an annexe in Sevenoaks, 10 miles away. Amidst claims that the annexe was essentially a new grammar school, the decision reignited an old debate about the value of academically-selective "grammar" schools in England. The intensity…

  18. Grammar Coding in the "Oxford Advanced Learner's Dictionary of Current English."

    Wekker, Herman

    1992-01-01

    Focuses on the revised system of grammar coding for verbs in the fourth edition of the "Oxford Advanced Learner's Dictionary of Current English" (OALD4), comparing it with two other similar dictionaries. It is shown that the OALD4 is found to be more favorable on many criteria than the other comparable dictionaries. (16 references) (VWL)

  19. Compilation of comments concerning the 3rd draft revision of the IAEA regulations for safety transport of radioactive materials

    1983-08-01

    The report contains comments made by Member States and International Organizations to the third draft revision of the International Energy Agency's regulations for the safe transport of radioactive materials. The comments are compiled in logical groups referring to various aspects of the regulations

  20. Procedure Of Teaching Grammar Using Memory Enhancement

    Herri Susanto

    2011-11-01

    Full Text Available Teaching grammar has been regarded as a process of understanding from the context. It means a teacher teaches the pupils contextually more than just the rules. However, I have my own experience that teaching grammar methods must depend on the purposes of learning grammar. Some people learn grammar as a means to fulfill the syllabus needs for schools but other people learn grammar for special purposes out of school syllabus, such as for entrance test. For these reasons, the methods of teaching grammar should be different. The students who learn grammar based on the school syllabus probably needs longer procedure of learning that usually uses contextual teaching through listening, speaking, writing, and reading. Nevertheless, students who learn grammar for test need shorter procedure of learning such as memorizing. Therefore, I propose giving a workshop of teaching grammar using memory enhancement as another alternative teaching grammar method. This workshop would show the class that grammar can be learnt through memory enhancement process, i.e.; mind map, music, memory technique and drill to boost up students understanding for test preparation.

  1. Learnable Classes of Categorial Grammars.

    Kanazawa, Makoto

    Learnability theory is an attempt to illuminate the concept of learnability using a mathematical model of learning. Two models of learning of categorial grammars are examined here: the standard model, in which sentences presented to the learner are flat strings of words, and one in which sentences are presented in the form of functor-argument…

  2. Grammar Texts and Consumerist Subtexts

    Sokolik, M. E.

    2007-01-01

    While several checklists exist for the evaluation of ESL/EFL textbooks, none includes suggestions for looking for specific biases, especially those found in the content of examples and sample sentences. Growing awareness in publishing has reduced problems in the presentation of gender-based and racial biases in most ESL/EFL grammar textbooks, but…

  3. Transformational Grammar and Cognitive Psycholinguistics.

    Lester, Mark

    1973-01-01

    An overview of Noam Chomsky's theories about transformational grammar and phonology is given. Since Chomsky was interested in characterizing what it is to know a language, the ways in which we demonstrate knowledge of our native language are discussed in detail. Particular emphasis is placed on describing how the transformational approach actually…

  4. Readings in Applied Transformational Grammar.

    Lester, Mark, Ed.

    This volume contains nineteen essays, dealing with various aspects of transformational grammar, by scholars such as Noam Chomsky, Eric H. Lenneberg, and Leon Jakobovits. These essays have been reprinted from sources such as "College English" and "Language Learning" and are intended for the most part for a nontechnical audience. The anthology is…

  5. Network Analysis with Stochastic Grammars

    2015-09-17

    rules N = 0 //non-terminal index clusters = cluster(W) //number of clusters drive the number S productions //cluster function described in text...Essa, “Recognizing multitasked activities from video using stochastic context-free grammar,” AAAI/IAAI, pp. 770–776, 2002. [18] R. Nevatia, T. Zhao

  6. A Grammar of Logba (Ikpana)

    Dorvlo, Kofi

    2008-01-01

    This dissertation presents a comprehensive description of the grammar of Logba, one of the fourteen Ghana-Togo Mountain (GTM) languages spoken by approximately 7,500 speakers on the Southeastern frontier of the Ghana-Togo border. It is the outcome of fifteen months research in Logba speaking

  7. Abstract Interpretation Using Attribute Grammar

    Rosendahl, Mads

    1990-01-01

    This paper deals with the correctness proofs of attribute grammars using methods from abstract interpretation. The technique will be described by defining a live-variable analysis for a small flow-chart language and proving it correct with respect to a continuation style semantics. The proof...

  8. Teaching grammar, structure and meaning exploring theory and practice for post-16 English language teachers

    Giovanelli, Marcello

    2014-01-01

    Teaching Grammar, Structure and Meaning introduces teachers to some basic ideas from the increasingly popular field of cognitive linguistics as a way of explaining and teaching key grammatical concepts. Particularly suitable for those teaching post-16 English Language, this book offers a methodology for teaching key aspects of linguistic form and an extensive set of learning activities. Written by an experienced linguist and teacher, this book contains:· an evaluation of current approaches to the teaching of grammar and linguistic form· a revised pedagogy based on principles from cognitive sci

  9. TRUPACT-II Content Codes (TRUCON), Revision 8 and list of chemicals and materials in TRUCON (chemical list), Revision 7

    1996-03-01

    The Transuranic Package Transporter (TRUPACT-II) Content Codes document (TRUCON) represents the development of a new content code system for shipping contact handled transuranic (CH-TRU) waste in TRUPACT-II. It will be used to convert existing waste forms, content codes, and any other identification codes into a system that is uniform throughout for all the Department of Energy (DOE) sites. These various codes can be grouped under the newly formed shipping content codes without any loss of waste characterization information. The TRUCON document provides a parametric description for each content code for waste generated and compiles this information for all ten DOE sites. Compliance with waste generation, processing and certification procedures at the sites (outlined in the TRUCON document for each content code) ensures that prohibited waste forms are not present in the waste. The content code essentially gives a description of the CH-TRU waste material in terms of processes and packaging, and the generation location. This helps to provide cradle-to-grave traceability of the waste material so that the various actions required to assess its qualification as payload for the TRUPACT-II package can be performed

  10. Nuclear Security Recommendations on Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225/Revision 5): Recommendations

    2011-01-01

    This publication, Revision 5 of Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225), is intended to provide guidance to States and their competent authorities on how to develop or enhance, implement and maintain a physical protection regime for nuclear material and nuclear facilities, through the establishment or improvement of their capabilities to implement legislative and regulatory programmes. The recommendations presented in this publication reflect a broad consensus among IAEA Member States on the requirements which should be met for the physical protection of nuclear materials and nuclear facilities.

  11. Grammar Games: A Case for Instructionist Game Models to Enhance Grammar Awareness and Accuracy

    Raftery, Brian; Santos, Jennifer

    2015-01-01

    Based on our own experiences teaching grammar in developmental writing classes and classes not dedicated to writing instruction, along with a history of scholarship that indicates a need for grammar pedagogies (e.g., Dougherty, 2012), instructor-designed grammar games can likely help facilitate learning about these mechanics of writing while…

  12. Effect of X-Word Grammar and Traditional Grammar Instruction on Grammatical Accuracy

    Livingston, Sue; Toce, Andi; Casey, Toce; Montoya, Fernando; Hart, Bonny R.; O'Flaherty, Carmela

    2018-01-01

    This study first briefly describes an instructional approach to teaching grammar known as X-Word Grammar and then compares its effectiveness in assisting students in achieving grammatical accuracy with traditionally taught grammar. Two groups of L2 pre-college students were taught using curricula and practice procedures in two different grammar…

  13. Fast Parsing using Pruning and Grammar Specialization

    Rayner, Manny; Carter, David

    1996-01-01

    We show how a general grammar may be automatically adapted for fast parsing of utterances from a specific domain by means of constituent pruning and grammar specialization based on explanation-based learning. These methods together give an order of magnitude increase in speed, and the coverage loss entailed by grammar specialization is reduced to approximately half that reported in previous work. Experiments described here suggest that the loss of coverage has been reduced to the point where ...

  14. Multiword Constructions in the Grammar.

    Culicover, Peter W; Jackendoff, Ray; Audring, Jenny

    2017-07-01

    There is ample evidence that speakers' linguistic knowledge extends well beyond what can be described in terms of rules of compositional interpretation stated over combinations of single words. We explore a range of multiword constructions (MWCs) to get a handle both on the extent of the phenomenon and on the grammatical constraints that may govern it. We consider idioms of various sorts, collocations, compounds, light verbs, syntactic nuts, and assorted other constructions, as well as morphology. Our conclusion is that MWCs highlight the central role that grammar plays in licensing MWCs in the lexicon and the creation of novel MWCs, and they help to clarify how the lexicon articulates with the rest of the grammar. Copyright © 2017 Cognitive Science Society, Inc.

  15. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2013. Scientific Opinion on Flavouring Group Evaluation 21, Revision 4 (FGE.21Rev4)

    Beltoft, Vibe Meister; Binderup, Mona-Lise; Frandsen, Henrik Lauritz

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 59 flavouring substances in the Flavouring Group Evaluation 21, Revision 4, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision...... of these flavouring substances, the specifications for the materials of commerce have also been considered. Adequate specifications including complete purity criteria and identity for the materials of commerce have been provided for all 41 candidate substances...

  16. Analyzing Ambiguity of Context-Free Grammars

    Brabrand, Claus; Giegerich, Robert; Møller, Anders

    2010-01-01

    It has been known since 1962 that the ambiguity problem for context-free grammars is undecidable. Ambiguity in context-free grammars is a recurring problem in language design and parser generation, as well as in applications where grammars are used as models of real-world physical structures. We...... observe that there is a simple linguistic characterization of the grammar ambiguity problem, and we show how to exploit this by presenting an ambiguity analysis framework based on conservative language approximations. As a concrete example, we propose a technique based on local regular approximations...

  17. Grammar Teaching in Chinese Tertiary Education

    LAN Hui-hui

    2016-01-01

    Grammar teaching, as one essential aspect of English language teaching (ELT), has been and continues to be an area of some controversy and debates, which entails the emergency of diverse classroom practices for language teachers:Focus on Form or Focus on FormS. Connected with the specific context of grammar teaching in Chinese higher education, this paper tends to re-consider the place of grammar teaching in the classroom, and come up with some feasible approaches to instructing grammar so as to make appropriate connections between grammatical forms and the meanings.

  18. Grammar and Its Teaching: Challenging the Myths

    Diane Larsen-Freeman

    2008-01-01

    @@ Grammar is often misunderstood in the language teaching field.The misconception lies in the view that grammar is a collection of arbitrary rules about static structures in the language.Further questionable claims are that the structures do not have to be taught,learners will acquire them on their own,or if the structures are taught,the lessons that ensue will he boring.Consequently,communicative and proficiency-based teaching approaches sometimes unduly limit grammar instruction.Of the many claims about grammar that deserve to be called myths,this digest will challenge ten.

  19. The relationship between grammar and the psychological ...

    The relationship between grammar and the psychological processing of language. ... manner in which speakers perceive and psycholinguistically process information. ... order, metaphorical extensions, processing constraints, end-focus theory

  20. The minimalist grammar of action

    Pastra, Katerina; Aloimonos, Yiannis

    2012-01-01

    Language and action have been found to share a common neural basis and in particular a common ‘syntax’, an analogous hierarchical and compositional organization. While language structure analysis has led to the formulation of different grammatical formalisms and associated discriminative or generative computational models, the structure of action is still elusive and so are the related computational models. However, structuring action has important implications on action learning and generalization, in both human cognition research and computation. In this study, we present a biologically inspired generative grammar of action, which employs the structure-building operations and principles of Chomsky's Minimalist Programme as a reference model. In this grammar, action terminals combine hierarchically into temporal sequences of actions of increasing complexity; the actions are bound with the involved tools and affected objects and are governed by certain goals. We show, how the tool role and the affected-object role of an entity within an action drives the derivation of the action syntax in this grammar and controls recursion, merge and move, the latter being mechanisms that manifest themselves not only in human language, but in human action too. PMID:22106430

  1. The Use of Genre-Specific Evaluation Criteria for Revision

    Philippakos, Zoi A.; MacArthur, Charles A.

    2016-01-01

    Revision is a challenging step of the writing process and students often focus their attention to mechanics or grammar instead of making organizational and meaning changes. It is important for students to critically read and independently evaluate their work when revising. This practitioner article discusses the importance of genre-specific…

  2. Next Generation Nuclear Plant Materials Research and Development Program Plan, Revision 3

    G.O. Hayner; R.L. Bratton; R.E. Mizia; W.E. Windes; W.R. Corwin; T.D. Burchell; C.E. Duty; Y. Katoh; J.W. Klett; T.E. McGreevy; R.K. Nanstad; W. Ren; P.L. Rittenhouse; L.L. Snead; R.W. Swindeman; D.F. Wlson

    2006-01-01

    This is the 2006 update (Revision 3) of the NGNP Materials Research and Development Program Plan. This law established that the U.S Department of Energy (DOE) Secretary of Energy shall establish a ''Next Generation Nuclear Plant'' (NGNP) project. The NGNP project named in the Act was given the following attributes and guiding principles to manage its development: (1) The NGNP consists of research, development, design (R and DD), construction, and operation of a prototype reactor to generate electricity and hydrogen; (2) The project shall be managed by the DOE Office of Nuclear Energy; (3) The Idaho National Laboratory (INL) shall be the lead DOE laboratory for the NGNP; (4) The INL shall establish collaborations with selected institutions of higher education, other research institutes and international researchers; (5) The INL shall organize an industrial consortium of partners for cost-shared R and DD, construction; (6) The project shall be sited at the INL; (7) The project shall be licensed by the Nuclear Regulatory Commission (NRC) and by July, 2008 the NRC and DOE shall jointly submit a licensing strategy to Congress; (8) The project shall be organized to maximize technical interchange with the nuclear power industry, nuclear power plant construction firms, the chemical process industry and to seek international cooperation, participation and contributions; (9) The Nuclear Energy Research Advisory Committee (NERAC) shall review all program plans for the NGNP; (10) Phase 1 of the project (selection of hydrogen production technology, conduct R and DD and initial design activities) shall be completed no later than September 30, 2011; (11) Phase 2 of the project (continue R and DD, develop final design, apply for a license, construct and start operations) shall be completed by September 30, 2021; and (12) Provision for authorization of appropriations was made. As a result of the direction provided, the INL and the DOE issued an NGNP Preliminary Project Management

  3. Teaching english grammar through interactive methods

    Aminova N.

    2016-01-01

    The article is devoted for the effective ways of teaching grammar. Actuality of the theme is justified as it sets conditions for revealing high progress in teaching a foreign language and for developing effective methods which can be helpful for foreign language teachers. Different progressive methods of teaching English grammar are given in this paper as well.

  4. Research into Practice: Grammar Learning and Teaching

    Larsen-Freeman, Diane

    2015-01-01

    This selective review of the second language acquisition and applied linguistics research literature on grammar learning and teaching falls into three categories: where research has had little impact (the non-interface position), modest impact (form-focused instruction), and where it potentially can have a large impact (reconceiving grammar).…

  5. Left-forbidding cooperating distributed grammar systems

    Goldefus, F.; Masopust, Tomáš; Meduna, A.

    2010-01-01

    Roč. 411, 40-42 (2010), s. 3661-3667 ISSN 0304-3975 Institutional research plan: CEZ:AV0Z10190503 Keywords : cooperating distributed grammar system * cooperating derivation mode * left-forbidding grammar * generative power * descriptional complexity Subject RIV: BA - General Mathematics Impact factor: 0.838, year: 2010 http://www.sciencedirect.com/science/article/pii/S0304397510003440

  6. Grammar and Usage: History and Myth

    Watson, Ken

    2010-01-01

    The paper first traces the history of thinking about language from the Greek writers of the fifth century BC to the development of the first Greek grammar in about 100 BC. Since the glories of Ancient Greek literature predate the development of grammar, there is every reason to doubt the received wisdom that one must have an explicit knowledge of…

  7. Propelling Students into Active Grammar Participation

    Jurhill, Dennis A.

    2011-01-01

    "O! this learning, what a thing it is." -W. Shakespeare, "The Taming of the Shrew." The aim of this action research was to find out if active grammar involvement amongst students might lead to better results. My approach was to activate my students during grammar instruction by using cooperative learning: that is a form of…

  8. Probe into Methods of Teaching English Grammar

    刘春华

    2011-01-01

    @@ 1 Definition of grammar People sometlmes descibe grammaras the "rules" of a language, to be accurate,grammar is the science dealing with thesystematic rules of a language,its forms,inflections,syntax,and the rules of usingthem correctly.It is summarized from lan-guage use and practice,and reflects thelogic of thinking in people's speech orwriting.

  9. Studying Grammar in the Technological Age

    Ediger, Marlow

    2012-01-01

    When being a student in grade school as well as in high school (1934-1946), grammar was heavily emphasized in English/language arts classes, particularly in grades four through the senior year in high school. Evidently, teachers and school administrators then saw a theoretical way to assist pupils in writing achievement. Grammar and writing were…

  10. Flexible Processing and the Design of Grammar

    Sag, Ivan A.; Wasow, Thomas

    2015-01-01

    We explore the consequences of letting the incremental and integrative nature of language processing inform the design of competence grammar. What emerges is a view of grammar as a system of local monotonic constraints that provide a direct characterization of the signs (the form-meaning correspondences) of a given language. This…

  11. Towards a Pedagogy of Grammar Instruction

    Richards, Jack C.; Reppen, Randi

    2014-01-01

    Grammar can be viewed both as knowledge and as ability. When viewed as knowledge, the focus is on rules for sentence formation. When viewed as ability, the focus is on how grammar is used as a resource in the creation of spoken and written texts. Twelve principles are proposed as the basis for a pedagogy that focusses on acquiring learning to use…

  12. HIGHER ORDER THINKING IN TEACHING GRAMMAR

    Citra Dewi

    2017-04-01

    Full Text Available The aim of this paper discussed about how to enhance students’ higher order thinking that should be done by teacher in teaching grammar. Usually teaching grammar was boring and has the same way to learn like change the pattern of sentence into positive, negative and introgative while the students’ need more various way to develop their thinking. The outcome of students’ competence in grammar sometimes not sufficient enough when the students’ occured some test international standart like Test of English Foreign Language, International English Language Testing. Whereas in TOEFL test it needed higher order thinking answer, so teacher should develop students’ higher order thingking in daily teaching grammar in order to make the students’ enhance their thinking are higher. The method was used in this paper by using field study based on the experience of teaching grammar. It can be shown by students’ toefl score was less in stucture and written expression. The result of this paper was after teacher gave some treatments to enhance students’ higher order thinking in teaching grammar, the students’ toefl scores are sufficient enough as a part of stucture and written expression. It can concluded that it needed some strategies to enhancce students higher order thinking by teaching grammar it can make students’ higher toefl score. Teachers should be creative and inovative to teach the students’ started from giving the students’ question or test in teaching grammar.

  13. Using a Linguistic Theory of Humour in Teaching English Grammar

    Abdulmajeed, Rufaidah Kamal; Hameed, Sarab Khalil

    2017-01-01

    Teachers who teach a new language grammar do not usually have the time and the proper situation to introduce humour when starting a new topic in grammar. There are many different opinions about teaching grammar. Many teachers seem to believe in the importance of grammar lessons devoted to a study of language rules and practical exercises. Other…

  14. The Importance of English Grammar Teaching at College

    孙丽伟

    2012-01-01

    This paper attempts to elaborate the importance of grammar teaching at college through the four linguistic skills: listening, speaking, reading,and writing.The nature of grammar determines the significance of grammar teaching. This paper shows the importance of grammar teaching from its relationship with listening,speaking,reading and writing.

  15. A Survey of Grammar Instruction from Scholastic Perspective

    Peng, Yanghua

    2017-01-01

    The study of grammar has been paid much attention and the grammar instruction becomes an emphasis and key problem in English language teaching and learning. How to instruct students grammar appropriately becomes controversial for some English teachers increasingly. Some linguistics, theorists and teachers hold that the grammar instruction should…

  16. English Grammar and Thai University Students: An Insurmountable Linguistic Battle?

    Saengboon, Saksit

    2017-01-01

    This study aimed at investigating English grammar knowledge of a group of Thai university students. The three main research questions revolved around their knowledge of English grammar, the kinds of difficulties they had encountered in using the grammar as well as their perceptions of the roles of grammar in using English. The participants were…

  17. What English Teachers Need to Know about Grammar.

    Murdick, William

    1996-01-01

    Suggests that English teachers need to know that grammar is a difficult subject; know what children know about grammar; know that grammatical error is complex; and know more about language than just grammar. Concludes with the advice of Noam Chomsky--that grammar should be taught for its own intrinsic interest. (RS)

  18. The equivalence problem for LL- and LR-regular grammars

    Nijholt, Antinus

    1982-01-01

    The equivalence problem for context-free grammars is "given two arbitrary grammars, do they generate the same language?" Since this is undecidable in general, attention has been restricted to decidable subclasses of the context-free grammars. For example, the classes of LL(k) grammars and real-time

  19. Ambiguity Detection Methods for Context-Free Grammars

    H.J.S. Basten (Bas)

    2007-01-01

    textabstractThe Meta-Environment enables the creation of grammars using the SDF formalism. From these grammars an SGLR parser can be generated. One of the advantages of these parsers is that they can handle the entire class of context-free grammars (CFGs). The grammar developer does not have to

  20. Chargaff's "Grammar of Biology": New Fractal-like Rules

    Yamagishi, Michel Eduardo Beleza; Herai, Roberto H.

    2011-01-01

    Chargaff once said that "I saw before me in dark contours the beginning of a grammar of Biology". In linguistics, "grammar" is the set of natural language rules, but we do not know for sure what Chargaff meant by "grammar" of Biology. Nevertheless, assuming the metaphor, Chargaff himself started a "grammar of Biology" discovering the so called Chargaff's rules. In this work, we further develop his grammar. Using new concepts, we were able to discovery new genomic rules that seem to be invaria...

  1. Unsupervised grammar induction of clinical report sublanguage.

    Kate, Rohit J

    2012-10-05

    Clinical reports are written using a subset of natural language while employing many domain-specific terms; such a language is also known as a sublanguage for a scientific or a technical domain. Different genres of clinical reports use different sublaguages, and in addition, different medical facilities use different medical language conventions. This makes supervised training of a parser for clinical sentences very difficult as it would require expensive annotation effort to adapt to every type of clinical text. In this paper, we present an unsupervised method which automatically induces a grammar and a parser for the sublanguage of a given genre of clinical reports from a corpus with no annotations. In order to capture sentence structures specific to clinical domains, the grammar is induced in terms of semantic classes of clinical terms in addition to part-of-speech tags. Our method induces grammar by minimizing the combined encoding cost of the grammar and the corresponding sentence derivations. The probabilities for the productions of the induced grammar are then learned from the unannotated corpus using an instance of the expectation-maximization algorithm. Our experiments show that the induced grammar is able to parse novel sentences. Using a dataset of discharge summary sentences with no annotations, our method obtains 60.5% F-measure for parse-bracketing on sentences of maximum length 10. By varying a parameter, the method can induce a range of grammars, from very specific to very general, and obtains the best performance in between the two extremes.

  2. Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?

    Mojgan Rashtchi

    2011-12-01

    Full Text Available Advances in spoken corpora analysis have brought about new insights into language pedagogy and have led to an awareness of the characteristics of spoken language. Current findings have shown that grammar of spoken language is different from written language. However, most listening and speaking materials are concocted based on written grammar and lack core spoken language features. The aim of the present study was to explore the question whether awareness of spoken grammar features could affect learners’ comprehension of real-life conversations. To this end, 45 university students in two intact classes participated in a listening course employing corpus-based materials. The instruction of the spoken grammar features to the experimental group was done overtly through awareness raising tasks, whereas the control group, though exposed to the same materials, was not provided with such tasks for learning the features. The results of the independent samples t tests revealed that the learners in the experimental group comprehended everyday conversations much better than those in the control group. Additionally, the highly positive views of spoken grammar held by the learners, which was elicited by means of a retrospective questionnaire, were generally comparable to those reported in the literature.

  3. Associative Cognitive CREED for Successful Grammar Learning

    Andrias Tri Susanto

    2016-06-01

    Full Text Available This research article reports a qualitative study which was conducted to investigate ways successful EFL learners learned English grammar. The subjects of this research were eight successful EFL learners from six different countries in Asia: China, Indonesia, Japan, South Korea, Thailand, and Vietnam. The data was collected by interviewing each subject in person individually at an agreed time and place. The result showed that all the grammar learning processes described by the subjects were closely linked to the framework of Associative Cognitive CREED. There were also some contributing factors that could be integrally combined salient to the overall grammar learning process. However, interestingly, each subject emphasized different aspects of learning.

  4. REVIEW: A GRAMMAR OF GUÌQIÓNG

    Jesse P. Gates

    2018-05-01

    Full Text Available Jiāng Lì. 2015. A Grammar of Guìqióng: A Language of Sichuan. Leiden: Brill. xiv + 452 pp. ISBN 9789004292093 (hardback 213USD - E-ISBN 9789004293045 (electronic 217USD. Jiang Li's A Grammar of Guìqióng (henceforth, AGG is a revision of her PhD dissertation at the University of Berne under the supervision of George Van Driem. It is a most welcome contribution to our understanding of this under-described language. The primary dialects of Guiqiong described in AGG are spoken in Changma Village of Maibeng Township and Qianxi Village of Qianxi Township, both in Kangding County, Ganzi Tibetan Autonomous Prefecture, Sichuan Province, China. Some praiseworthy aspects of AGG include a plethora of examples sentences; a total of about 1500 example sentences are in the book. Included in the list of abbreviations are the linguistic forms from Guiqiong. The inclusion of photographs of the Guiqiong people and their geographic setting adds interest and appeal to the book. Appendix 1 (321-347 contains six texts of "sayings, stories, and recollections." This review is divided into sections similar to the divisions that the chapters of AGG provide: Introduction to AGG, Phonology, Morphology, Syntax, Errata, and Conclusion. Comments on AGG's chapter on pragmatics will be incorporated into the section on syntax since AGG's chapter on pragmatics is very short. Back-matter will also be briefly overviewed in the syntax section. ...

  5. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2013. Scientific Opinion on Flavouring Group Evaluation 24, Revision 2 (FGE.24Rev2)

    Beltoft, Vibe Meister; Binderup, Mona-Lise; Frandsen, Henrik Lauritz

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 24 flavouring substances in the Flavouring Group Evaluation 24, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision...... the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been considered. Adequate specifications including complete purity criteria and identity for the materials of commerce have been provided for all 24 candidate substances....

  6. 75 FR 27185 - Revisions to the Authorization for Validated End-User Applied Materials China, Ltd.

    2010-05-14

    ... Service Center, No. 1 North Di Sheng Street, BDA, Beijing, China 100176. Applied Materials South East Asia..., Shanghai, China 201203. Applied Materials (China), Inc.--Beijing Depot, No. 1 North Di Sheng Street, BDA... Di Sheng Street, BDA Beijing, China 100176. Applied Materials South East Asia Pte. Ltd.-- Wuxi Depot...

  7. Materials on Creative Arts (Arts, Crafts, Dance, Drama, Music, Bibliotherapy) for Persons with Handicapping Conditions. Revised.

    American Alliance for Health, Physical Education, and Recreation, Washington, DC. Information and Research Utilization Center.

    Intended as a resource guide for persons who include such subjects as arts, crafts, dance, and music in programs for the handicapped, resources are listed for printed materials, audiovisual materials, resource persons and organizations, and material and equipment suppliers. Brief literature reviews sum up the state of the art in the specific art…

  8. Abstract Expression Grammar Symbolic Regression

    Korns, Michael F.

    This chapter examines the use of Abstract Expression Grammars to perform the entire Symbolic Regression process without the use of Genetic Programming per se. The techniques explored produce a symbolic regression engine which has absolutely no bloat, which allows total user control of the search space and output formulas, which is faster, and more accurate than the engines produced in our previous papers using Genetic Programming. The genome is an all vector structure with four chromosomes plus additional epigenetic and constraint vectors, allowing total user control of the search space and the final output formulas. A combination of specialized compiler techniques, genetic algorithms, particle swarm, aged layered populations, plus discrete and continuous differential evolution are used to produce an improved symbolic regression sytem. Nine base test cases, from the literature, are used to test the improvement in speed and accuracy. The improved results indicate that these techniques move us a big step closer toward future industrial strength symbolic regression systems.

  9. Cognitive grammar and aphasic discourse.

    Manning, Molly; Franklin, Sue

    2016-01-01

    In cognitive grammar (CG), there is no clear division between language and other cognitive processes; all linguistic form is conceptually meaningful. In this pilot study, a CG approach was applied to investigate whether people with aphasia (PWA) have cognitive linguistic difficulty not predicted from traditional, componential models of aphasia. Narrative samples from 22 PWA (6 fluent, 16 non-fluent) were compared with samples from 10 participants without aphasia. Between-group differences were tested statistically. PWA had significant difficulty with temporal sequencing, suggesting problems that are not uniquely linguistic. For some, these problems were doubly dissociated with naming, used as a general measure of severity, which indicates that cognitive linguistic difficulties are not linked with more widespread brain damage. Further investigation may lead to a richer account of aphasia in line with contemporary linguistics and cognitive science approaches.

  10. Measuring strategic control in artificial grammar learning.

    Norman, Elisabeth; Price, Mark C; Jones, Emma

    2011-12-01

    In response to concerns with existing procedures for measuring strategic control over implicit knowledge in artificial grammar learning (AGL), we introduce a more stringent measurement procedure. After two separate training blocks which each consisted of letter strings derived from a different grammar, participants either judged the grammaticality of novel letter strings with respect to only one of these two grammars (pure-block condition), or had the target grammar varying randomly from trial to trial (novel mixed-block condition) which required a higher degree of conscious flexible control. Random variation in the colour and font of letters was introduced to disguise the nature of the rule and reduce explicit learning. Strategic control was observed both in the pure-block and mixed-block conditions, and even among participants who did not realise the rule was based on letter identity. This indicated detailed strategic control in the absence of explicit learning. Copyright © 2011 Elsevier Inc. All rights reserved.

  11. Shape Grammars for Innovative Hybrid Typological Design

    Al-kazzaz, Dhuha; Bridges, Alan; Chase, Scott Curland

    2010-01-01

    This paper describes a new methodology of deriving innovative hybrid designs using shape grammars of heterogeneous designs. The method is detailed within three phases of shape grammars: analysis, synthesis and evaluation. In the analysis phase, the research suggests that original rules of each...... design component are grouped in subclass rule sets to facilitate rule choices. Additionally, adding new hybrid rules to original rules expands the options available to the grammar user. In the synthesis phase, the research adopts state labels and markers to drive the design generation. The former...... is implemented with a user guide grammar to ensure hybridity in the generated design, while the latter aims to ensure feasible designs. Lastly evaluation criteria are added to measure the degree of innovation of the hybrid designs. This paper describes the derivation of hybrid minaret designs from a corpus...

  12. RAISING YOUNG LEARNERS‟ AWARENESS OF GRAMMAR THROUGH CREATIVE LANGUAGE ACTIVITIES

    C. Murni Wahyanti

    2017-04-01

    Full Text Available Current developments in foreign language teaching have shown the need to reconsider the role of grammar. It is argued that grammar understanding can promote more precise use of the foreign language. This belief has led to an increased interest in grammar teaching, including grammar teaching for young learners. In teaching English to young learners, activities that can promote grammar awareness are needed. The activities should be presented in context to make sure that the meaning is clear. The activities should also be creatively designed in order to challenge students‘ motivation and involvement. Grammar activities presented creatively in meaningful contexts are useful for noticing the language patterns. This paper focuses on the changing status of grammar, the importance of grammar in the young learner classroom, and how to raise grammar awareness through creative language activities. It also reports the result of a small-scale study on implementing grammarawareness activities for teaching English to Elementary School students.

  13. Nigel: A Systemic Grammar for Text Generation.

    1983-02-01

    presumed. Basic references on the systemic framework include [Berry 75, Berry 77, Halliday 76a, Halliday 76b, Hudson 76, Halliday 81, de Joia 80...Edinburgh, 1979. [do Joia 80] de Joia , A., and A. Stanton, Terms in Systemic Linguistics, Batsford Academic and Educational, Ltd., London, 1980. -’C...1 A Grammar for Text Generation- -The Challenge ................................. 1 *1.2 A Grammar for Text Generation--The Design

  14. The elements of grammar in 90 minutes

    Hollander, Robert

    2011-01-01

    An eminent scholar explains the essentials of English grammar to those who never studied the basics as well as those who need a refresher course. Inspired by Strunk & White's classic The Elements of Style, this user-friendly guide focuses exclusively on grammar, explaining the individual parts of speech and their proper arrangement in sentence form. A modest investment of 90 minutes can provide readers of all ages with simple but important tools that will improve their communication skills. Dover (2011) original publication.

  15. Radiation effects in materials for accelerator-driven neutron technologies. Revision

    Wechsler, M.S.; Lin, C.; Sommer, W.F.

    1997-01-01

    Accelerator-driven neutron technologies use spallation neutron sources (SNS's) in which high-energy protons bombard a heavy-element target and spallation neutrons are produced. The materials exposed to the most damaging radiation environments in an SNS are those in the path of the incident proton beam. This includes target and window materials. These materials will experience damage from the incident protons and the spallation neutrons. In addition, some materials will be damaged by the spallation neutrons alone. The principal materials of interest for SNS's are discussed elsewhere. The target should consist of one or more heavy elements, so as to increase the number of neutrons produced per incident proton. A liquid metal target (e.g., Pb, Bi, Pb-Bi, Pb-Mg, and Hg) has the advantage of eliminating the effects of radiation damage on the target material itself, but concerns over corrosion problems and the influence of transmutants remain. The major solid targets in operating SNS's and under consideration for the 1-5 MW SNS's are W, U, and Pb. Tungsten is the target material at LANSCE, and is the projected target material for an upgraded LANSCE target that is presently being designed. It is also the projected target material for the tritium producing SNS under design at LANL. In this paper, the authors present the results of spallation radiation damage calculations (displacement and He production) for tungsten

  16. Next Generation Nuclear Plant Materials Research and Development Program Plan, Revision 4

    G.O. Hayner; R.L. Bratton; R.E. Mizia; W.E. Windes; W.R. Corwin; T.D. Burchell; C.E. Duty; Y. Katoh; J.W. Klett; T.E. McGreevy; R.K. Nanstad; W. Ren; P.L. Rittenhouse; L.L. Snead; R.W. Swindeman; D.F. Wlson

    2007-09-01

    DOE has selected the High Temperature Gas-cooled Reactor (HTGR) design for the Next Generation Nuclear Plant (NGNP) Project. The NGNP will demonstrate the use of nuclear power for electricity and hydrogen production. It will have an outlet gas temperature in the range of 950°C and a plant design service life of 60 years. The reactor design will be a graphite moderated, helium-cooled, prismatic or pebble-bed reactor and use low-enriched uranium, TRISO-coated fuel. The plant size, reactor thermal power, and core configuration will ensure passive decay heat removal without fuel damage or radioactive material releases during accidents. The NGNP Materials Research and Development (R&D) Program is responsible for performing R&D on likely NGNP materials in support of the NGNP design, licensing, and construction activities. Some of the general and administrative aspects of the R&D Plan include: • Expand American Society of Mechanical Engineers (ASME) Codes and American Society for Testing and Materials (ASTM) Standards in support of the NGNP Materials R&D Program. • Define and develop inspection needs and the procedures for those inspections. • Support selected university materials related R&D activities that would be of direct benefit to the NGNP Project. • Support international materials related collaboration activities through the DOE sponsored Generation IV International Forum (GIF) Materials and Components (M&C) Project Management Board (PMB). • Support document review activities through the Materials Review Committee (MRC) or other suitable forum.

  17. A Communicative Approach to College English Grammar Teaching and Learning

    LI Yong-xian

    2016-01-01

    In response to the misconception that Communicative Language Teaching means no teaching of grammar, it is argued that grammar is as important as traffic rules for safe and smooth traffic on the road. To achieve appropriate and effective commu-nication, a communicative approach to college grammar teaching and learning is proposed. Both teachers and learners should change their attitudes toward and conceptions about grammar teaching and learning;additionally, teaching grammar in the com-pany of reading and writing helps learners learn and acquire grammar in meaningful contexts.

  18. Missionary Pragmalinguistics: Father Diego Luis de Sanvitores’ grammar within the tradition of Philippine grammars

    Winkler, A.P.

    2016-01-01

    The grammar written in Latin, in 1668, by the Jesuit missionary Father Diego Luis de Sanvitores (1627-1672) is the oldest description we have of Chamorro, a language spoken on the Mariana islands. The grammar received a number of bad reviews and as a consequence has become neglected and almost

  19. Conceptualisations of "Grammar Teaching": L1 English Teachers' Beliefs about Teaching Grammar for Writing

    Watson, Annabel Mary

    2015-01-01

    This paper reports on an investigation of L1 English teachers' conceptual and evaluative beliefs about teaching grammar, one strand of a larger Economic and Social Research Council (ESRC)-funded investigation into the impact of contextualised grammar teaching [RES-062-23-0775]. Thirty-one teachers in English secondary schools were interviewed…

  20. Lawrence Livermore National Laboratory (LLNL) Oxide Material Representation in the Material Identification and Surveillance (MIS) Program, Revision 2

    Riley, D C; Dodson, K

    2004-06-30

    The Materials Identification and Surveillance (MIS) program was established within the 94-1 R&D Program to confirm the suitability of plutonium-bearing materials for stabilization, packaging, and long-term storage under DOE-STD-3013-2000. Oxide materials from different sites were chemically and physically characterized. The adequacy of the stabilization process parameters of temperature and duration at temperature (950 C and 2 hours) for eliminating chemical reactivity and reducing the moisture content to less than 0.5 weight percent were validated. Studies also include surveillance monitoring to determine the behavior of the oxides and packaging materials under storage conditions. Materials selected for this program were assumed to be representative of the overall inventory for DOE sites. The Quality Assurance section of the DOE-STD-3013-2000 required that each site be responsible for assuring that oxides packaged according to this standard are represented by items in the MIS characterization program. The purpose of this document is to define the path for determining if an individual item is ''represented'' in the MIS Program and to show that oxides being packaged at Lawrence Livermore National Laboratory (LLNL) are considered represented in the MIS program. The methodology outlined in the MIS Representation Document (LA-14016-MS) for demonstrating representation requires concurrence of the MIS working Group (MIS-WG). The signature page on this document provides for the MIS-WG concurrence.

  1. R ampersand D plan for immobilization technologies: fissile materials disposition program. Revision 1.0

    Shaw, H.F.; Armantrout, G.A.

    1996-09-01

    In the aftermath of the Cold War, the US and Russia have agreed to large reductions in nuclear weapons. To aid in the selection of long- term fissile material management options, the Department of Energy's Fissile Materials Disposition Program (FMDP) is conducting studies of options for the storage and disposition of surplus plutonium (Pu). One set of alternatives for disposition involve immobilization. The immobilization alternatives provide for fixing surplus fissile materials in a host matrix in order to create a solid disposal form that is nuclear criticality-safe, proliferation-resistant and environmentally acceptable for long-term storage or disposal

  2. Canyon transfer neutron absorber to fissile material ratio analysis. Revision 1

    Clemmons, J.S.

    1994-01-01

    Waste tank fissile material and non-fissile material estimates are used to evaluate criticality safety for the existing sludge inventory and batches of sludge sent to Extended Sludge Processing (ESP). This report documents the weight ratios of several non-fissile waste constituents to fissile waste constituents from canyon reprocessing waste streams. Weight ratios of Fe, Mn, Al, Mi, and U-238 to fissile material are calculated from monthly loss estimates from the F and H Canyon Low Heat Waste (LHW) and High Heat Waste (HHW) streams. The monthly weight ratios for Fe, Mn and U-238 are then compared to calculated minimum safe weight ratios. Documented minimum safe weight ratios for Al and Ni to fissile material are currently not available. Total mass data for the subject sludge constituents is provided along with scatter plots of the monthly weight ratios for each waste stream

  3. Revisions to the Clean Water Act Regulatory Definition of Discharge of Dredged Material; Final Rule

    The U.S. Army Corps of Engineers (Corps) and the Environmental Protection Agency (EPA) promulgated a final rule Amending a Clean Water Act (CWA) section 404 regulation that defines the term discharge of dredged material.

  4. English Language Teaching Methods: State of the Art in Grammar Instruction

    Rusdiana Junaid

    2014-02-01

    Full Text Available The teaching of grammar has fluctuated and shifted over years. This paper addresses issues such as different ways of teaching grammar, changes in ideas, and practices at the present stage of its development as well as the current state of the art in grammar instruction. Several grammar textbooks which were published in different years also are looked at in order to discover the extent of change in terms of the materials used to teach grammar from time to time. A considerable array of English language teaching methods is available for teacher to utilize since 1980s. Before deciding to employ a particular method, however, educational practitioners need to take several things into consideration such as the objectives of the instruction, the needs, the interests, the expectation, the age, and the level of the learners, and the available supporting facilities. Equally important, the possible constraints such as the environment where the students are learning, the time, and the expectation of the institution are also needed to be considered.

  5. Quality Assurance Program Plan for the Hazardous Materials Transportation and Packaging Program. Revision 1

    Calihan, T.W. III; Votaw, E.F.

    1995-05-01

    This QAPP covers only the implementation accomplished through Level I and II manuals. It covers the quality affecting activities identified in USDOE orders (both HQ and Richland Operations Office), US DOT, US EPA, and NRC regulations, IAEA guidelines, and the WHC manuals. It covers activities related to hazardous materials transportation performed on and off the Hanford site under the jurisdictional authority of WHC. (Hazardous materials include radioactive, hazardous waste, and mixed waste.)

  6. Quality Assurance Program Plan for the Hazardous Materials Transportation and Packaging Program. Revision 1

    Calihan, T.W. III; Votaw, E.F.

    1995-01-01

    This QAPP covers only the implementation accomplished through Level I and II manuals. It covers the quality affecting activities identified in USDOE orders (both HQ and Richland Operations Office), US DOT, US EPA, and NRC regulations, IAEA guidelines, and the WHC manuals. It covers activities related to hazardous materials transportation performed on and off the Hanford site under the jurisdictional authority of WHC. (Hazardous materials include radioactive, hazardous waste, and mixed waste.)

  7. Unsupervised grammar induction of clinical report sublanguage

    Kate Rohit J

    2012-10-01

    Full Text Available Abstract Background Clinical reports are written using a subset of natural language while employing many domain-specific terms; such a language is also known as a sublanguage for a scientific or a technical domain. Different genres of clinical reports use different sublaguages, and in addition, different medical facilities use different medical language conventions. This makes supervised training of a parser for clinical sentences very difficult as it would require expensive annotation effort to adapt to every type of clinical text. Methods In this paper, we present an unsupervised method which automatically induces a grammar and a parser for the sublanguage of a given genre of clinical reports from a corpus with no annotations. In order to capture sentence structures specific to clinical domains, the grammar is induced in terms of semantic classes of clinical terms in addition to part-of-speech tags. Our method induces grammar by minimizing the combined encoding cost of the grammar and the corresponding sentence derivations. The probabilities for the productions of the induced grammar are then learned from the unannotated corpus using an instance of the expectation-maximization algorithm. Results Our experiments show that the induced grammar is able to parse novel sentences. Using a dataset of discharge summary sentences with no annotations, our method obtains 60.5% F-measure for parse-bracketing on sentences of maximum length 10. By varying a parameter, the method can induce a range of grammars, from very specific to very general, and obtains the best performance in between the two extremes.

  8. The short short story as a teaching resource for the acquisition of grammar in SFL

    María Nayra Rodríguez Rodríguez

    2016-07-01

    Full Text Available In the present article we intend to make a reflection on the introduction of target language literature in foreign language classrooms. We will analyze the use of short-short stories as a didactic resource in Spanish as Foreign Language classrooms. To this end, we will research different teaching methodologies that have been implemented and investigate the validity of this genre as a suitable material for teaching grammar. We will make an approximation to Focus on Form as an effective approach, which integrates grammar teaching within a communicative context.

  9. Current Developments in Research on the Teaching of Grammar

    Hossein Nassaji; Sandra Fotos

    2006-01-01

    @@ With the rise of communicative methodology in the late 1970s, the role of grammar instruction in second language learning was downplayed, and it was even suggested that teaching grammar was not only unhelpful but might actually be detrimental.

  10. A few thoughts about teaching listening and grammar

    吴西

    2014-01-01

    Listening and grammar are the most difficult subjects for both teacher and students. This passage discussed how to visual aid and brain storming in the listening class;and the importance of confidence in the grammar teaching and learning.

  11. Analyses of Common Grammar Mistakes in High-school English

    Yang Liou

    2017-01-01

    English has an important position in the basic education stage as a language subject. English teaching requires students to have the abilities of listening, speaking, reading and writing in high school. If students want to learn these skills well, they should not only memorize vocabularies, but also master grammar knowledge. This paper illustrates the importance of English grammar for learning English and lists the common grammar mistakes. It also introduces some skills of learning English grammar.

  12. A Review of the Development of Systemic-Functional Grammar

    张晶

    2014-01-01

    50 years has seen Systemic-Functional Grammar(SFG)growing into its prosperity. With the efforts of Halliday and many other linguists, SFG has developed from Scale and Category Grammar to Systemic Grammar and then to Functional Gram-mar. The development of this general linguistic theory’s features and framework is the main focus of this study. SFG views lan-guage as a social semiotic resource people use to express meanings in context.

  13. Constraints and Logic Programming in Grammars and Language Analysis

    Christiansen, Henning

    2014-01-01

    Constraints are an important notion in grammars and language analysis, and constraint programming techniques have been developed concurrently for solving a variety of complex problems. In this chapter we consider the synthesis of these branches into practical and effective methods for language...... methods that combine constraints with logic grammars such as Definite Clause Grammars and CHR Grammars, and show also a direct relationship to abductive reasoning....

  14. 78 FR 22798 - Hazardous Materials: Revision of Maximum and Minimum Civil Penalties

    2013-04-17

    .... 5101 et seq.). Section 5123(a) of that law provides civil penalties for knowing violations of Federal... 107--Guidelines for Civil Penalties * * * * * IV. * * * C. * * * Under the Federal hazmat law, 49 U.S... Maximum and Minimum Civil Penalties AGENCY: Pipeline and Hazardous Materials Safety Administration (PHMSA...

  15. Competition in the Franchise Business. Instructor's Guide [and] Student Materials. Business Issues in the Classroom. Revised.

    Maxey, Phyllis F.

    One of a series of units designed to acquaint secondary students with business issues, this packet examines the franchise as a type of business organization. Teacher and student materials are provided in separate sections. The teacher's guide provides an overview, objectives, four detailed lesson plans, answer keys, background information, and…

  16. Transport of radioactive material by air, proposal for a revision of the regulation

    Devillers, C.; Ringot, C.

    1989-01-01

    The regulation should be modified in such a way that the packages used for the air transport of radioactive material presenting a high level of potential danger be designed to fulfill their safety functions for a large fraction of the conditions likely to be encountered in an aircraft accident

  17. Landlords and Tenants in Conflict. Instructor's Guide [and] Student Materials. Business Issues in the Classroom. Revised.

    Maxey, Phyllis F.; Klener, Lois

    One of a series of units on business issues designed for secondary school students, this packet focuses on the landlord-tenant relationship as it is affected by political and economic forces. A teacher's guide and student materials are provided in two separate sections. Following an overview of objectives and activities, the teacher's guide…

  18. Grammar in Context using Comprehended Input

    Mariam Mohamed Nor

    2014-03-01

    Full Text Available There have been so many ongoing disputes on different approaches to teaching grammar. This study aims to evaluate the effectiveness of teaching grammar using Gass comprehended Input technique (GCI (1997 (implicit and to explore the undergraduates’ perception on the GCI technique. The respondents consisted of 30 undergraduates’ who are currently pursuing their Bachelor of English. Using the qualitative method, the research instrument was a set of 23- item interview and content analysis of the students’ written work. Results showed that the teaching of grammar using explicit instructions was more preferred than implicit instruction for complex components in grammatical rules. However, implicit instruction is equally effective regardless of the proficiency levels to enable pedagogy to be executed. It is also noted that there is lots of room for improvement, since the undergraduates have a weak grasp of the basic tense aspect of English grammar. Therefore, the Malaysian Ministry of Education should consider having grammar formally taught in isolation as what was practised previously.

  19. Discovery Learning and Teaching with Electronic Corpora in an Advanced German Grammar Course

    Vyatkina, Nina

    2013-01-01

    This study describes the design and implementation of a usage-based and corpus-based advanced German grammar course. Teaching materials for the course included DWDS, or "Digitales Worterbuch der deutschen Sprache": a large, representative, free and publicly available corpus of contemporary German texts. The article outlines specific…

  20. Insights from Skill Acquisition Theory for Grammar Activity Sequencing and Design in Foreign Language Teaching

    Criado, Raquel

    2016-01-01

    This article presents a framework for the elaboration of Foreign Language Teaching (FLT) grammar materials for adults based on the application to SLA of Skill Acquisition Theory (SAT). This theory is argued to compensate for the major drawbacks of FLT settings in comparison with second language contexts (lack of classroom learning time and limited…

  1. Recent Developments in Transformational Grammar.

    Jacobs, Roderick A.

    1969-01-01

    In the years following the appearance of Noam Chomsky's book, "Syntactic Structures," in 1957, transformational grammarians modified and improved his initial model of language. The notion of a deep structure of meaning underlying a sentence's surface structure was revised to embody elements representing negation, command, and interrogation, and to…

  2. LR-parsing of Extended Context-free Grammars

    Madsen, Ole Lehrmann; Kristensen, Bent Bruun

    1976-01-01

    To improve the readability of a grammar it is common to use extended context free grammars (ECFGs) which are context free grammars (CFGs) extended with the repetition operator (*), the alternation operator (¦) and parentheses to express the right hand sides of the productions. The topic treated h...

  3. Difficulties in Teaching and Learning Grammar in an EFL Context

    Al-Mekhlafi, Abdu Mohammed; Nagaratnam, Ramani Perur

    2011-01-01

    The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper…

  4. The structure of modern standard French a student grammar

    Hansen, Maj-Britt Mosegaard

    2016-01-01

    This book is an advanced student's grammar of French that integrates traditional grammar with knowledge and insights from modern linguistics. It assumes some prior knowledge of French grammar but is designed to be accessible to those with no background in linguistics.

  5. Indirect Positive Evidence in the Acquisition of a Subset Grammar

    Schwartz, Misha; Goad, Heather

    2017-01-01

    This article proposes that second language learners can use indirect positive evidence (IPE) to acquire a phonological grammar that is a subset of their L1 grammar. IPE is evidence from errors in the learner's L1 made by native speakers of the learner's L2. It has been assumed that subset grammars may be acquired using direct or indirect negative…

  6. Teaching Grammar and Testing Grammar in the English Primary School: The Impact on Teachers and Their Teaching of the Grammar Element of the Statutory Test in Spelling, Punctuation and Grammar (SPaG)

    Safford, Kimberly

    2016-01-01

    The research examined the impact on teachers of the grammar element of a new statutory test in Spelling, Punctuation and Grammar (SPaG) in primary schools in England. The research aimed to evaluate the nature and the extent of changes to the teaching of grammar and to wider literacy teaching since the introduction of the test in 2013. The research…

  7. Spoken Grammar and Its Role in the English Language Classroom

    Hilliard, Amanda

    2014-01-01

    This article addresses key issues and considerations for teachers wanting to incorporate spoken grammar activities into their own teaching and also focuses on six common features of spoken grammar, with practical activities and suggestions for teaching them in the language classroom. The hope is that this discussion of spoken grammar and its place…

  8. Grammar as a Programming Language. Artificial Intelligence Memo 391.

    Rowe, Neil

    Student projects that involve writing generative grammars in the computer language, "LOGO," are described in this paper, which presents a grammar-running control structure that allows students to modify and improve the grammar interpreter itself while learning how a simple kind of computer parser works. Included are procedures for…

  9. Recovering grammar relationships for the Java language specification

    R. Lämmel (Ralf); V. Zaytsev (Vadim)

    2011-01-01

    textabstractGrammar convergence is a method that helps in discovering relationships between different grammars of the same language or different language versions. The key element of the method is the operational, transformation-based representation of those relationships. Given input grammars for

  10. Communicating Grammatically: Evaluating a Learner Strategy Website for Spanish Grammar

    Cohen, Andrew D.; Pinilla-Herrera, Angela; Thompson, Jonathan R.; Witzig, Lance E.

    2011-01-01

    After a brief introduction to language learner strategies and grammar strategies as a subcategory, it is pointed out that research on the use of grammar strategies by learners of a second language (L2) has been limited. The article then describes the construction of a website with strategies for learning and performing Spanish grammar, with a…

  11. The equivalence problem for LL- and LR-regular grammars

    Nijholt, Antinus; Gecsec, F.

    It will be shown that the equivalence problem for LL-regular grammars is decidable. Apart from extending the known result for LL(k) grammar equivalence to LLregular grammar equivalence, we obtain an alternative proof of the decidability of LL(k) equivalence. The equivalence prob]em for LL-regular

  12. Linearly Ordered Attribute Grammar Scheduling Using SAT-Solving

    Bransen, Jeroen; van Binsbergen, L.Thomas; Claessen, Koen; Dijkstra, Atze

    2015-01-01

    Many computations over trees can be specified using attribute grammars. Compilers for attribute grammars need to find an evaluation order (or schedule) in order to generate efficient code. For the class of linearly ordered attribute grammars such a schedule can be found statically, but this problem

  13. Test methods for selection of materials of construction for high-level radioactive waste vitrification. Revision

    Bickford, D.F.; Corbett, R.A.; Morrison, W.S.

    1986-01-01

    Candidate materials of construction were evaluated for a facility at the Department of Energy's Savannah River Plant to vitrify high-level radioactive waste. Limited operating experience was available under the corrosive conditions of the complex vitrification process. The objective of the testing program was to provide a high degree of assurance that equipment will meet or exceed design lifetimes. To meet this objective in reasonable time and minimum cost, a program was designed consisting of a combination of coupon immersion and electrochemical laboratory tests and pilot-scale tests. Stainless steels and nickel-based alloys were tested. Alloys that were most resistant to general and local attack contained nickel, molybdenum (>9%), and chromium (where Cr + Mo > 30%). Alloy C-276 was selected as the reference material for process equipment. Stellite 6 was selected for abrasive service in the presence of formic acid. Alloy 690 and ALLCORR were selected for specific applications

  14. Directory of certificates of compliance for radioactive materials packages. Volume 2, Revision 17: Certificates of compliance

    1994-10-01

    This directory contains a Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Report of NRC Approved Quality Assurance Programs for Radioactive Materials Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on Quality Assurance Programs and Packagings which have been approved by the US Nuclear Regulatory Commission. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR section 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure themselves that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program

  15. The continuous review and periodic revision process for the International Atomic Energy Agencies regulations for the safe transport of radioactive materials - A status report

    O'Sullivan, R.A.; Pettersson, B.G.; Pope, R.B.

    1989-01-01

    The International Atomic Energy Agencies (IAEA) Regulations for the Safe Transport of Radioactive Material, Safety Series No.6 (hereinafter denoted as the Regulations) have developed into the model for international modal organization and individual country regulations (and other regulatory-related documentation) controlling the packaging and transportation of radioactive materials. The Regulations were initially developed in 1961 and have been periodically revised since then. Revised editions of the Regulations, accounting for developments in technology and shipping practices, were issued in 1965, 1967, 1973 (also, an amended 1973 Edition was issued in 1979), and in 1985. The process of developing these documents has been performed on a cooperative basis utilizing inputs from various member states of the IAEA and from other interested international organizations. The latest comprehensive revision of the Regulations and its supportive documents was initiated in 1979, and culminated in the 1985 Edition of the Regulations. This was the first complete revision to be published since 1973 (except for the amended Edition thereto being issued in 1979). During the process which led to the 1985 Edition of the Regulations and its supportive documents, it became apparent that changes needed to be made in this process. Not addressing issues related to transportation regulations on a continuing basis created many difficulties in trying to efficiently and acceptably review and revise these documents in a short period of time. The purpose of this paper is to outline the review/revision process which was established, to summarize the results from that process so far (in terms of changes that have been made to the 1985 Edition through supplements thereto), and to discuss current plans for carrying on with the review/revision process with slight modifications

  16. Sequestering Lead in Paint by Utilizing Deconstructed Masonry Materials as Recycled Aggregate in Concrete. Revision 1

    2008-05-27

    blocks were purchased from H. L. Munn Lumber Co., Ames, IA (masonry A) and Glen -Gary Corporation, Des Moines, IA (masonry B). One type of clay brick...approximately 1,100 lbs in total) was donated by an individual in Ames, IA (masonry C), and the other was purchased from Glen -Gary Corporation, Des...appeared to be clay brick, not concrete block, which is probably due to the fact that the clay bricks were a more brittle material than concrete blocks

  17. Directory of certificates of compliance for radioactive materials packages. Volume 2, Revision 6

    1983-09-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  18. Directory of certificates of compliance for radioactive materials packages. Certificates of compliance. Volume 2. Revision 9

    1986-10-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1). Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volumes 3). The purpose of this directory is make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR 30 to 36, 40, 50, or 70

  19. Directory of Certificates of Compliance for Radioactive Materials Packages. Certificates of Compliance. Volume 2, Revision 8

    1985-10-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  20. Directory of certificates of compliance for radioactive materials packages: certificates of compliance. Volume 2, Revision 7

    1984-11-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  1. Grammars with two-sided contexts

    Mikhail Barash

    2014-05-01

    Full Text Available In a recent paper (M. Barash, A. Okhotin, "Defining contexts in context-free grammars", LATA 2012, the authors introduced an extension of the context-free grammars equipped with an operator for referring to the left context of the substring being defined. This paper proposes a more general model, in which context specifications may be two-sided, that is, both the left and the right contexts can be specified by the corresponding operators. The paper gives the definitions and establishes the basic theory of such grammars, leading to a normal form and a parsing algorithm working in time O(n^4, where n is the length of the input string.

  2. The autonomy of grammar and semantic internalism

    Dobler Tamara

    2014-01-01

    Full Text Available In his post-Tractatus work on natural language use, Wittgenstein defended the notion of what he dubbed the autonomy of grammar. According to this thought, grammar - or semantics, in a more recent idiom - is essentially autonomous from metaphysical considerations, and is not answerable to the nature of things. The argument has several related incarnations in Wittgenstein’s post-Tractatus writings, and has given rise to a number of important insights, both critical and constructive. In this paper I will argue for a potential connection between Wittgenstein’s autonomy argument and some more recent internalist arguments for the autonomy of semantics. My main motivation for establishing this connection comes from the fact that the later Wittgenstein’s comments on grammar and meaning stand in opposition to some of the core assumptions of semantic externalism.

  3. Functional design criteria for the Hazardous Materials Management and Emergency Response (HAMMER) Training Center. Revision 1

    Sato, P.K.

    1995-01-01

    Within the United States, there are few hands-on training centers capable of providing integrated technical training within a practical application environment. Currently, there are no training facilities that offer both radioactive and chemical hazardous response training. There are no hands-on training centers that provide training for both hazardous material operations and emergency response that also operate as a partnership between organized labor, state agencies, tribes, and local emergency responders within the US Department of Energy (DOE) complex. Available facilities appear grossly inadequate for training the thousands of people at Hanford, and throughout the Pacific Northwest, who are required to qualify under nationally-mandated requirements. It is estimated that 4,000 workers at the Hanford Site alone need hands-on training. Throughout the Pacific Northwest, the potential target audience would be over 30,000 public sector emergency response personnel, as well as another 10,000 clean-up workers represented by organized labor. The HAMMER Training Center will be an interagency-sponsored training center. It will be designed, built, and operated to ensure that clean-up workers, fire fighters, and public sector management and emergency response personnel are trained to handle accidental spills of hazardous materials. Training will cover wastes at clean-up sites, and in jurisdictions along the transportation corridors, to effectively protect human life, property, and the environment

  4. EXPLAIN AND EXPLORE——THE INDUCTIVE APPROACH TO EFL GRAMMAR INSTRUCTION

    YuGuoxing

    2004-01-01

    The new role of grammar instruction now is based on the increasing understandings that grammar per se is a comprehensive conglomerate. The paper examines the inductive approach to EFL grammar instruction. It starts with some theoretical considerations on inductive approach to formal grammar instruction, followed by its methodological considerations such as how to deal with grammar generalizations and exceptions, learner variables, and grammar complexity, and proposes a sensitive and dynamic balance of explorations and explanations in EFL grammar instruction.

  5. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2013. Scientific Opinion on Flavouring Group Evaluation 21, Revision 4 (FGE.21Rev4)

    Beltoft, Vibe Meister; Binderup, Mona-Lise; Frandsen, Henrik Lauritz; Lund, Pia; Nørby, Karin Kristiane

    2013-01-01

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 59 flavouring substances in the Flavouring Group Evaluation 21, Revision 4, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision is made due to the inclusion of the assessment of new toxicity data on one supporting substance 5,6-dihydro-2,4,6-tris(2-methylpropyl)-4H-1,3,5-dithiazine [FL-no: 15.113], which is considered to be str...

  6. High temperature materials for radioactive waste incineration and vitrification. Revision 1

    Bickford, D.F.; Ondrejcin, R.S.; Salley, L.

    1986-01-01

    Incineration or vitrification of radioactive waste subjects equipment to alkaline or acidic fluxing, oxidation, sulfidation, carburization, and thermal shock. It is necessary to select appropriate materials of construction and control operating conditions to avoid rapid equipment failure. Nickel- and cobalt-based alloys with high chromium or aluminum content and aluminum oxide/chromium oxide refractories with high chromium oxide content have provided the best service in pilot-scale melter tests. Inconel 690 and Monofrax K-3 are being used for waste vitrification. Haynes 188 and high alumina refractory are undergoing pilot scale tests for incineration equipment. Laboratory tests indicate that alloys and refractories containing still higher concentrations of chromium or chromium oxide, such as Inconel 671 and Monofrax E, may provide superior resistance to attack in glass melter environments

  7. Updated Generation IV Reactors Integrated Materials Technology Program Plan, Revision 2

    Corwin, William R [ORNL; Burchell, Timothy D [ORNL; Halsey, William [Lawrence Livermore National Laboratory (LLNL); Hayner, George [Idaho National Laboratory (INL); Katoh, Yutai [ORNL; Klett, James William [ORNL; McGreevy, Timothy E [ORNL; Nanstad, Randy K [ORNL; Ren, Weiju [ORNL; Snead, Lance Lewis [ORNL; Stoller, Roger E [ORNL; Wilson, Dane F [ORNL

    2005-12-01

    The Department of Energy's (DOE's) Generation IV Nuclear Energy Systems Program will address the research and development (R&D) necessary to support next-generation nuclear energy systems. Such R&D will be guided by the technology roadmap developed for the Generation IV International Forum (GIF) over two years with the participation of over 100 experts from the GIF countries. The roadmap evaluated over 100 future systems proposed by researchers around the world. The scope of the R&D described in the roadmap covers the six most promising Generation IV systems. The effort ended in December 2002 with the issue of the final Generation IV Technology Roadmap [1.1]. The six most promising systems identified for next generation nuclear energy are described within the roadmap. Two employ a thermal neutron spectrum with coolants and temperatures that enable hydrogen or electricity production with high efficiency (the Supercritical Water Reactor - SCWR and the Very High Temperature Reactor - VHTR). Three employ a fast neutron spectrum to enable more effective management of actinides through recycling of most components in the discharged fuel (the Gas-cooled Fast Reactor - GFR, the Lead-cooled Fast Reactor - LFR, and the Sodium-cooled Fast Reactor - SFR). The Molten Salt Reactor (MSR) employs a circulating liquid fuel mixture that offers considerable flexibility for recycling actinides, and may provide an alternative to accelerator-driven systems. A few major technologies have been recognized by DOE as necessary to enable the deployment of the next generation of advanced nuclear reactors, including the development and qualification of the structural materials needed to ensure their safe and reliable operation. Accordingly, DOE has identified materials as one of the focus areas for Gen IV technology development.

  8. Learning of pitch and time structures in an artificial grammar setting.

    Prince, Jon B; Stevens, Catherine J; Jones, Mari Riess; Tillmann, Barbara

    2018-04-12

    Despite the empirical evidence for the power of the cognitive capacity of implicit learning of structures and regularities in several modalities and materials, it remains controversial whether implicit learning extends to the learning of temporal structures and regularities. We investigated whether (a) an artificial grammar can be learned equally well when expressed in duration sequences as when expressed in pitch sequences, (b) learning of the artificial grammar in either duration or pitch (as the primary dimension) sequences can be influenced by the properties of the secondary dimension (invariant vs. randomized), and (c) learning can be boosted when the artificial grammar is expressed in both pitch and duration. After an exposure phase with grammatical sequences, learning in a subsequent test phase was assessed in a grammaticality judgment task. Participants in both the pitch and duration conditions showed incidental (not fully implicit) learning of the artificial grammar when the secondary dimension was invariant, but randomizing the pitch sequence prevented learning of the artificial grammar in duration sequences. Expressing the artificial grammar in both pitch and duration resulted in disproportionately better performance, suggesting an interaction between the learning of pitch and temporal structure. The findings are relevant to research investigating the learning of temporal structures and the learning of structures presented simultaneously in 2 dimensions (e.g., space and time, space and objects). By investigating learning, the findings provide further insight into the potential specificity of pitch and time processing, and their integrated versus independent processing, as previously debated in music cognition research. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  9. DEVELOPING A SOUND POLICY FOR THE TREATMENT OF GRAMMAR

    2001-01-01

    Should grammar be taught at all?Is it a hindrance or anaid?Communicative language teaching approach seems to havecast doubts on the value of grammar teaching.The present paperargues that the positive effect of grammar in College Englishteaching and learning should not be overlooked.Grammar servesas a means to the final achievement of language proficiency.Itis time for language teachers to reconsider the role of grammarand to come up with a more appropriate and thus,moreeffective treatment of grammar in College English teaching.

  10. A Contrastive Study of Two Approaches to Teach Grammar

    Cai; Lin

    2007-01-01

    There are many kinds of methods of teaching grammar, no matter what they are, these approaches can generally be classified into two approaches-deductive and inductive. What an appropriate grammar teaching approach is by examining the inductive and deductive approaches to grammar teaching and learning. It starts with the definitions of inductive and deductive approaches to grammar teaching, followed by a contrastive study of these two approaches in terms of both the bases and the application. Finally, it explores the inductive approach and outlines the benefits of this approach and suggests an alternative view of grammar teaching.

  11. E-LEARNING TURKISH LANGUAGE AND GRAMMAR: Analyzing Learners' Behavior

    Panagiotis GEORGALAS

    2012-01-01

    Full Text Available This study analyses the behavior and the preferences of the Greek learners of Turkish language, who use a particular e-learning website in parallel with their studies, namely: http://turkish.pgeorgalas.gr. The website offers free online material in Greek and English language for learning the Turkish language and grammar. The traffic of several modules of the website has been measured, examined and analyzed. The research was carried out between the years 2010- 2011 and included the analysis of several million clicks. The results show particular attitudes, habits and preferences throughout the e-learning process. There is a preference of users to exercises against theory. Fast cross-link exercises are preferred to slower “fill in” ones. During the weekends, visitors tend to use less e-learning facilities and select more light activities than the rest days of the week. Society trends and fashions like TV serials have a serious impact to the number of people who decide to learn a new foreign language, in particular Turkish. There is a strong preference of the audience to use online TV against online radio facilities for language practice. The subjects that Greek learners of Turkish language spend more time are verbs conjugation and vocabulary learning. They focus on elementary grammar subjects like the Alphabet, the numbers and the formation of plural. Finally, they try to learn the syntax of Turkish language through sentence structure puzzles and give priority to special grammar issues like noun compounds that are not present in Greek language.

  12. Gender stereotyping in EFL grammar textbooks. A diachronic approach

    Marcin Lewandowski

    2014-12-01

    Full Text Available Gender stereotyping in educational materials (especially in EFL textbooks has been a common theme in linguistic research (cf., e. g., Hellinger 1980; Porreca 1984; Freebody/Baker 1987; Sunderland 1994; Lee/Collins 2010. However, very little attention has been paid to the representation of men and women in EFL/ESL grammar textbooks; i. e. the way both genders are portrayed in constructed examples of usage and practice sentences. The present contribution is intended to fill this gap. The paper investigates the scope of gender stereotyping from a diachronic perspective: it seeks to demonstrate whether and how the images of men and women have changed following the dissemination of guidelines for non-sexist language and equal treatment of the two genders in English language educational materials. To this aim, two corpora have been compiled. The first one includes sentences derived from three EFL textbooks published in the 1970s and 1980s, while the other one contains analogous data from three 21st century titles. The contrastive analysis of the sentences in the two corpora across 11 semantic domains has found that the recently published grammar textbooks portray the two genders in a much less stereotyped way than the 20th century course books.

  13. The Study on the analysis of the revised regulation on the special nuclear materials

    Ahn, Seung Ho; Koh, Byung Marn; Kim, Ki Hyun

    2015-01-01

    In accordance with successful implementation of the IS in the ROK, the IAEA request the enhanced partnership between the ROK and the IAEA to increase the role of the SSAC(State System of Accounting for and Control of nuclear material) in the ROK. For this reason, the ROK and the IAEA signed the EC(Enhanced Cooperation) arrangement to expand the cooperation area beyond existing LWR enhanced cooperation. The IAEA set up it the one of the EC's objectives to increase the practical use and enhancement of the SSAC. In 2013, the NSSC(Nuclear Safety and Security Committee) formed task force team which included the TSO(Technical Support Organization) staffs and operators to establish scope, object and role of the SSAC for improving it. The improvement of the state safeguards system envisioned in the amendment to the notification is intended to ensure the integrity of the state safeguards with the agreement reached with the IAEA to enhance cooperation, enable facility operators to ensure compliance with their obligatory requirements without assuming unnecessarily duplicate administrative workload, and eliminate unreasonableness of the state accounting and control inspection

  14. The Study on the analysis of the revised regulation on the special nuclear materials

    Ahn, Seung Ho; Koh, Byung Marn; Kim, Ki Hyun [Korea Institute of Nuclear Non-proliferation and Control, Daejeon (Korea, Republic of)

    2015-05-15

    In accordance with successful implementation of the IS in the ROK, the IAEA request the enhanced partnership between the ROK and the IAEA to increase the role of the SSAC(State System of Accounting for and Control of nuclear material) in the ROK. For this reason, the ROK and the IAEA signed the EC(Enhanced Cooperation) arrangement to expand the cooperation area beyond existing LWR enhanced cooperation. The IAEA set up it the one of the EC's objectives to increase the practical use and enhancement of the SSAC. In 2013, the NSSC(Nuclear Safety and Security Committee) formed task force team which included the TSO(Technical Support Organization) staffs and operators to establish scope, object and role of the SSAC for improving it. The improvement of the state safeguards system envisioned in the amendment to the notification is intended to ensure the integrity of the state safeguards with the agreement reached with the IAEA to enhance cooperation, enable facility operators to ensure compliance with their obligatory requirements without assuming unnecessarily duplicate administrative workload, and eliminate unreasonableness of the state accounting and control inspection.

  15. Machine Translation Using Constraint-Based Synchronous Grammar

    WONG Fai; DONG Mingchui; HU Dongcheng

    2006-01-01

    A synchronous grammar based on the formalism of context-free grammar was developed by generalizing the first component of production that models the source text. Unlike other synchronous grammars,the grammar allows multiple target productions to be associated to a single production rule which can be used to guide a parser to infer different possible translational equivalences for a recognized input string according to the feature constraints of symbols in the pattern. An extended generalized LR algorithm was adapted to the parsing of the proposed formalism to analyze the syntactic structure of a language. The grammar was used as the basis for building a machine translation system for Portuguese to Chinese translation. The empirical results show that the grammar is more expressive when modeling the translational equivalences of parallel texts for machine translation and grammar rewriting applications.

  16. Feed Materials Production Center waste management plan (Revision to NLCO-1100, R.6)

    Watts, R.E.; Allen, T.; Castle, S.A.; Hopper, J.P.; Oelrich, R.L.

    1986-01-01

    In the process of producing uranium metal products used in Department of Energy (DOE) defense programs at other DOE facilities, various types of wastes are generated at the Feed Materials Production Center (FMPC). Process wastes, both generated and stored, are discussed in the Waste Management Plan and include low-level radioactive waste (LLW), mixed hazardous/radioactive waste, and sanitary/industrial waste. Scrap metal waste and wastes requiring special remediation are also addressed in the Plan. The Waste Management Plan identifies the comprehensive programs developed to address safe storage and disposition of all wastes from past, present, and future operations at the FMPC. Waste streams discussed in this Plan are representative of the wastes generated and waste types that concern worker and public health and safety. Budgets and schedules for implementation of waste disposition are also addressed. The waste streams receiving the largest amount of funding include LLW approved for shipment by DOE/ORO to the Nevada Test Site (NTS) (MgF 2 , slag leach filter cake, and neutralized raffinate); remedial action wastes (waste pits, K-65 silo waste); thorium; scrap metal (contaminated and noncontaminated ferrous and copper scrap); construction rubble and soil generated from decontamination and decommissioning of outdated facilities; and low-level wastes that will be handled through the Low-Level Waste Processing and Shipping System (LLWPSS). Waste Management milestones are also provided. The Waste Management Plan is divided into eight major sections: Introduction; Site Waste and Waste Generating Process; Strategy; Projects and Operations; Waste Stream Budgets; Milestones; Quality Assurance for Waste Management; and Environmental Monitoring Program

  17. Evaulation of B4C as an ablator material for NIF capsules. Revision 1

    Burnham, A.K.; Alford, C.S.; Makowiecki, D.M.; Dittrich, T.R.; Wallace, R.J.; Honea, E.C.; King, C.M.; Steinman, D.

    1997-01-01

    Boron carbide (B 4 C) is examined as a potential fuel container and ablator for implosion capsules on the National Ignition Facility (NIF). A capsule of pure B 4 C encasing a layer of solid DT implodes stably and ignites with anticipated NIF x-ray drives, producing 18 MJ of energy. Thin films of B 4 C were found to be resistant to oxidation and modestly transmitting in the infrared (IR), possibly enabling IR fuel characterization and enhancement for thin permeation barriers but not for full-thickness capsules. Polystyrene mandrels 0.5 mm in diameter were successfully coated with 0.15-2.0 micrometers of B 4 C. Thickness estimated from optical density agreed well with those measured by scanning electron microscopy (SEM). The B 4 C microstructure was columnar but finer than for Be made at the same conditions. B 4 C is a very strong material, with a fiber tensile strength capable of holding NIF fill pressures at room temperature, but it is also very brittle, and microscopic flaws or grain structure may limit the noncryogenic fill pressure. Argon (Ar) permeation rates were measured for a few capsules that had been further coated with 5 micrometers of plasma polymer. The B 4 C coatings tended to crack under tensile load. Some shells filled more slowly than they leaked, suggesting that the cracks open and close under opposite pressure loading. As observed earlier for Ti coatings, 0.15-micrometer layers of B 4 C had better gas retention properties than 2-micrometer layers, possibly because of fewer cracks. Permeation and fill strength issues for capsules with a full ablator thickness of B 4 C are unresolved. 21 refs., 6 figs

  18. Phrasal alignment in Functional Discourse Grammar

    van Rijn, M.

    2011-01-01

    Although the term is alignment is typically associated with morphosyntactic expression of arguments of the Clause, alignment is also relevant to units of the Phrase. In Functional Discourse Grammar a basic distinction is made between two kinds of dependency relations obtaining both within Phrases

  19. On defining semantics of extended attribute grammars

    Madsen, Ole Lehrmann

    1980-01-01

    Knuth has introduced attribute grammars (AGs) as a tool to define the semanitcs of context-free languages. The use of AGs in connection with programming language definitions has mostly been to define the context-sensitive syntax of the language and to define a translation in code for a hypothetic...

  20. On restricted context-free grammars

    Dassow, J.; Masopust, Tomáš

    2012-01-01

    Roč. 78, č. 1 (2012), s. 293-304 ISSN 0022-0000 Institutional research plan: CEZ:AV0Z10190503 Keywords : context-free grammars * derivation restriction * normal forms Subject RIV: BA - General Mathematics Impact factor: 1.000, year: 2012 http://www.sciencedirect.com/science/article/pii/S0022000011000572

  1. Case Grammar in Philippine Languages. Preliminary Draft.

    Stevens, Alan M.

    This paper presents evidence from Philippine languages which suggests a number of modifications in the theory of case grammar. Philippine languages and adjacent related languages mark the case relationship between the verb and one noun phrase in the sentence by a particle on the noun phrase and an affix on the verb, a phenomenon which in recent…

  2. Assessing Primary Literacy through Grammar Tests

    Hodgson, John

    2017-01-01

    Originally an editorial for "English in Education," this short article summarises key issues in the imposition of a separate test for grammar, punctuation and spelling. It illustrates the poor foundations, lack of clarity and distortion of curriculum which invalidate the test.

  3. A BRIEF HINDI REFERENCE GRAMMAR. PRELIMINARY VERSION.

    GUMPERZ, JOHN J.; MISRA, VIDYA NIWAS

    THIS BRIEF OUTLINE OF HINDI PHONOLOGY AND GRAMMAR IS INTENDED FOR FIRST AND SECOND YEAR STUDENTS OF HINDI WHO HAVE SOME PREVIOUS KNOWLEDGE OF THE ORAL AND WRITTEN LANGUAGE BUT WHO MAY HAVE HAD NO PREVIOUS TRAINING IN LINGUISTIC TERMINOLOGY. THE AUTHORS HAVE THEREFORE EMPHASIZED SIMPLICITY AND READABILITY RATHER THAN EXHAUSTIVENESS OR ORIGINALITY…

  4. Ontological semantics in modified categorial grammar

    Szymczak, Bartlomiej Antoni

    2009-01-01

    Categorial Grammar is a well established tool for describing natural language semantics. In the current paper we discuss some of its drawbacks and how it could be extended to overcome them. We use the extended version for deriving ontological semantics from text. A proof-of-concept implementation...

  5. A Grammar of Spoken Brazilian Portuguese.

    Thomas, Earl W.

    This is a first-year text of Portuguese grammar based on the Portuguese of moderately educated Brazilians from the area around Rio de Janeiro. Spoken idiomatic usage is emphasized. An important innovation is found in the presentation of verb tenses; they are presented in the order in which the native speaker learns them. The text is intended to…

  6. English Grammar for Students of French.

    Morton, Jacqueline

    This grammar is a self-study manual intended to aid native speakers of English who are beginning the study of French. It is designed to supplement the French textbook, not to replace it. The common grammatical terms that are necessary for learning to speak and write French are explained in English and illustrated by examples in both French and…

  7. Ch(k) grammars: A characterization of LL(k) languages

    Becvar, J.; Nijholt, Antinus; Soisalon-Soininen, E.

    In this paper we introduce the class of so called Ch(k) grammars [pronounced "chain k grammars"]. This class of grammars is properly contained in the class of LR(k) grammars and it properly contains the LL(k) grammars. However, the family of Ch[k) languages coincides with the family of LL(k)

  8. English grammar in use a self-study reference and practice book for intermediate learners of English : with answers and CD-ROM

    Murphy, Raymond

    2012-01-01

    English Grammar in Use Fourth edition is an updated version of the world's best-selling grammar title. It has a fresh, appealing new design and clear layout, with revised and updated examples, but retains all the key features of clarity and accessibility that have made the book popular with millions of learners and teachers around the world. The CD-ROM contains lots of additional practice exercises to consolidate learning, ideal for self-study but also suitable for reinforcement work in the classroom. An online version and book without answers are available separately.

  9. Incremental Learning of Context Free Grammars by Parsing-Based Rule Generation and Rule Set Search

    Nakamura, Katsuhiko; Hoshina, Akemi

    This paper discusses recent improvements and extensions in Synapse system for inductive inference of context free grammars (CFGs) from sample strings. Synapse uses incremental learning, rule generation based on bottom-up parsing, and the search for rule sets. The form of production rules in the previous system is extended from Revised Chomsky Normal Form A→βγ to Extended Chomsky Normal Form, which also includes A→B, where each of β and γ is either a terminal or nonterminal symbol. From the result of bottom-up parsing, a rule generation mechanism synthesizes minimum production rules required for parsing positive samples. Instead of inductive CYK algorithm in the previous version of Synapse, the improved version uses a novel rule generation method, called ``bridging,'' which bridges the lacked part of the derivation tree for the positive string. The improved version also employs a novel search strategy, called serial search in addition to minimum rule set search. The synthesis of grammars by the serial search is faster than the minimum set search in most cases. On the other hand, the size of the generated CFGs is generally larger than that by the minimum set search, and the system can find no appropriate grammar for some CFL by the serial search. The paper shows experimental results of incremental learning of several fundamental CFGs and compares the methods of rule generation and search strategies.

  10. On the Balance of Grammar and Communication Teaching for Chinese Students

    秦耀咏

    2002-01-01

    To the problem of neglecting grammar teaching when the Communicative approach is encouraged,this paper tries to analyze the position of teaching grammar and put forward some suggestions on how to balance grammar and communication teaching.

  11. Researches on Problems in College Students'Grammar Learning and Countermeasures%Researches on Problems in College Students' Grammar Learning and Countermeasures

    廖芳

    2016-01-01

    Grammar is the guiding rules of language, and a good mastery of grammar is the basis of English learning. This paper starts from the problems in college students' current grammar learning and put forwards some strategies to improve their English grammar.

  12. An Overview of the Nigel Text Generation Grammar.

    1983-04-01

    34 76b, Hudson 76, Halliday 81, de Joia 80, Fawcett 80].3 1.2. Design Goals for the Grammar Three kinds of goals have guided the work of creating Nigel...Davey 79] Davey, A., Discourse Production, Edinburgh University Press, Edinburgh, 1979. [ de Joia 80] de Joia , A., and A. Stenton, Terms in Systemic...1 1.1. The Text Generation Task as a Stimulus for Grammar Design .........................1I -1.2. Design Goals for the Grammar

  13. Handbook of graph grammars and computing by graph transformation

    Engels, G; Kreowski, H J; Rozenberg, G

    1999-01-01

    Graph grammars originated in the late 60s, motivated by considerations about pattern recognition and compiler construction. Since then, the list of areas which have interacted with the development of graph grammars has grown quite impressively. Besides the aforementioned areas, it includes software specification and development, VLSI layout schemes, database design, modeling of concurrent systems, massively parallel computer architectures, logic programming, computer animation, developmental biology, music composition, visual languages, and many others.The area of graph grammars and graph tran

  14. Verbal prefixation, construction grammar, and semantic compatibility

    Lewandowski, Wojciech

    2016-01-01

    This paper aims to analyze the interaction between prefixes, verbs, and abstract argument structure constructions, using as a testing ground the locative alternation. It has been assumed that in order to participate in the locative alternation, a verb must specify a manner of motion from which a ...... between resultative prefixes, alternating verbs, and the more abstract change-of-state variant is driven by semantic coherence. Keywords: resultative prefixes, construction grammar, semantic coherence, locative alternation, Polish...

  15. Dependency Grammar in Lithuanian Language Processing

    Grigonytė, Gintarė

    2006-01-01

    Lithuanian language is quite in an early stage of language processing. And therefore has a high demand on automated tools like taggers, parsers, word sense disambiguators etc. During the last 10 years only a few researchers were attempting to create a parser for Lithuanian language. However none of them are used in practices nowadays. The process of designing and implementing rule based parser for Lithuanian language is presented in this paper. Rules and constraints of the formal grammar foll...

  16. Experimental functional realization of attribute grammar system

    I. Attali

    2002-07-01

    Full Text Available In this paper we present an experimental functional realization of attribute grammar(AG system for personal computers. For AG system functioning only Turbo Prolog compiler is required. The system functioning is based on a specially elaborated metalanguage for AG description, universal syntactic and semantic constructors. The AG system provides automatic generation of target compiler (syntax--oriented software using Turbo Prolog as object language.

  17. Kiss my asterisk a feisty guide to punctuation and grammar

    Baranick, Jenny

    2014-01-01

    Grammar has finally let its hair down! Unlike uptight grammar books that overwhelm us with every single grammar rule, Kiss My Asterisk is like a bikini: it's fun, flirty, and covers only the most important bits. Its lessons, which are 100 percent free of complicated grammar jargon, have been carefully selected to include today's most common, noticeable errors—the ones that confuse our readers or make them wonder if we are, in fact, smarter than a fifth grader. What is the proper use of an apostrophe? When should an ellipsis be used instead of an em dash? Why do we capitalize President Obama bu

  18. Teaching English Grammar Through Communicative Language Teaching Approach

    王玮

    2013-01-01

    Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical con⁃structs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the applica⁃tion of Communicative Language Teaching Approach in grammar teaching in college English classes.

  19. Missionary Pragmalinguistics: Father Diego Luis de Sanvitores’ grammar (1668) within the tradition of Philippine grammars

    Winkler, A.P.

    2016-01-01

    The grammar written in Latin, in 1668, by the Jesuit missionary Father Diego Luis de Sanvitores (1627-1672) is the oldest description we have of Chamorro, a language spoken on the Mariana islands. The grammar received a number of bad reviews and as a consequence has become neglected and almost forgotten. The main point of criticism has been that Sanvitores used the Latin grammatical framework to explain a language that in many ways does not fit this framework. In this thesis it is argued inst...

  20. An Attempt to Employ Diagrammatic Illustrations in Teaching English Grammar: Pictorial English Grammar

    Kaoru Takahashi

    2013-08-01

    Full Text Available In order for intermediate students poor at English grammar to enjoy learning it, a unique methodology has been improved in the classroom. In this article illustrated vehicles relevant to the five basic sentence patterns are presented in order to show how helpful this method is to understand English grammar. Also, more enhanced areas of this theory are discussed, which clarifies the feasibility of this methodology. The items to be introduced in my method are gerund, the passive voice, the relative pronoun and so on.

  1. Visual artificial grammar learning by rhesus macaques (Macaca mulatta): exploring the role of grammar complexity and sequence length.

    Heimbauer, Lisa A; Conway, Christopher M; Christiansen, Morten H; Beran, Michael J; Owren, Michael J

    2018-03-01

    Humans and nonhuman primates can learn about the organization of stimuli in the environment using implicit sequential pattern learning capabilities. However, most previous artificial grammar learning studies with nonhuman primates have involved relatively simple grammars and short input sequences. The goal in the current experiments was to assess the learning capabilities of monkeys on an artificial grammar-learning task that was more complex than most others previously used with nonhumans. Three experiments were conducted using a joystick-based, symmetrical-response serial reaction time task in which two monkeys were exposed to grammar-generated sequences at sequence lengths of four in Experiment 1, six in Experiment 2, and eight in Experiment 3. Over time, the monkeys came to respond faster to the sequences generated from the artificial grammar compared to random versions. In a subsequent generalization phase, subjects generalized their knowledge to novel sequences, responding significantly faster to novel instances of sequences produced using the familiar grammar compared to those constructed using an unfamiliar grammar. These results reveal that rhesus monkeys can learn and generalize the statistical structure inherent in an artificial grammar that is as complex as some used with humans, for sequences up to eight items long. These findings are discussed in relation to whether or not rhesus macaques and other primate species possess implicit sequence learning abilities that are similar to those that humans draw upon to learn natural language grammar.

  2. Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

    余媛

    2016-01-01

    The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

  3. ULTRA: Universal Grammar as a Universal Parser.

    Medeiros, David P

    2018-01-01

    A central concern of generative grammar is the relationship between hierarchy and word order, traditionally understood as two dimensions of a single syntactic representation. A related concern is directionality in the grammar. Traditional approaches posit process-neutral grammars, embodying knowledge of language, put to use with infinite facility both for production and comprehension. This has crystallized in the view of Merge as the central property of syntax, perhaps its only novel feature. A growing number of approaches explore grammars with different directionalities, often with more direct connections to performance mechanisms. This paper describes a novel model of universal grammar as a one-directional, universal parser. Mismatch between word order and interpretation order is pervasive in comprehension; in the present model, word order is language-particular and interpretation order (i.e., hierarchy) is universal. These orders are not two dimensions of a unified abstract object (e.g., precedence and dominance in a single tree); rather, both are temporal sequences, and UG is an invariant real-time procedure (based on Knuth's stack-sorting algorithm) transforming word order into hierarchical order. This shift in perspective has several desirable consequences. It collapses linearization, displacement, and composition into a single performance process. The architecture provides a novel source of brackets (labeled unambiguously and without search), which are understood not as part-whole constituency relations, but as storage and retrieval routines in parsing. It also explains why neutral word order within single syntactic cycles avoids 213-like permutations. The model identifies cycles as extended projections of lexical heads, grounding the notion of phase. This is achieved with a universal processor, dispensing with parameters. The empirical focus is word order in noun phrases. This domain provides some of the clearest evidence for 213-avoidance as a cross

  4. Some views on the two-year review/revision cycle of the IAEA ''regulations for the safe transport of radioactive material''

    Fasten, C.; Nitsche, F.

    2004-01-01

    The ''Regulations for the Safe Transport of Radioactive Material'' of the International Atomic Energy Agency (IAEA), Vienna were last issued as a complete revised edition in 1996 as Safety Standards Series No. ST-1 [1]. A modification to this edition was made in 2000 - only in English - incorporating minor editorial corrections published as Safety Standards Series No. TS-R-1 (ST-1, Revised). Issues in French, Russian and Spanish followed shortly. A continuos review/revision process of the transport regulations was initiated in 2000 to publish an amended or a revised edition every two years. This two-year review cycle has been established to harmonise it with the review cycles of the other United Nations dangerous goods regulatory bodies, namely - the UN Committee of Experts on the Transport of Dangerous Goods, Geneva - the International Civil Aviation Organisation (ICAO), Montreal - the International Maritime Organisation (IMO), London and - the United Nations Economic Commission for Europe (UN-ECE) - Inland Transport Committee, Geneva. - Intergovernmental Organisation for International Carriage by rail (OTIF), Bern. These bodies are responsible to issue the regulations for the transport of all classes of dangerous goods (where the class 7 is ''Radioactive Material''), for the international air transport (ICAO), for the international maritime transport (IMO) and the European road, rail and inland waterway transport (UN-ECE, OTIF). The regulations of the above mentioned bodies have been published for many years within a two year period with good experience. Since 2000 the IAEA has been using the two-year cycle also. Based on this relative short time of application first experiences with this two-year cycle will be discussed

  5. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2015. Scientific Opinion on Flavouring Group Evaluation 21, Revision 5 (FGE.21Rev5): Thiazoles, thiophenes, thiazoline and thienyl derivatives from chemical groups 29 and 30

    Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 41 flavouring substances in Flavouring Group Evaluation 21, Revision 5, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision...... have also been considered. Adequate specifications, including complete purity criteria and identity for the materials of commerce, have been provided for all 41 candidate substances....

  6. The Role of Teaching Grammar in First Language Education

    Demir, Sezgin; Erdogan, Ayse

    2018-01-01

    Grammar; while originating from the natural structure of the language also is the system which makes it possible for different language functions meet within the body of common rules especially communication. Having command of the language used, speaking and writing it correctly require strong grammar knowledge actually. However only knowing the…

  7. Current Issues in the Teaching of Grammar: An SLA Perspective

    Ellis, Rod

    2006-01-01

    The study of how learners acquire a second language (SLA) has helped to shape thinking about how to teach the grammar of a second language. There remain, however, a number of controversial issues. This paper considers eight key questions relating to grammar pedagogy in the light of findings from SLA. As such, this article complements…

  8. Grammar Engineering Support for Precedence Rule Recovery and Compatibility Checking

    Bouwers, E.; Bravenboer, M.; Visser, E.

    2007-01-01

    A wide range of parser generators are used to generate parsers for programming languages. The grammar formalisms that come with parser generators provide different approaches for defining operator precedence. Some generators (e.g. YACC) support precedence declarations, others require the grammar to

  9. Enhancing Empirical Research for Linguistically Motivated Precision Grammars

    Fokkens, A.S.

    2014-01-01

    Grammars of natural language are highly complex objects. This complexity is reflected in formal analyses found in both syntactic theory and computational grammars. In particular, there are two factors that make it notoriously difficult to make strong assertions about analyses for natural language

  10. Environmental Peace Education in Foreign Language Learners' English Grammar Lessons

    Arikan, Arda

    2009-01-01

    English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service…

  11. Linearly Ordered Attribute Grammars : With Automatic Augmenting Dependency Selection

    van Binsbergen, L. Thomas; Bransen, Jeroen; Dijkstra, Atze

    2015-01-01

    Attribute Grammars (AGs) extend Context-Free Grammars with attributes: information gathered on the syntax tree that adds semantics to the syntax. AGs are very well suited for describing static analyses, code-generation and other phases incorporated in a compiler. AGs are divided into classes based

  12. Where Is She? Gender Occurrences in Online Grammar Guides

    Amare, Nicole

    2007-01-01

    This article examines seven online grammar guides for instances of linguistic sexism. The grammar sentences from .edu Websites were analyzed based on NCTE's "Guidelines for Gender-Fair Use of Language" (2002) using the criteria of generic he and man; titles, labels, and names; gender stereotypes; order of mention (firstness); and ratio of male to…

  13. TG Grammar's Implications for the Foreign Language Teaching

    殷彩

    2009-01-01

    Chomsky's Transformational-Generative (TG) grammar is another revolution to linguistics after Saussure's strueturalism, and it plays an important role in the modem linguistics. Introducing the research perspective and method of TG grammar, this paper analyses its implications for the foreign language teaching.

  14. The Effects of Using Online Concordancers on Teaching Grammar

    Türkmen, Yasemin; Aydin, Selami

    2016-01-01

    Studies conducted so far have mainly focused on the effects of online concordancers on teaching vocabulary, while there is a lack of research focusing on the effects of online concordancers on teaching and learning grammar. Thus, this study aims to review the studies on the effects of online concordancers on teaching and learning grammar and how…

  15. What is the Spirit of the English Grammar Teaching?

    Haijiang Zhao

    2016-01-01

    In China,English is a foreign language,not a second language.Chinese students can't learn English well without learning its gram?mar first.As for English teachers,the most important is to help the students to grasp the spirit of English grammar learning.

  16. Effect of Direct Grammar Instruction on Student Writing Skills

    Robinson, Lisa; Feng, Jay

    2016-01-01

    Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…

  17. Sensing the Sentence: An Embodied Simulation Approach to Rhetorical Grammar

    Rule, Hannah J.

    2017-01-01

    This article applies the neuroscientific concept of embodied simulation--the process of understanding language through visual, motor, and spatial modalities of the body--to rhetorical grammar and sentence-style pedagogies. Embodied simulation invigorates rhetorical grammar instruction by attuning writers to the felt effects of written language,…

  18. ncRNA consensus secondary structure derivation using grammar strings.

    Achawanantakun, Rujira; Sun, Yanni; Takyar, Seyedeh Shohreh

    2011-04-01

    Many noncoding RNAs (ncRNAs) function through both their sequences and secondary structures. Thus, secondary structure derivation is an important issue in today's RNA research. The state-of-the-art structure annotation tools are based on comparative analysis, which derives consensus structure of homologous ncRNAs. Despite promising results from existing ncRNA aligning and consensus structure derivation tools, there is a need for more efficient and accurate ncRNA secondary structure modeling and alignment methods. In this work, we introduce a consensus structure derivation approach based on grammar string, a novel ncRNA secondary structure representation that encodes an ncRNA's sequence and secondary structure in the parameter space of a context-free grammar (CFG) and a full RNA grammar including pseudoknots. Being a string defined on a special alphabet constructed from a grammar, grammar string converts ncRNA alignment into sequence alignment. We derive consensus secondary structures from hundreds of ncRNA families from BraliBase 2.1 and 25 families containing pseudoknots using grammar string alignment. Our experiments have shown that grammar string-based structure derivation competes favorably in consensus structure quality with Murlet and RNASampler. Source code and experimental data are available at http://www.cse.msu.edu/~yannisun/grammar-string.

  19. Towards a Rationale for Research into Grammar Teaching in Schools

    Fontich, Xavier; Camps, Anna

    2014-01-01

    This article hopes to bring new insights to the debate about the effect of grammar knowledge on language use, especially writing. It raises the question of the need to look more closely at the following three questions: (1) What is the aim of grammar teaching?; (2) How capable are students of conceptualising about language and how is their…

  20. Does Teaching Grammar Really Hinder Students' Speaking Abilities?

    Kazumi Araki

    2015-01-01

    In the history of formal English education in Japan, grammar used to be the mainstream. In the secondary education system, teachers used to spend many hours teaching grammar to the students. However, it has been replaced by the aural/oral method of teaching a foreign language. There was even a remark that teaching grammar hinders students from communicating fluently. Literally, there was a time when grammar was set aside in formal English education. However, the author noticed that in grammar classes, the students speak English more loudly and confidently without much hesitation than in other types of English classes. One of the reasons is that they are not worried about the contents of the speeches. They are simply concentrating on the forms. They are not afraid of making major mistakes, and the errors they make are minor so they do not feel embarrassed in public. The atmosphere of the grammar classes is very positive and the students enjoy speaking English. In this paper, the author shows how grammar classes can contribute to the acquisition of the students' speaking abilities and manners. "Learning grammar was a precious experience", one student reported after the course.

  1. Linguistics deviation, a tool for teaching English grammar: evidence ...

    We have always advocated that those teaching the Use of English must seek out novel ways of teaching the grammar of English to take out the drudgery of the present approach. Here, we proposed using Linguistic deviation as a tool for teaching English grammar. This approach will produce students who are both strong in ...

  2. Construction Morphology and the Parallel Architecture of Grammar

    Booij, Geert; Audring, Jenny

    2017-01-01

    This article presents a systematic exposition of how the basic ideas of Construction Grammar (CxG) (Goldberg, 2006) and the Parallel Architecture (PA) of grammar (Jackendoff, 2002]) provide the framework for a proper account of morphological phenomena, in particular word formation. This framework is referred to as Construction Morphology (CxM). As…

  3. Spoken Grammar: An Urgent Necessity in the EFL Context

    Al-wossabi, Sami A.

    2014-01-01

    Recent studies in corpus linguistics have revealed apparent inconsistencies between the prescriptive grammar presented in EFL textbooks and the type of grammar used in the speech of native speakers. Such variations and learning gaps deprive EFL learners of the actual use of English and delay their oral/aural developmental processes. The focus of…

  4. Functional Grammar and Its Implications for English Teaching and Learning

    Feng, Zhiwen

    2013-01-01

    Functional grammar has received more and more attention from domestic scholars in the world of linguistics since 1970s, but it is still new to most EFL teachers. In spite of controversies about its applications into classroom teaching, this new grammar model has its own advantages and can facilitate EFL students to achieve academic success. This…

  5. Metagrammar Engineering: Towards systematic exploration of implemented grammars

    Fokkens, A.S.

    2011-01-01

    When designing grammars of natural language, typically, more than one formal analysis can account for a given phenomenon. Moreover, because analyses interact, the choices made by the engineer influence the possibilities available in further grammar development. The order in which phenomena are

  6. John Ash and the Rise of the Children's Grammar

    Navest, Karlijn Marianne

    2011-01-01

    From the second half of the eighteenth century onwards a knowledge of grammar served as an important marker of class in England. In order to enable their children to rise in society, middle-class parents expected their sons and daughters to learn English grammar. Since England did not have an

  7. Concept-Based Grammar Teaching: An Academic Responds to Azar

    Hill, Kent

    2007-01-01

    This response to Azar (this volume) intends to discuss from an academic's perspective the main points raised in her paper (i.e., grammar-based instruction and its relation to focus on form and error correction) and, to encourage a more concept-based approach to grammar instruction (CBT). A CBT approach to language development argues that the…

  8. On the Equivalence of Formal Grammars and Machines.

    Lund, Bruce

    1991-01-01

    Explores concepts of formal language and automata theory underlying computational linguistics. A computational formalism is described known as a "logic grammar," with which computational systems process linguistic data, with examples in declarative and procedural semantics and definite clause grammars. (13 references) (CB)

  9. A Pure Object-Oriented Embedding of Attribute Grammars

    Sloane, A.M.; Kats, L.C.L.; Visser, E.

    2010-01-01

    Attribute grammars are a powerful specification paradigm for many language processing tasks, particularly semantic analysis of programming languages. Recent attribute grammar systems use dynamic scheduling algorithms to evaluate attributes by need. In this paper, we show how to remove the need for a

  10. Grammar for College Writing: A Sentence-Composing Approach

    Killgallon, Don; Killgallon, Jenny

    2010-01-01

    Across America, in thousands of classrooms, from elementary school to high school, the time-tested sentence-composing approach has given students tools to become better writers. Now the authors present a much anticipated sentence-composing grammar worktext for college writing. This book presents a new and easier way to understand grammar: (1) Noun…

  11. The place of exclamatives and miratives in grammar: a functional discourse grammar view

    Olbertz, H.

    2012-01-01

    The concept of mirativity has come to interfere in the recently developed framework of Functional Discourse Grammar with what would be considered to be exclamative elsewhere. In addition, the concept of exclamative itself turns out to be ill-defined in various studies within the functional paradigm.

  12. Dynamic Systems Theory and Universal Grammar: Holding up a Turbulent Mirror to Development in Grammars

    Plaza-Pust, Carolina

    2008-01-01

    Research over the last decades has shown that language development in its multiple forms is characterized by a succession of stable and unstable states. However, the variation observed is neither expected nor can it be accounted for on the basis of traditional learning concepts conceived of within the Universal Grammar (UG) paradigm. In this…

  13. Essential grammar for today's writers, students, and teachers

    Sullivan, Nancy

    2014-01-01

    This innovative grammar text is an ideal resource for writers, language students, and current and future classroom teachers who need an accessible "refresher" in a step-by-step guide to essential grammar. Rather than becoming mired in overly detailed linguistic definitions, Nancy Sullivan helps writers and students understand and apply grammatical concepts and develop the skills they need to enhance their own writing. Along with engaging discussions of both contemporary and traditional terminology, Sullivan's text provides clear explanations of the basics of English grammar and a highly practical, hands-on approach to mastering the use of language. Complementing the focus on constructing excellent sentences, every example and exercise set is contextually grounded in language themes. Teachers, students, and writers will appreciate the streamlined, easy-to-understand coverage of essential grammar, as well as the affordable price. This is an ideal textbook for future teachers enrolled in an upper-level grammar c...

  14. GRAMMAR IN TEFL: A CRITIQUE OF INDONESIAN HIGH SCHOOL TEXTBOOKS

    Peter Collins

    2006-01-01

    Full Text Available Abstract: The aim of this paper is to critically assess the presentation of English grammar in textbooks used in secondary schools in Indonesia. The influence of the Communicative Approach is in evidence in the books examined, and yet the importance of explicit grammar instruction is not ignored, reflecting the view of many today that grammatical forms cannot be successfully learnt merely on the basis of comprehensible input. Despite recognition of its central role, the grammar instruction presented in the textbooks invites questions as to its linguistic adequacy and accuracy. Writers often seem unwilling to take on board the insights recorded in the influential and authoritative descriptive grammars of recent years, continuing to accept tacitly the principles exposed in Traditional Grammar.

  15. An Exploration of the Relationship between Vietnamese Students' Knowledge of L1 Grammar and Their English Grammar Proficiency

    Tran, Tammie M.

    2010-01-01

    The problem. This research study explores an important issue in the field of TESOL (Teaching English to Speakers of Other Languages) and second language acquisition (SLA). Its purpose is to examine the relationship between Vietnamese students' L1 grammar knowledge and their English grammar proficiency. Furthermore, it investigates the extent to…

  16. The Effects of Communicative Grammar Teaching on Students' Achievement of Grammatical Knowledge and Oral Production

    Ho, Pham Vu Phi; The Binh, Nguyen

    2014-01-01

    So far the students of Le Hong Phong Junior High School have been taught grammar with GTM (Grammar-Translation Method), which just prepares learners for conventional grammar-paper tests. Despite their considerable knowledge of grammar, the students fail to use the language they have learnt to communicate in real-life situations. The purpose of…

  17. The Effectiveness of Teaching Traditional Grammar on Writing Composition at the High School Level

    Jaeger, Gina

    2011-01-01

    Traditional grammar instruction is a challenging element of the English curriculum; both students and teachers struggle with the rules and dull nature of grammar. However, understanding grammar is important because students need to understand the language they speak in order to be effective communicators, and teachers provide grammar instruction…

  18. Understanding the Complex Processes in Developing Student Teachers' Knowledge about Grammar

    Svalberg, Agneta M.-L.

    2015-01-01

    This article takes the view that grammar is driven by user choices and is therefore complex and dynamic. This has implications for the teaching of grammar in language teacher education and how teachers' cognitions about grammar, and hence their own grammar teaching, might change. In this small, interpretative study, the participants--students on…

  19. A brief analysis of the necessity of grammar teaching in CLT

    胡晓; 王榛

    2017-01-01

    Grammar teaching is the important component of communicative language teaching, and also the teaching content of communicative approach. This study is going to analyze the status of English grammar learning, the theoretical basis of CLT, and some difficulties with regard to grammar education in China, while discussing teachers might try to adjust the current grammar approach in communicative English teaching.

  20. How Should English Grammar Be Taught in Middle Schools By Wang Shikun

    王仕坤

    2014-01-01

    This paper mainly deals with the idea that whether grammar teaching should be weakened or not ,the importance of grammar teaching,the present situation of grammar and some suggestions on how to teach grammar ,aiming at the improvement of English teaching and learning.

  1. Revising and editing for translators

    Mossop, Brian

    2014-01-01

    Revising and Editing for Translators provides guidance and learning materials for translation students learning to edit texts written by others, and professional translators wishing to improve their self-revision ability or learning to revise the work of others. Editing is understood as making corrections and improvements to texts, with particular attention to tailoring them to the given readership. Revising is this same task applied to draft translations. The linguistic work of editors and revisers is related to the professional situations in which they work. Mossop offers in-depth coverage of a wide range of topics, including copyediting, style editing, structural editing, checking for consistency, revising procedures and principles, and translation quality assessment. This third edition provides extended coverage of computer aids for revisers, and of the different degrees of revision suited to different texts. The inclusion of suggested activities and exercises, numerous real-world examples, a proposed gra...

  2. A Contribution Towards A Grammar of Code

    David M. Berry

    2008-01-01

    Full Text Available Over the past thirty years there has been an increasing interest in the social and cultural implications of digital technologies and ‘informationalism’ from the social sciences and humanities. Generally this has concentrated on the implications of the “convergence” of digital devices and services, understood as linked to the discrete processing capabilities of computers, which rely on logical operations, binary processing and symbolic representation. In this paper, I wish to suggest that a ‘grammar of code’ might provide a useful way of thinking about the way in which digital technologies operate as a medium and can contribute usefully to this wider debate. I am interested in the way in which the dynamic properties of code can be understood as operating according to a grammar reflected in its materialisation and operation in the lifeworld – the discretisation of the phenomenal world. As part of that contribution in this paper I develop some tentative Weberian ‘ideal-types’. These ideal-types are then applied to the work of the Japanese composer, Masahiro Miwa, whose innovative ‘Reverse-Simulation music’ models the operation of basic low-level digital circuitry for the performance and generation of musical pieces.

  3. Information packaging in Functional Discourse Grammar

    Niels Smit

    2007-07-01

    Full Text Available

    The paper addresses the modelling of information packaging in Functional Discourse Grammar (FDG, in particular the treatment of Topic, Comment and Focus. Current FDG has inherited the traditional Functional Grammar (FG representation of these categories as functions, which attach to Subacts of evocation. However, arguments of a formal, notional and descriptive nature can be advanced against pragmatic function assignment and in favour of an alternative analysis in which informational and evocational structures are dissociated so as to command their own primitives. In the context of a model of discourse knowledge organisation in which communicated contents are associated with packaging instructions that tell the Addressee how to treat the evoked knowledge, it is argued that focality can be modelled by means of a Focus operator that can attach to various constituents at the Interpersonal Level. Topicality, on the other hand, concerns binomial and monomial modes of presenting communicated contents. This can be rendered by means of the dedicated informational units Topic (Top and Comment (Cm, that interact in frames.

  4. Style grammars for interactive visualization of architecture.

    Aliaga, Daniel G; Rosen, Paul A; Bekins, Daniel R

    2007-01-01

    Interactive visualization of architecture provides a way to quickly visualize existing or novel buildings and structures. Such applications require both fast rendering and an effortless input regimen for creating and changing architecture using high-level editing operations that automatically fill in the necessary details. Procedural modeling and synthesis is a powerful paradigm that yields high data amplification and can be coupled with fast-rendering techniques to quickly generate plausible details of a scene without much or any user interaction. Previously, forward generating procedural methods have been proposed where a procedure is explicitly created to generate particular content. In this paper, we present our work in inverse procedural modeling of buildings and describe how to use an extracted repertoire of building grammars to facilitate the visualization and quick modification of architectural structures and buildings. We demonstrate an interactive application where the user draws simple building blocks and, using our system, can automatically complete the building "in the style of" other buildings using view-dependent texture mapping or nonphotorealistic rendering techniques. Our system supports an arbitrary number of building grammars created from user subdivided building models and captured photographs. Using only edit, copy, and paste metaphors, the entire building styles can be altered and transferred from one building to another in a few operations, enhancing the ability to modify an existing architectural structure or to visualize a novel building in the style of the others.

  5. Implicit learning of recursive context-free grammars.

    Rohrmeier, Martin; Fu, Qiufang; Dienes, Zoltan

    2012-01-01

    Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning.

  6. Grammar-Based Specification and Parsing of Binary File Formats

    William Underwood

    2012-03-01

    Full Text Available The capability to validate and view or play binary file formats, as well as to convert binary file formats to standard or current file formats, is critically important to the preservation of digital data and records. This paper describes the extension of context-free grammars from strings to binary files. Binary files are arrays of data types, such as long and short integers, floating-point numbers and pointers, as well as characters. The concept of an attribute grammar is extended to these context-free array grammars. This attribute grammar has been used to define a number of chunk-based and directory-based binary file formats. A parser generator has been used with some of these grammars to generate syntax checkers (recognizers for validating binary file formats. Among the potential benefits of an attribute grammar-based approach to specification and parsing of binary file formats is that attribute grammars not only support format validation, but support generation of error messages during validation of format, validation of semantic constraints, attribute value extraction (characterization, generation of viewers or players for file formats, and conversion to current or standard file formats. The significance of these results is that with these extensions to core computer science concepts, traditional parser/compiler technologies can potentially be used as a part of a general, cost effective curation strategy for binary file formats.

  7. Implicit Learning of Recursive Context-Free Grammars

    Rohrmeier, Martin; Fu, Qiufang; Dienes, Zoltan

    2012-01-01

    Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams) between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning. PMID:23094021

  8. Implicit learning of recursive context-free grammars.

    Martin Rohrmeier

    Full Text Available Context-free grammars are fundamental for the description of linguistic syntax. However, most artificial grammar learning experiments have explored learning of simpler finite-state grammars, while studies exploring context-free grammars have not assessed awareness and implicitness. This paper explores the implicit learning of context-free grammars employing features of hierarchical organization, recursive embedding and long-distance dependencies. The grammars also featured the distinction between left- and right-branching structures, as well as between centre- and tail-embedding, both distinctions found in natural languages. People acquired unconscious knowledge of relations between grammatical classes even for dependencies over long distances, in ways that went beyond learning simpler relations (e.g. n-grams between individual words. The structural distinctions drawn from linguistics also proved important as performance was greater for tail-embedding than centre-embedding structures. The results suggest the plausibility of implicit learning of complex context-free structures, which model some features of natural languages. They support the relevance of artificial grammar learning for probing mechanisms of language learning and challenge existing theories and computational models of implicit learning.

  9. Screening of pollution control and clean-up materials for river chemical spills using the multiple case-based reasoning method with a difference-driven revision strategy.

    Liu, Rentao; Jiang, Jiping; Guo, Liang; Shi, Bin; Liu, Jie; Du, Zhaolin; Wang, Peng

    2016-06-01

    In-depth filtering of emergency disposal technology (EDT) and materials has been required in the process of environmental pollution emergency disposal. However, an urgent problem that must be solved is how to quickly and accurately select the most appropriate materials for treating a pollution event from the existing spill control and clean-up materials (SCCM). To meet this need, the following objectives were addressed in this study. First, the material base and a case base for environment pollution emergency disposal were established to build a foundation and provide material for SCCM screening. Second, the multiple case-based reasoning model method with a difference-driven revision strategy (DDRS-MCBR) was applied to improve the original dual case-based reasoning model method system, and screening and decision-making was performed for SCCM using this model. Third, an actual environmental pollution accident from 2012 was used as a case study to verify the material base, case base, and screening model. The results demonstrated that the DDRS-MCBR method was fast, efficient, and practical. The DDRS-MCBR method changes the passive situation in which the choice of SCCM screening depends only on the subjective experience of the decision maker and offers a new approach to screening SCCM.

  10. A revision in hydrogen isotopic composition of USGS42 and USGS43 human-hair stable isotopic reference materials for forensic science

    Coplen, Tyler B.; Qi, Haiping

    2016-01-01

    The hydrogen isotopic composition (δ2HVSMOW-SLAP) of USGS42 and USGS43 human hair stable isotopic reference materials, normalized to the VSMOW (Vienna-Standard Mean Ocean Water)–SLAP (Standard Light Antarctic Precipitation) scale, was originally determined with a high temperature conversion technique using an elemental analyzer (TC/EA) with a glassy carbon tube and glassy carbon filling and analysis by isotope-ratio mass spectrometer (IRMS). However, the TC/EA IRMS method can produce inaccurate δ2HVSMOW-SLAPresults when analyzing nitrogen-bearing organic substances owing to the formation of hydrogen cyanide (HCN), leading to non-quantitative conversion of a sample into molecular hydrogen (H2) for IRMS analysis. A single-oven, chromium-filled, elemental analyzer (Cr-EA) coupled to an IRMS substantially improves the measurement quality and reliability of hydrogen isotopic analysis of hydrogen- and nitrogen-bearing organic material because hot chromium scavenges all reactive elements except hydrogen. USGS42 and USGS43 human hair isotopic reference materials have been analyzed with the Cr-EA IRMS method, and the δ2HVSMOW-SLAP values of their non-exchangeable hydrogen fractions have been revised:where mUr = 0.001 = ‰. On average, these revised δ2HVSMOW-SLAP values are 5.7 mUr more positive than those previously measured. It is critical that readers pay attention to the δ2HVSMOW-SLAP of isotopic reference materials in publications as they may need to adjust the δ2HVSMOW–SLAP measurement results of human hair in previous publications to ensure all results are on the same isotope-delta scale.

  11. 78 FR 32309 - Distribution of Source Material to Exempt Persons and to General Licensees and Revision of...

    2013-05-29

    ... thorium as ``source material'' for atomic weapons and the nuclear fuel cycle. Exemptions from licensing... material in a powdered form, which allows for a greater chance of inhalation or ingestion of the source...

  12. 76 FR 72005 - NUREG-1556, Volume 2, Revision 1, “Consolidated Guidance About Materials Licenses Program...

    2011-11-21

    ... Herrera, Division of Materials Safety and State Agreements, Office of Federal and State Materials and Environmental Management Programs, telephone (301) 415-7138, email: Tomas.Herrera@nrc.gov . NRC's Public Web...

  13. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Ira Irzawati

    2013-01-01

    Full Text Available Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students’ perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect the data. The data were analyzed quantitatively and qualitatively. The result of this study revealed that students had positive perceptions toward the use of Webquest in learning grammar. They believed that Webquest can be used as one of effective internet based learning tools in studying grammar.

  14. The Role of Grammar Instruction in Language Teaching

    2001-01-01

    @@ The role of grammar instruction in foreign or second language acquisition is one of the most con troversial issues in foreign/second language teach ing and learning research. The advocators of gram mar instruction argue that grammar should be the core of language instruction and formal instruction enhances formal accuracy. On the other hand, crit ics naintain that the grammar knowledge has lim ited uses and may hinder the students from acquir ing the communicative competence and efficiency. Undoubtedly these two extreme theories often put teachers into a dilemma. What theory should they believe then? Do they accept the one and ignore the other?

  15. Enhancing Competency in English: The Covert Approach a Complementary to the Overt Approach in Teaching Grammar

    Hussein Islam Abdullah

    2015-01-01

    Full Text Available Over the years, there has been a decline in the competency of the English Language in Malaysian schools. Many parties among them the Ministry of Education, relevant NGOs, academicians and people have expressed concern over the matter. The Education Ministry through its transformational policy has taken several measures to overcome the matter. It is employing appropriate strategies to solve the problems. The focus is on learning and teaching strategies as well as the content of the language. There is no doubt that grammar is a very important component in acquiring the language in primary and secondary schools. The English teachers mostly use the communicative approach in teaching grammar. This is in line with the KBSR syllabus in mid 1980s which emphasized on the communicative method. Teachers’ training and materials such as textbooks cater for the covert method. However, some tend to ignore the structural approach which is equally effective and meaningful to increase the level of the students’ proficiency which was popular in the 1960s. The paper discusses on the two different approaches used – the covert and overt approaches – their strengths as well as weaknesses. Application of both approaches is also taken into consideration giving a better view of how grammar should be taught in schools.

  16. Revising Translations

    Rasmussen, Kirsten Wølch; Schjoldager, Anne

    2011-01-01

    The paper explains the theoretical background and findings of an empirical study of revision policies, using Denmark as a case in point. After an overview of important definitions, types and parameters, the paper explains the methods and data gathered from a questionnaire survey and an interview...... survey. Results clearly show that most translation companies regard both unilingual and comparative revisions as essential components of professional quality assurance. Data indicate that revision is rarely fully comparative, as the preferred procedure seems to be a unilingual revision followed by a more...... or less comparative rereading. Though questionnaire data seem to indicate that translation companies use linguistic correctness and presentation as the only revision parameters, interview data reveal that textual and communicative aspects are also considered. Generally speaking, revision is not carried...

  17. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2014. Scientific Opinion on Flavouring Group Evaluation 304, Revision 1 (FGE.304Rev1): Four carboxamides from Chemical Groups 30

    Beltoft, Vibe Meister; Binderup, Mona-Lise; Frandsen, Henrik Lauritz

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate four flavouring substances in the Flavouring Group Evaluation 304, Revision 1 (FGE.304Rev1) using the Procedure in Commission Regulation (EC) No 1565...... criteria and identity for the materials of commerce have been provided for all four candidate substances....

  18. Stream Processing Using Grammars and Regular Expressions

    Rasmussen, Ulrik Terp

    disambiguation. The first algorithm operates in two passes in a semi-streaming fashion, using a constant amount of working memory and an auxiliary tape storage which is written in the first pass and consumed by the second. The second algorithm is a single-pass and optimally streaming algorithm which outputs...... as much of the parse tree as is semantically possible based on the input prefix read so far, and resorts to buffering as many symbols as is required to resolve the next choice. Optimality is obtained by performing a PSPACE-complete pre-analysis on the regular expression. In the second part we present...... Kleenex, a language for expressing high-performance streaming string processing programs as regular grammars with embedded semantic actions, and its compilation to streaming string transducers with worst-case linear-time performance. Its underlying theory is based on transducer decomposition into oracle...

  19. A cognitively plausible model for grammar induction

    Roni Katzir

    2015-01-01

    Full Text Available This paper aims to bring theoretical linguistics and cognition-general theories of learning into closer contact. I argue that linguists' notions of rich UGs are well-founded, but that cognition-general learning approaches are viable as well and that the two can and should co-exist and support each other. Specifically, I use the observation that any theory of UG provides a learning criterion -- the total memory space used to store a grammar and its encoding of the input -- that supports learning according to the principle of Minimum Description-Length. This mapping from UGs to learners maintains a minimal ontological commitment: the learner for a particular UG uses only what is already required to account for linguistic competence in adults. I suggest that such learners should be our null hypothesis regarding the child's learning mechanism, and that furthermore, the mapping from theories of UG to learners provides a framework for comparing theories of UG.

  20. A grammar checker based on web searching

    Joaquim Moré

    2006-05-01

    Full Text Available This paper presents an English grammar and style checker for non-native English speakers. The main characteristic of this checker is the use of an Internet search engine. As the number of web pages written in English is immense, the system hypothesises that a piece of text not found on the Web is probably badly written. The system also hypothesises that the Web will provide examples of how the content of the text segment can be expressed in a grammatically correct and idiomatic way. Thus, when the checker warns the user about the odd nature of a text segment, the Internet engine searches for contexts that can help the user decide whether he/she should correct the segment or not. By means of a search engine, the checker also suggests use of other expressions that appear on the Web more often than the expression he/she actually wrote.

  1. An entropy model for artificial grammar learning

    Emmanuel Pothos

    2010-06-01

    Full Text Available A model is proposed to characterize the type of knowledge acquired in Artificial Grammar Learning (AGL. In particular, Shannon entropy is employed to compute the complexity of different test items in an AGL task, relative to the training items. According to this model, the more predictable a test item is from the training items, the more likely it is that this item should be selected as compatible with the training items. The predictions of the entropy model are explored in relation to the results from several previous AGL datasets and compared to other AGL measures. This particular approach in AGL resonates well with similar models in categorization and reasoning which also postulate that cognitive processing is geared towards the reduction of entropy.

  2. An Introduction of Three-dimensional Grammar

    Fan Xiao

    2017-12-01

    Full Text Available This paper introduces some key points of Three-dimensional Grammar. As for the structure, it can be distinguished into syntactic structure, semantic structure and pragmatic structure from the perspectives of syntax, semantics and pragmatics. And the same is true with the followings, such as grammatical constituents, grammatical functions, grammatical meanings, grammatical focuses. Sentence types which is called sentence pattern, sentence model and sentence types respectively, and analysis methods. This paper proposes that grammatical researches should be done in accordance with the four principles, that is form and meaning co-verified, static and dynamic co-referenced, structure and function co-testified and description and interpretation co-promoted.

  3. Dissertation Notice: A Grammar of Wutun

    Reviewed by Benjamin Brosig

    2018-05-01

    Full Text Available Erika Sandman. 2016. A Grammar of Wutun. Helsinki: University of Helsinki. Doctoral dissertation, xii, 370 p. [http://bit.ly/2C0jMCY, accessed 13 December 2017]. An occasional problem when doing research on the languages of northern China is that while there are medium-sized structuralist, historical, and contemporary grammars for many local non-Sinitic varieties (e.g., Todaeva 1966, Chen and Cinggeltei 1986, and Fried 2010 for Bonan, the same does not seem to be equally true for their Sinitic contact varieties. A Grammar of Wutun, a dissertation written by Erika Sandman at the two departments of World Culture and Modern Languages at the University of Helsinki, helps close this gap for what has since Chen (1981 been known as one of the most idiosyncratic varieties of North-Western Mandarin. This language formed as part of the Amdo Sprachbund in intensive contact with Amdo Tibetan and, to some extent, Qinghai Bonan. A Grammar of Wutun is based on Basic Linguistic Theory (Dixon 1997, 2010 and tends to make use of well-established classics for individual linguistic domains (e.g., Lamprecht 1994 for information structure, Yap et al. 2011 for nominalization. Based on a corpus of approximately 1,300 naturally attested and 1,100 elicited clauses mostly collected by the author herself, it first describes the sociolinguistic and research context (1-18, the phonology (19-41, following Janhunen et al. 2008 and word classes (42-175, nouns, verbs, minor of Wutun. After attested morphological forms are thus accounted for, it continues by describing functional domains such as aspect (176-205; evidentiality and egophoricity (206-239; clausal word order, valency, and information structure (240-286; clause-type-related morphological mechanisms for interrogating, ordering, and negating (287-310; and clause connection (311-348. The book closes with glossed and translated transcriptions of three short procedural monologues (349-361. In the nominal domain, Wutun

  4. U.S./Russian lab-to-lab materials protection, control and accounting program efforts at the Institute of Inorganic Materials. Revision 1

    Ruhter, W.D.; Kositsyn, V.; Rudenko, V.; Siskind, B.; Bieber, A.; Hoida, Hiroshi; Augustson, R.; Ehinger, M.; Smith, B.W.

    1996-01-01

    The All-Russian Scientific Research Institute of Inorganic Materials (VNIINM) performs research in nuclear power reactor fuel, spent fuel reprocessing and waste management, materials science of fissionable and reactor structural materials, metallurgy, superconducting materials, and analytical sciences. VNIINM supports the Ministry of Atomic Energy of the Russian Federation (MINATOM) in technologies for fabrication and processing of nuclear fuel. As a participant in the US/Russian Lab-to-Lab nuclear materials protection, control and accounting (MPC and A) program, VNIINM is providing support for measurements of nuclear materials in bulk forms by developing specifications, test and evaluation, certification, and implementation of measurement methods for such materials. In 1996, VNIINM will be working with Brookhaven staff in developing and documenting material control and accounting requirements for nuclear materials in bulk form, Livermore and Los Alamos staff in testing and evaluating gamma-ray spectrometry methods for bulk materials, Los Alamos staff in test and evaluation of neutron-coincidence counting techniques, Oak Ridge staff in accounting of bulk materials with process instrumentation, and Pacific Northwest staff on automating VNIINM's coulometric titration system. In addition, VNIINM will develop a computerized accounting system for nuclear material within VNIINM and their storage facility. The paper will describe the status of this work and anticipated progress in 1996

  5. DIFFICULTIES IN TEACHING AND LEARNING GRAMMAR IN AN EFL CONTEXT

    Abdu Mohammed Al-Mekhlafi

    2011-07-01

    Full Text Available The role of grammar instruction in an ESL/EFL context has been for decades a major issue for students and teachers alike. Researchers have debated whether grammar should be taught in the classroom and students, for their part, have generally looked upon grammar instruction as a necessary evil at best, and an avoidable burden at worst. The paper reports a study undertaken to investigate the difficulties teachers face in teaching grammar to EFL students as well as those faced by students in learning it, in the teachers' perception. The study aimed to find out whether there are significant differences in teachers' perceptions of difficulties in relation to their gender, qualification, teaching experience, and the level they teach in school, thus providing insights into their own and their students' difficulties. Mean scores and t-test were used to interpret the data. The main findings are reported with implications.

  6. Interactive design of probability density functions for shape grammars

    Dang, Minh; Lienhard, Stefan; Ceylan, Duygu; Neubert, Boris; Wonka, Peter; Pauly, Mark

    2015-01-01

    A shape grammar defines a procedural shape space containing a variety of models of the same class, e.g. buildings, trees, furniture, airplanes, bikes, etc. We present a framework that enables a user to interactively design a probability density

  7. On the interaction of Linguistic Typology and Functional Grammar

    Rijkhoff, J.

    2002-01-01

    of adjectives as a distinct word class. Conversely it will be shown that facts from many different languages have played an important role in the development of a layered model of the noun phrase in Functional Grammar and how currently these facts are used to test hypotheses concerning parallels between NPs...... empirical research in a wide variety of languages as practiced in the context of linguistic typology and one particular theory, Simon Dik's theory of Functional Grammar. In my view, the relationship between Functional Grammar and linguistic typology is an excellent example of the fruitful combination...... of theory driven data collection and data driven hypothesis formation. Furthermore, typological facts do not only serve to confirm the theory of Functional Grammar, but they also serve as a heuristics for an extension of the theory.Research conducted within the wider theoretical framework of Dik...

  8. Information theory and artificial grammar learning: inferring grammaticality from redundancy.

    Jamieson, Randall K; Nevzorova, Uliana; Lee, Graham; Mewhort, D J K

    2016-03-01

    In artificial grammar learning experiments, participants study strings of letters constructed using a grammar and then sort novel grammatical test exemplars from novel ungrammatical ones. The ability to distinguish grammatical from ungrammatical strings is often taken as evidence that the participants have induced the rules of the grammar. We show that judgements of grammaticality are predicted by the local redundancy of the test strings, not by grammaticality itself. The prediction holds in a transfer test in which test strings involve different letters than the training strings. Local redundancy is usually confounded with grammaticality in stimuli widely used in the literature. The confounding explains why the ability to distinguish grammatical from ungrammatical strings has popularized the idea that participants have induced the rules of the grammar, when they have not. We discuss the judgement of grammaticality task in terms of attribute substitution and pattern goodness. When asked to judge grammaticality (an inaccessible attribute), participants answer an easier question about pattern goodness (an accessible attribute).

  9. Teacher beliefs and practices of grammar teaching: focusing on ...

    focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependent on teachers.

  10. Construction Grammar as a tool for diachronic analysis

    Fried, Mirjam

    2009-01-01

    Roč. 1, č. 2 (2009), s. 262-291 ISSN 1876-1933 Institutional research plan: CEZ:AV0Z90610518 Keywords : grammatical change * gradualness of change * internal reconstruction * Construction Grammar Subject RIV: AI - Linguistics

  11. Addressing grammar in the interaction task-based learning environment

    Davis Brent M.

    2017-01-01

    Full Text Available One of the major problems in language teaching is developing grammatical accuracy. This paper proposes that using error correction based on a functional grammar in a task-based learning approach may be a suitable solution. Towards this end an emic (using categories intrinsic to the language functional grammar of the verb phrase is proposed and a description of how this fits into the focus on form component of task-based learning is provided.

  12. Bits of Experience in the Oral Practice of Teaching Grammar

    王敏

    2002-01-01

    English learners may have such experience that most of them can't be able to speak English apropriately and fluently even if they have gained a lot of grammar knowledge. The approach of teaching grammar discussed in this paper focuses on training students' communicative ability. And it is benefical to stimulating the activeness and interest of students and fostering the ability to solve the problems independently.

  13. A Theoretical Glimpse at Issues of Grammar Teaching

    朱海涛

    2012-01-01

    When it comes to the description of the status of grammar in the field of second language teaching now,recent literature bears witness a good deal of discussion about a ’grammar revival’. More recently,theoretical perspectives on language teaching and learning have changed. The possibilities and feasibility of integrating form - focus instruction and meaningful communicative activities in the communicative language classroom have been explored.

  14. THE USE OF THE GRAMMAR-TRANSLATION METHOD IN CHINA

    1994-01-01

    Introduction Among the plethora of foreign language teaching methods and approaches there are the grammar-translation method, the direct method, the audiolingual method and the communicative approach to name but a few. Of the major methods, grammar-translation gets the most criticism and is thought to be obsolete. However, in my view it is suitable for China given the country’s present language learning situation, and, in practice, is not at all ineffectual.

  15. Compiling a corpus-based dictionary grammar: an example for ...

    In this article it is shown how a corpus-based dictionary grammar may be compiled — that is, a mini-grammar fully based on corpus data and specifically written for use in and inte-grated with a dictionary. Such an effort is, to the best of our knowledge, a world's first. We exem-plify our approach for a Northern Sotho ...

  16. Normal ordering problem and the extensions of the Stirling grammar

    Ma, S.-M.; Mansour, T.; Schork, M.

    2014-04-01

    The purpose of this paper is to investigate the connection between context-free grammars and normal ordered problem, and then to explore various extensions of the Stirling grammar. We present grammatical characterizations of several well known combinatorial sequences, including the generalized Stirling numbers of the second kind related to the normal ordered problem and the r-Dowling polynomials. Also, possible avenues for future research are described.

  17. Grammar Learning Strategies and Language Attainment: Seeking a Relationship

    Pawlak Mirosław

    2009-01-01

    Despite major advances in research on language learning strategies, there are still areas that have received only scant attention, and one of them is undoubtedly learning grammar. The paper contributes to the paucity of empirical investigations in this domain by presenting the findings of a study which sought to investigate the relationship between the use of grammar learning strategies (GLS) reported by 142 English Department students and target language attainment, operationalized as their ...

  18. Multiple Grammars and the Logic of Learnability in L2

    Tom W Roeper

    2016-02-01

    Full Text Available The goal of this article is to enhance the technical description of multi-lingual speakers in terms of a theoryof Multiple Grammars where more than one language utilizes a grammar. The challenge of V2 and itsimplications for interfaces from the perspective of the L2 learner is the focus. A number of constructionsare considered including: Quotation, Topicaliation, Empty subjects and Objects, Expletives, and Subject-auxiliary inversoni.

  19. Development of an improved radiological basis and revised requirements for the transport of LSA/SCO materials

    Gray, I.L.S.; Lange, F.; Hoermann, E.; Carr, N.A.

    2004-01-01

    The IAEA Regulations for the Safe Transport of Radioactive Material specify a range of package requirements that are dependent upon the activity and properties of the radioactive material being transported. For example, Type A packages can be used for the transport of material with an activity of up to one A1 of special form material and one A2 of other material. The A1 and A2 values are determined for over 350 radionuclides using the Q system in the advisory material. This system models the following pathways in the event of a severe accident: External photon dose; External beta dose; Inhalation dose; Skin and ingestion dose due to contamination transfer; Submersion dose. Industrial packages can be used for the transport of low specific activity (LSA) material and surface contaminated objects (SCO) and the particular requirements for these types of materials are derived from a simplistic radiological model that is often referred to as the 10 mg inhalation model. This is because it is based on the assumption that, in a dusty environment, an individual would inhale no more than 10 mg in such a situation, although there is limited reliable information to justify this assumption. Furthermore, there are deficiencies in the specification of some of the material requirements for LSA/SCO material in the IAEA Transport Regulations. Consequently, this can cause some difficulties for operators in complying with the regulations and to competent authorities in their compliance assurance role. Particular areas of difficulty include: It can be difficult to distinguish between LSA-type material and SCO-type; It is difficult to distinguish surface contamination from activity within the object, and between fixed and nonfixed contamination; In order to demonstrate compliance with SCO requirements, measurements of both accessible and nonaccessible contamination are required, although it is not clear how compliance with the inaccessible contamination limit can be measured if it cannot

  20. Business Rules Definition for Decision Support System Using Matrix Grammar

    Eva Zámečníková

    2016-06-01

    Full Text Available This paper deals with formalization of business rules by formal grammars. In our work we focus on methods for high frequency data processing. We process data by using complex event platforms (CEP which allow to process high volume of data in nearly real time. Decision making process is contained by one level of processing of CEP. Business rules are used for decision making process description. For the business rules formalization we chose matrix grammar. The use of formal grammars is quite natural as the structure of rules and its rewriting is very similar both for the business rules and for formal grammar. In addition the matrix grammar allows to simulate dependencies and correlations between the rules. The result of this work is a model for data processing of knowledge-based decision support system described by the rules of formal grammar. This system will support the decision making in CEP. This solution may contribute to the speedup of decision making process in complex event processing and also to the formal verification of these systems.

  1. The contribution of phonological short-term memory to artificial grammar learning.

    Andrade, Jackie; Baddeley, Alan

    2011-05-01

    Three experiments investigated the contribution of phonological short-term memory (STM) to grammar learning by manipulating rehearsal during study of an auditory artificial grammar made up from a vocabulary of spoken Mandarin syllables. Experiment 1 showed that concurrent, irrelevant articulation impaired grammar learning compared with a nonverbal control task. Experiment 2 replicated and extended this finding, showing that repeating the grammatical strings at study improved grammar learning compared with suppressing rehearsal or remaining silent during learning. Experiment 3 found no effects of rehearsal on grammar learning once participants had learned the component syllables. The findings suggest that phonological STM aids artificial grammar learning via effects on vocabulary learning.

  2. PECULIARITIES OF GRAMMAR STUDY OF MOUNTAIN FIRST-FORM PUPILS

    Marija Kiryk

    2015-04-01

    Full Text Available The articles describes the role of analiztor system (auditory, visual, kinesthetic at the initial stage of learning literacy and language development six years old. They from specific integration system, that provides more efficient perception, memorization and reproduction of educational material. The article deals with attempt to ascertain linguadidactic interconnections and interdependence between grammar education (reading, writing and speech of six-year pupils. Summing up it should be mentioned to organize 6-year pupils studing in the country mountain school becides pedagogical, economical, geographic and social problems psychologic linguadidactic are added. Preferences of mountain country children: –                    Formation from childhood ability to live in harmony with nature; –                    Sensitive  perception of alive and inanimate surrounding nature; –                    Life-style form children’s responsibility for entrusted things, labour habits, training by hard nature conditions. They should be solved in complex providing achievents of psychology, pedagogics, linguists and up-to-date technology. The aim of the article  - to reveal individual peculiarities of country mountain child who needs special method of approach to grammar studing as well as to help country teacher who strongly feels lack for efficient method help. All these affect on prepearing level, children’s outlook, general development. Scientific and methodogical institutions have not easy task-system training and skill raising of primary school teachers to realize State standart of primary general education. Acquaintance of country teacher with up-to-date achievements in psychologic, pedagogic and linguistic education will help him to organize his work in the country school on rather higher level as well as let him give more qualitative education services and save country school as the

  3. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2014. Scientific Opinion on Flavouring Group Evaluation 11, Revision 3 (FGE.11Rev3): Aliphatic dialcohols, diketones, and hydroxyketones from chemical groups 8 and 10

    Beltoft, Vibe Meister; Frandsen, Henrik Lauritz; Nørby, Karin Kristiane

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 11 flavouring substances in the Flavouring Group Evaluation 11, Revision 3, using the Procedure in Commission Regulation (EC) No 1565/2000. The substances......, the specifications for the materials of commerce have also been considered. Specifications including complete purity criteria and identity for the materials of commerce have been provided for all candidate substances....

  4. EFSA Panel on Food Contact Material, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 47, Revision 1: Bi- and tricyclic secondary, ketones and related esters from chemical groups 7 and 8

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate six flavouring substances in the Flavouring Group Evaluation 47, including an additional two substances in this Revision 1, using the Procedure in Commission...... of these flavouring substances, the specifications for the materials of commerce have also been considered. Adequate specifications including complete purity criteria and identity fo the materials of commerce have been provided for all six candidate substances....

  5. Directory of certificates of compliance for radioactive materials packages. Volume 1. Summary report of NRC approved packages. Revision 6

    1983-09-01

    This directory contains a Summary Report of the US Nuclear Regulatory Commission's Approved Packages (Volume 1), all Certificates of Compliance (Volume 2), and Summary Report of NRC Approved Quality Assurance Programs (Volume 3) for Radioactive Material Packages effective September 14, 1983

  6. On the type material of Cervus Nippon Temminck, 1836: with a revision of Sika deer from the main Japanese Islands

    Groves, C.P.; Smeenk, C.

    1978-01-01

    The type material of Cervus nippon Temminck, 1836, present in the Leiden museum, is re-examined ; a lectotype is chosen, and a new description of lectotype and paralectotypes is given. In an attempt to determine the exact type locality or localities, the type series is compared with published

  7. Transfer and access to universal grammar in adult second language acquisition

    Sauter, Kim

    2002-01-01

    Summary This dissertation focuses on the roles of first language transfer and Universal Grammar in adult second (or foreign) language acquisition. It contributes to the ongoing debate whether second language acquisition is constrained by Universal Grammar. According to generative linguists,

  8. The Role of Simple Semantics in the Process of Artificial Grammar Learning.

    Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

    2017-10-01

    This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL experiment; in the without-semantics control condition, participants did not receive semantic information. It was hypothesized that semantics would generally facilitate grammar acquisition and that the learning benefit in the with-semantics conditions would increase with increasing grammar complexity. Experiment 1 showed learning effects for all grammars but no performance difference between conditions. Experiment 2 replicated the absence of a semantic benefit for all grammars even though semantic information was more prominent during grammar acquisition as compared to Experiment 1. Thus, we did not find evidence for the idea that semantics facilitates grammar acquisition, which seems to support the view of an independent syntactic processing component.

  9. Strategies Study On Communicative Awareness-raising Approachof Grammar Teaching for English Majors

    吴俊芳; 童心

    2013-01-01

    The traditional grammar teaching method can’t make learners communicate in real contexts accurately and luently.The author will probe the effects of communicative approach applied in grammar teaching in this essay.

  10. Graph Grammar-Based Multi-Frontal Parallel Direct Solver for Two-Dimensional Isogeometric Analysis

    Kuźnik, Krzysztof; Paszyński, Maciej; Calo, Victor M.

    2012-01-01

    at parent nodes and eliminates rows corresponding to fully assembled degrees of freedom. Finally, there are graph grammar productions responsible for root problem solution and recursive backward substitutions. Expressing the solver algorithm by graph grammar

  11. Directory of certificates of compliance for radioactive materials packages. Volume 1, Revision 17: Report of NRC approved packages

    1994-10-01

    This directory contains a Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Report of NRC Approved Quality Assurance Programs for Radioactive Materials Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on Quality Assurance Programs and Packagings which have been approved by the US Nuclear Regulatory Commission. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR section 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure themselves that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program

  12. Safety Standard for Hydrogen and Hydrogen Systems: Guidelines for Hydrogen System Design, Materials Selection, Operations, Storage and Transportation. Revision

    1997-01-01

    The NASA Safety Standard, which establishes a uniform process for hydrogen system design, materials selection, operation, storage, and transportation, is presented. The guidelines include suggestions for safely storing, handling, and using hydrogen in gaseous (GH2), liquid (LH2), or slush (SLH2) form whether used as a propellant or non-propellant. The handbook contains 9 chapters detailing properties and hazards, facility design, design of components, materials compatibility, detection, and transportation. Chapter 10 serves as a reference and the appendices contained therein include: assessment examples; scaling laws, explosions, blast effects, and fragmentation; codes, standards, and NASA directives; and relief devices along with a list of tables and figures, abbreviations, a glossary and an index for ease of use. The intent of the handbook is to provide enough information that it can be used alone, but at the same time, reference data sources that can provide much more detail if required.

  13. Directory of Certificates of Compliance for Radioactive Materials Packages. Summary report of NRC approved packages. Volume 1, Revision 8

    1985-10-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  14. Directory of certificates of compliance for radioactive materials packages. Summary report of NRC approved packages. Volume 1. Revision 9

    1986-10-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and Corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Sections 71.12, it is the responsibility of the licensees to insure them that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  15. Directory of certificates of compliance for radioactive materials packages. Summary report of NRC approved packages. Volume 1, Revision 7

    1984-11-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  16. TEACHING THE GRAMMAR OF RUSSIAN LANGUAGE AS FOREIGN IN RUSSIAN TEXTBOOKS FOR BEGINNERS (OPINION OF THE CHINESE TEACHER)

    Zeng, T.

    2017-01-01

    Increased interest towards studying the Russian language in China evokes the interest of Chinese teachers of the Russian language to educational and methodological materials created by their Russian colleagues. First and foremost, Chinese philologists are interested in nationally oriented textbooks. In this article, we discuss the main features of grammar in Russian textbooks aimed at Chinese students who are just beginning to learn Russian. This paper compares nationally oriented textbooks “...

  17. EFSA CEF Panel (EFSA Panel on Fo od Contact Materials, Enzymes, Flavourings and Proce ssing Aids), 2015. Scientific Opinion on Flavouring Group Evalua tion 35, Revision 1 (FGE.35Rev1)

    Beltoft, Vibe Meister; Nørby, Karin Kristiane

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate three flavouring substances in the Flavouring Group Evaluation 35, Revision 1, using the Procedure in Commission Regulation (EC) No 1565/2000. The present ...

  18. CLIL in physics lessons at grammar school

    Štefančínová, Iveta; Valovičová, Ľubomíra

    2017-01-01

    Content and Language Integrated Learning (CLIL) is one of the most outstanding approaches in foreign language teaching. This teaching method has promising prospects for the future of modern education as teaching subject and foreign languages are combined to offer a better preparation for life in Europe, especially when the mobility is becoming a highly significant factor of everyday life. We realized a project called Foreign languages in popularizing science at grammar school. Within the project five teachers with approbation subjects of English, French, German and Physics attended the methodological courses abroad. The teachers applied the gained experience in teaching and linking science teaching with the teaching of foreign languages. Outputs of the project (e.g. English-German-French-Slovak glossary of natural science terminology, student activity sheets, videos with natural science orientation in a foreign language, physical experiments in foreign languages, multimedia fairy tales with natural contents, posters of some scientists) are prepared for the CLIL-oriented lessons. We collected data of the questionnaire for students concerning attitude towards CLIL. The questionnaire for teachers showed data about the attitude, experience, and needs of teachers employing CLIL in their lessons.

  19. A constraint-based bottom-up counterpart to definite clause grammars

    Christiansen, Henning

    2004-01-01

    A new grammar formalism, CHR Grammars (CHRG), is proposed that provides a constraint-solving approach to language analysis, built on top of the programming language of Constraint Handling Rules in the same way as Definite Clause Grammars (DCG) on Prolog. CHRG works bottom-up and adds the following......, integrity constraints, operators a la assumption grammars, and to incorporate other constraint solvers. (iv)~Context-sensitive rules that apply for disambiguation, coordination in natural language and tagger-like rules....

  20. Degradation mode survey candidate titanium-base alloys for Yucca Mountain project waste package materials. Revision 1

    Gdowski, G.E.

    1997-12-01

    The Yucca Mountain Site Characterization Project (YMP) is evaluating materials from which to fabricate high-level nuclear waste containers (hereafter called waste packages) for the potential repository at Yucca Mountain, Nevada. Because of their very good corrosion resistance in aqueous environments titanium alloys are considered for container materials. Consideration of titanium alloys is understandable since about one-third (in 1978) of all titanium produced is used in applications where corrosion resistance is of primary importance. Consequently, there is a considerable amount of data which demonstrates that titanium alloys, in general, but particularly the commercial purity and dilute {alpha} grades, are highly corrosion resistant. This report will discuss the corrosion characteristics of Ti Gr 2, 7, 12, and 16. The more highly alloyed titanium alloys which were developed by adding a small Pd content to higher strength Ti alloys in order to give them better corrosion resistance will not be considered in this report. These alloys are all two phase ({alpha} and {beta}) alloys. The palladium addition while making these alloys more corrosion resistant does not give them the corrosion resistance of the single phase {alpha} and near-{alpha} (Ti Gr 12) alloys.

  1. Characterization of the Defense Waste Processing Facility (DWPF) Environmental Assessment (EA) glass Standard Reference Material. Revision 1

    Jantzen, C.M.; Bibler, N.E.; Beam, D.C.; Crawford, C.L.; Pickett, M.A.

    1993-06-01

    Liquid high-level nuclear waste at the Savannah River Site (SRS) will be immobilized by vitrification in borosilicate glass. The glass will be produced and poured into stainless steel canisters in the Defense Waste Processing Facility (DWPF). Other waste form producers, such as West Valley Nuclear Services (WVNS) and the Hanford Waste Vitrification Project (HWVP), will also immobilize high-level radioactive waste in borosilicate glass. The canistered waste will be stored temporarily at each facility for eventual permanent disposal in a geologic repository. The Department of Energy has defined a set of requirements for the canistered waste forms, the Waste Acceptance Product Specifications (WAPS). The current Waste Acceptance Primary Specification (WAPS) 1.3, the product consistency specification, requires the waste form producers to demonstrate control of the consistency of the final waste form using a crushed glass durability test, the Product Consistency Test (PCI). In order to be acceptable, a waste glass must be more durable during PCT analysis than the waste glass identified in the DWPF Environmental Assessment (EA). In order to supply all the waste form producers with the same standard benchmark glass, 1000 pounds of the EA glass was fabricated. The chemical analyses and characterization of the benchmark EA glass are reported. This material is now available to act as a durability and/or redox Standard Reference Material (SRM) for all waste form producers.

  2. The Role of Grammar in the Writing Curriculum: A Review of the Literature

    Myhill, Debra; Watson, Annabel

    2014-01-01

    For most Anglophone countries, the history of grammar teaching over the past 50 years is one of contestation, debate and dissent: and 50 years on we are no closer to reaching a consensus about the role of grammar in the English/Language Arts curriculum. The debate has been described through the metaphor of battle and grammar wars (Kamler, 1995;…

  3. Functional Orientation and Practice of Inductive and Deductive Approaches to Grammar Teaching in EFL

    邵阳

    2011-01-01

    To solve the ambiguous understanding of Grammar Teaching position,based on explicit grammatical knowledge,this paper discusses the grammar position in EFL,compares both its pros and cons between deductive and inductive approaches,and indicates that grammar teaching by either approach alone has disadvantages,should adopt a combination technique.

  4. Impact of Consciousness-Raising Activities on Young English Language Learners' Grammar Performance

    Fatemipour, Hamidreza; Hemmati, Shiva

    2015-01-01

    Grammar Consciousness-Raising (GCR) is an approach to teaching of grammar which learners instead of being taught the given rules, experience language data. The data challenge them to rethink, restructure their existing mental grammar and construct an explicit rule to describe the grammatical feature which the data illustrate (Ellis, 2002). And…

  5. Grammar Correction in the Writing Centre: Expectations and Experiences of Monolingual and Multilingual Writers

    Eckstein, Grant

    2016-01-01

    Although most writing centres maintain policies against providing grammar correction during writing tutorials, it is undeniable that students expect some level of grammar intervention there. Just how much students expect and receive is a matter of speculation. This article examines the grammar-correction issue by reporting on a survey of L1, L2,…

  6. STUDENTS’ ATTITUDES TO EXPLICIT GRAMMAR TEACHING AND ITS RELATIONAHIP TO COMMUNICATION

    2000-01-01

    Grammar teaching is greatly emphasised in English language teaching in China, but does it really attain the goal the students desire? An investigation was made with overseas students about their attitudes to explicit grammar teaching. The investigation reveals that grammar teaching should focus on developing the learners’ communicative ability more than presenting and explaining grammatical rules.

  7. The Association between Expressive Grammar Intervention and Social and Emergent Literacy Outcomes for Preschoolers with SLI

    Washington, Karla N.

    2013-01-01

    Purpose: To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes. Method: This investigation was a follow-up to a recently published study exploring…

  8. From LL-regular to LL(1) grammars: Transformations, covers and parsing

    Nijholt, Antinus

    1982-01-01

    In this paper it is shown that it is possible to transform any LL-regular grammar G into an LL(1) grammar G' in such a way that parsing G' is as good as parsing G. That is, a parse of a sentence of grammar G can be obtained with a simple string homomorphism from the parse of a corresponding sentence

  9. Directory of certificates of compliance for radioactive materials packages. Volume 3, Revision 14: Report of NRC approved quality assurance programs for radioactive materials packages

    1994-10-01

    This directory contains a Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Report of NRC Approved Quality Assurance Programs for Radioactive Materials Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on Quality Assurance Programs and Packagings which have been approved by the US Nuclear Regulatory Commission. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR section 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure themselves that they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program

  10. Directory of certificates of compliance for radioactive materials packages: summary report of NRC approved quality-assurance programs for radioactive-material packages. Volume 3, Revision 3

    1983-09-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  11. Directory of certificates of compliance for radioactive materials packages. Summary report of NRC approved quality assurance programs for radioactive material packages. Volume 3, Revision 6

    1986-10-01

    This directory contains a Summary Report of NRC Approved Packages (Volumes 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure them that have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use of transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  12. Directory of certificates of compliance for radioactive materials packages. Summary report of NRC approved quality assurance programs for radioactive material packages. Volume 3, Revision 4

    1984-11-01

    This directory contains a Summary Report of NRC Approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory. Shipments of radioactive material utilizing these packagings must be in accordance with the provisions of 49 CFR 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure they have a copy of the current approval and conduct their transportation activities in accordance with an NRC approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR 71.12 does not authorize the receipt, possession, use or transfer of byproduct source, or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, 50, or 70

  13. A Methodology for Evaluating the Hygroscopic Behavior of Wood in Adaptive Building Skins using Motion Grammar

    El-Dabaa, Rana; Abdelmohsen, Sherif

    2018-05-01

    The challenge in designing kinetic architecture lies in the lack of applying computational design and human computer interaction to successfully design intelligent and interactive interfaces. The use of ‘programmable materials’ as specifically fabricated composite materials that afford motion upon stimulation is promising for low-cost low-tech systems for kinetic facades in buildings. Despite efforts to develop working prototypes, there has been no clear methodological framework for understanding and controlling the behavior of programmable materials or for using them for such purposes. This paper introduces a methodology for evaluating the motion acquired from programmed material – resulting from the hygroscopic behavior of wood – through ‘motion grammar’. Motion grammar typically allows for the explanation of desired motion control in a computationally tractable method. The paper analyzed and evaluated motion parameters related to the hygroscopic properties and behavior of wood, and introduce a framework for tracking and controlling wood as a programmable material for kinetic architecture.

  14. Automating 3D reconstruction using a probabilistic grammar

    Xiong, Hanwei; Xu, Jun; Xu, Chenxi; Pan, Ming

    2015-10-01

    3D reconstruction of objects from point clouds with a laser scanner is still a laborious task in many applications. Automating 3D process is an ongoing research topic and suffers from the complex structure of the data. The main difficulty is due to lack of knowledge of real world objects structure. In this paper, we accumulate such structure knowledge by a probabilistic grammar learned from examples in the same category. The rules of the grammar capture compositional structures at different levels, and a feature dependent probability function is attached for every rule. The learned grammar can be used to parse new 3D point clouds, organize segment patches in a hierarchal way, and assign them meaningful labels. The parsed semantics can be used to guide the reconstruction algorithms automatically. Some examples are given to explain the method.

  15. Access, Rank, and Select in Grammar-compressed Strings

    Belazzougui, Djamal; Cording, Patrick Hagge; Puglisi, Simon J.

    2015-01-01

    Given a string S of length N on a fixed alphabet of σ symbols, a grammar compressor produces a context-free grammar G of size n that generates S and only S. In this paper we describe data structures to support the following operations on a grammar-compressed string: access(S,i,j) (return substring...... consecutive symbols from S. Alternatively, we can achieve \\O(logτN+m/logσN) query time using \\O(nτlogτ(N/n)logN) bits of space, matching a lower bound stated by Verbin and Yu for strings where N is polynomially related to n when τ = log ε N. For rank and select we describe data structures of size \\O...

  16. Directory of Certificates of Compliance for Radioactive Materials Packages. Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages. Volume 3. Revision 5

    1985-10-01

    This directory contains a Summary Report of the US Nuclear Regulatory Commission's Approved Packages (Volume I), all Certificates of Compliance (Volume 2), and Summary Report of NRC Approved Quality Assurance Programs (Volume 3) for Radioactive Material Packages effective October 1, 1985. The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the US Nuclear Regulatory Commission. To assist in identifying packaging, an index by Model Number and corresponding Certificate of Compliance Number is included at the back of Volumes 1 and 2 of the directory. A listing by packaging types is included in the back of Volume 2. An alphabetical listing by Company name is included in the back of Volume 3 for approved QA programs. The Summary Reports include a listing of all users of each package design and approved QA programs prior to the publication date of the directory. Shipments of radioactive material utilizing these packages must be in accordance with the provisions of 49 CFR Section 173.471 and 10 CFR Part 71, as applicable. In satisfying the requirements of Section 71.12, it is the responsibility of the licensees to insure themselves that they have a copy of the current approval and conduct their transportation activities in accordance with a Nuclear Regulatory Commission approved quality assurance program. Copies of the current approval may be obtained from the US Nuclear Regulatory Commission Public Document Room files (see Docket No. listed on each certificate) at 1717 H Street, Washington, DC 20555. Note that the general license of 10 CFR Section 71.12 does not authorize the receipt, possession, use or transfer of byproduct, source or special nuclear material; such authorization must be obtained pursuant to 10 CFR Parts 30 to 36, 40, or 70

  17. Directory of certificates of compliance for radioactive materials packages. Volume 3, revision 1. Summary report of NRC approved quality assurance programs for radioactive material packages

    1981-12-01

    The directory contains a Summary Report of NRC approved Packages (Volume 1), Certificates of Compliance (Volume 2), and a Summary Report of NRC Approved Quality Assurance Programs for Radioactive Material Packages (Volume 3). The purpose of this directory is to make available a convenient source of information on packagings which have been approved by the U.S. Nuclear Regulatory Commission. To assist in identifying packaging, and index by Model Number and corresponding Certificate of Compliance number is included at the back of each volume of the directory. The Summary Report includes a listing of all users of each package design prior to the publication date of the directory

  18. On Anaphora and the Binding Principles in Categorial Grammar

    Morrill, Glyn; Valentín, Oriol

    In type logical categorial grammar the analysis of an expression is a resource-conscious proof. Anaphora represents a particular challenge to this approach in that the antecedent resource is multiplied in the semantics. This duplication, which corresponds logically to the structural rule of contraction, may be treated lexically or syntactically. Furthermore, anaphora is subject to constraints, which Chomsky (1981) formulated as Binding Principles A, B, and C. In this paper we consider English anaphora in categorial grammar including reference to the binding principles. We invoke displacement calculus, modal categorial calculus, categorial calculus with limited contraction, and entertain addition of negation as failure.

  19. Route description in Iwaidja: grammar and conceptualisation of motion

    Cris Edmonds-Wathen

    2016-09-01

    Full Text Available This study focussed on the effect of grammar of Iwaidja, an indigenous Australian language, on mathematical conceptualisation. It investigated route description in Iwaidja. Spatial concepts such as direction, height and movement in relation to another object are briefly described using examples. Differences between English and Iwaidja are used to illustrate the some of the impact of grammar on mathematical conceptualisation. The implications are discussed in terms of how understanding these grammatical features can help teachers, especially when children are not fluent in the language of instruction, as well as providing keys to cross-linguistic investigations of mathematical cognition.

  20. An Evaluation of Universal Grammar and the Phonological Mind.

    Everett, Daniel L

    2016-01-01

    This paper argues against the hypothesis of a "phonological mind" advanced by Berent. It establishes that there is no evidence that phonology is innate and that, in fact, the simplest hypothesis seems to be that phonology is learned like other human abilities. Moreover, the paper fleshes out the original claim of Philip Lieberman that Universal Grammar predicts that not everyone should be able to learn every language, i.e., the opposite of what UG is normally thought to predict. The paper also underscores the problem that the absence of recursion in Pirahã represents for Universal Grammar proposals.

  1. Grammar-Lexicon Distinction in a Neurocognitive Context

    Ishkhanyan, Byurakn

    hypotheses and testing them through using various methods. The grammar-lexicon distinction and working memory are thus central topics of this thesis. The results suggest a potential for a successful integration of the two theories. The findings further provide evidence for Boye & Harder’s (2012......) understanding of the grammar-lexicon distinction, and for the involvement of working memory in language production, as the REF-model would predict. As a starting point for integrating the two theories, the present thesis gives directions for future research on the neurocognitive underpinning of language and its...... relation to working memory....

  2. Acceptable standard format and content for the fundamental nuclear material control (FNMC) plan required for low-enriched uranium facilities. Revision 2

    Joy, D.R.

    1995-12-01

    This report documents a standard format suggested by the NRC for use in preparing fundamental nuclear material control (FNMC) plans as required by the Low Enriched Uranium Reform Amendments (10CFR 74.31). This report also describes the necessary contents of a comprehensive plan and provides example acceptance criteria which are intended to communicate acceptable means of achieving the performance capabilities of the Reform Amendments. By using the suggested format, the licensee or applicant will minimize administrative problems associated with the submittal, review and approval of the FNMC plan. Preparation of the plan in accordance with this format Will assist the NRC in evaluating the plan and in standardizing the review and licensing process. However, conformance with this guidance is not required by the NRC. A license applicant who employs a format that provides a equal level of completeness and detail may use their own format. This document is also intended for providing guidance to licensees when making revisions to their FNMC plan

  3. Using Webquest in Learning Grammar: Students' Perceptions in Higher Education

    Irzawati, Ira

    2013-01-01

    Webquest is an internet based learning tool that can be used by students in learning English. This study investigates students' perceptions about the use of Webquest to support learning grammar in Higher Education. Seventy-two of second semester students were involved as participants in this study. Questionnaire and interview were used to collect…

  4. Theoretical Basics of the Transpositional Grammar of Russian Language

    Victor Vasilievich Shigurov

    2016-09-01

    Full Text Available The article presents the theoretical basics of the transpositional grammar of the Russian language (as the special areas of the functional grammar, which serves as a mechanism for describing the subject of the transposition of the linguistic units from one class (or interclass semantic-syntactic category to another (or others. The relation to the transposition of the grammar and vocabulary (word-formation was displayed; a typology of the transpositional processes in grammatical structure of the Russian language was submitted, and above all, in the parts of the speech and inter part-of-speech classes, grammatical categories and lexical-grammatical classes; general and specific objectives of the study types of transposition of the linguistic units were defined; the fragments of the description of the transition and syncretism of the language units were offered using the technique of opposition analysis and indexation. The results can be used in the development of the theory of the transpositional grammar of the Russian language.

  5. Grammar in 3D: on linguistic theory design

    Contreras García, L.

    2013-01-01

    Each model of grammar represents linguistic phenomena differently. The main architectural tenets of a grammatical framework determine whether it makes use of devices such as mismatches, empty categories or derivation. This study develops a metatheoretical methodology for the assessment of and

  6. Using a Corpus in a 300-Level Spanish Grammar Course

    Benavides, Carlos

    2015-01-01

    The present study examined the use and effectiveness of a large corpus--the Corpus del Español (Davies, 2002)--in a 300-level Spanish grammar university course. Students conducted hands-on corpus searches with the goal of finding concordances containing particular types of collocations (combinations of words that tend to co-occur) and tokens (any…

  7. Adaptable Grammars for Non-Context-Free Languages

    Christiansen, Henning

    2009-01-01

    languages that are considered as prototype representatives of non-context-free phenomena in natural languages. We define a grammar formalism with these characteristics and show how it can be implemented in logic programming in a surprisingly straightforward way, compared with the expressive...

  8. A grammar of Tadaksahak a northern Songhay language of Mali

    Christiansen-Bolli, Regula

    2010-01-01

    This dissertation is a descriptive grammar of the language Tadaksahak spoken by about 30,000 people living in the most eastern part of Mali. The four chapters of the book give 1. Information about the background of the group. 2. The phonological features of the language with the inventory of the

  9. Visual artificial grammar learning in dyslexia : A meta-analysis

    van Witteloostuijn, Merel; Boersma, Paul; Wijnen, Frank; Rispens, Judith

    2017-01-01

    Background Literacy impairments in dyslexia have been hypothesized to be (partly) due to an implicit learning deficit. However, studies of implicit visual artificial grammar learning (AGL) have often yielded null results. Aims The aim of this study is to weigh the evidence collected thus far by

  10. Grammar Errors Made by ESL Tertiary Students in Writing

    Singh, Charanjit Kaur Swaran; Singh, Amreet Kaur Jageer; Razak, Nur Qistina Abd; Ravinthar, Thilaga

    2017-01-01

    The educational context in Malaysia demands students to be equipped with sound grammar so that they can produce good essays in the examination. However, despite having learnt English in primary and secondary schools, students in the higher learning institutions tend to make some grammatical errors in their writing. This study presents the…

  11. Functional Grammar in the ESL Classroom: Noticing, Exploring and Practicing

    Lock, Graham; Jones, Rodney

    2011-01-01

    A set of easy to use techniques helps students discover for themselves how grammar works in real world contexts and how grammatical choices are not just about form but about meaning. Sample teaching ideas, covering a wide range of grammatical topics including verb tense, voice, reference and the organization of texts, accompanies each procedure.…

  12. Complex Text in ESL Grammar Textbooks: Barriers or Gateways?

    Lesikin, Joan

    2000-01-01

    Suggests that English-as-a-Second-Language (ESL) teachers assess prospective textbooks by comparing real-life user's actual knowledge of the author's assumed student knowledge. Through examination of charts and page excerpts of two ESL grammar textbooks, demonstrates that access to the pedagogical knowledge demands sophisticated formal knowledge,…

  13. Teachers’ Attitudes towards Teaching English Grammar: A Scale Development Study

    Murat Polat

    2017-12-01

    Full Text Available In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers’ attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers’ attitudes towards the role of grammar in the process of teaching English, to pilot it, and to find out the psychometric qualities like reliability and validity of the scale designed. The scale was developed in two phases; it was first aimed to explore the factor structure of the scale, then to confirm the structure gained from the exploration of the items. The study was carried out in 2015 and 247 volunteer language teachers from 3 state universities in Eskişehir and Kütahya were included. The results of exploratory and confirmatory factor analyses revealed that the scale developed in this study was a considerably valid and reliable data collection tool including three factors. Finally, the analyses indicated that gender and graduate faculties did not create significant differences whereas age and the degrees obtained by the teachers created a considerable difference on language teachers’ attitudes towards grammar teaching (p<.05

  14. Geelong Grammar boy saw deep inside the atom

    Persse, M C

    2003-01-01

    "John Gordon Rushbrooke, whose brilliant career as a high-energy physicist has been cut short by cancer, was one of a succession of scientists educated at Geelong Grammar School in the middle years of the 20th century who achieved world eminence in their fields" (1 page).

  15. How do Spanish EFL learners perceive grammar instruction and ...

    This research study of an exploratory-interpretive nature mainly focuses on the role and effectiveness of grammar instruction and corrective feedback as controversial areas of language instruction of considerable debate in SLA research and L2 pedagogy. Since the question today is no longer whether or not to teach ...

  16. Architectural design with simple shape grammars and learning

    Eduardo Jiménez-Morales

    2014-12-01

    Full Text Available This work presents a proposal for the automatic generation of architectural design. This scheme is based on the training of simple shape grammars through reinforcement learning technics. Finally, the results of the implemented system by this technic for the generation of dwelling design with certain restrictions are presented and analyzed.

  17. A Model for Teaching Literary Analysis Using Systemic Functional Grammar

    McCrocklin, Shannon; Slater, Tammy

    2017-01-01

    This article introduces an approach that middle-school teachers can follow to help their students carry out linguistic-based literary analyses. As an example, it draws on Systemic Functional Grammar (SFG) to show how J.K. Rowling used language to characterize Hermione as an intelligent female in "Harry Potter and the Deathly Hallows."…

  18. Consciousness-raising about grammar in the second-language ...

    Consciousness-raising about grammar in the second-language classroom: Utilising authentic samples of learner-learner interaction in a task-based oral activity. ... More recent studies argue that linguistic support must not be omitted from language teaching programmes within a task-based, communicative approach (Swain, ...

  19. Spoken Grammar: Where Are We and Where Are We Going?

    Carter, Ronald; McCarthy, Michael

    2017-01-01

    This article synthesises progress made in the description of spoken (especially conversational) grammar over the 20 years since the authors published a paper in this journal arguing for a re-thinking of grammatical description and pedagogy based on spoken corpus evidence. We begin with a glance back at the 16th century and the teaching of Latin…

  20. Prevalence of Ascariasis among the Students of Jooro Grammar ...

    Study to know the prevalence of ascariasis among the students and teachers of Jooro Grammar School, Ibule-Soro, Ondo State, was undertaken. A total of 243 subjects examined. Stool sample was collected from each subject and examined for the presence of the parasite, using wet preparation and concentration methods ...

  1. The preverbal locative NP in Lexical Functional Grammar

    Data is drawn from some of the findings of the study I conducted on the locative inversion constructions in Botswana in 2003. I explore an information structure analysis of the findings. I also propose an analysis within Lexical Functional Grammar (Henceforth LFG), a non-transformational theory which considers languages ...

  2. Grammar Is a System That Characterizes Talk in Interaction.

    Ginzburg, Jonathan; Poesio, Massimo

    2016-01-01

    Much of contemporary mainstream formal grammar theory is unable to provide analyses for language as it occurs in actual spoken interaction. Its analyses are developed for a cleaned up version of language which omits the disfluencies, non-sentential utterances, gestures, and many other phenomena that are ubiquitous in spoken language. Using evidence from linguistics, conversation analysis, multimodal communication, psychology, language acquisition, and neuroscience, we show these aspects of language use are rule governed in much the same way as phenomena captured by conventional grammars. Furthermore, we argue that over the past few years some of the tools required to provide a precise characterizations of such phenomena have begun to emerge in theoretical and computational linguistics; hence, there is no reason for treating them as "second class citizens" other than pre-theoretical assumptions about what should fall under the purview of grammar. Finally, we suggest that grammar formalisms covering such phenomena would provide a better foundation not just for linguistic analysis of face-to-face interaction, but also for sister disciplines, such as research on spoken dialogue systems and/or psychological work on language acquisition.

  3. Patterns of value: Systemic Functional Grammar and evaluation in ...

    In two recent articles in this journal (Kilpert, 2001a;b) I argued that 'method of development', a concept from Systemic Functional Grammar (sfg, associated with M.A.K. Halliday), is useful for teaching tertiary students to write coherent paragraphs. This follow-up article develops a related topic, explaining how the management ...

  4. Explicit grammar teaching in EAL classrooms: Suggestions from ...

    The development of the subject English Additional Language (EAL) to serve as a strong support subject in explicitly teaching learners the grammar of English is suggested as an interim solution to the effects of the non-implementation of the 1997 South African Language in Education Policy. To identify specific grammatical ...

  5. What do animals learn in artificial grammar studies?

    Beckers, Gabriël J L; Berwick, Robert C; Okanoya, Kazuo; Bolhuis, Johan J

    2017-10-01

    Artificial grammar learning is a popular paradigm to study syntactic ability in nonhuman animals. Subjects are first trained to recognize strings of tokens that are sequenced according to grammatical rules. Next, to test if recognition depends on grammaticality, subjects are presented with grammar-consistent and grammar-violating test strings, which they should discriminate between. However, simpler cues may underlie discrimination if they are available. Here, we review stimulus design in a sample of studies that use particular sounds as tokens, and that claim or suggest their results demonstrate a form of sequence rule learning. To assess the extent of acoustic similarity between training and test strings, we use four simple measures corresponding to cues that are likely salient. All stimulus sets contain biases in similarity measures such that grammatical test stimuli resemble training stimuli acoustically more than do non-grammatical test stimuli. These biases may contribute to response behaviour, reducing the strength of grammatical explanations. We conclude that acoustic confounds are a blind spot in artificial grammar learning studies in nonhuman animals. Copyright © 2016 The Author(s). Published by Elsevier Ltd.. All rights reserved.

  6. Beyond meaning in dictionaries: Teaching Ndebele grammar using ...

    The author argues that the provision of grammatical information in Isichazamazwi SesiNdebele, a monolingual general-purpose dictionary, was a well-advised lexicographic procedure on the part of its editors. There being no comprehensive grammar textbook in Ndebele, the dictionary may be used in the grammatical ...

  7. Effectiveness of Using Games in Teaching Grammar to Young Learners

    Yolageldili, Gulin; Arikan, Arda

    2011-01-01

    The primary aim of this study was to explore the effectiveness of using games in teaching grammar to young learners from the view points of Turkish EFL teachers working in primary schools. English language teacher' (n = 15) opinions were collected through a questionnaire and the results of this study demonstrated that Turkish EFL teachers have a…

  8. Time and Space Complexity of Inside-Out Macro Grammars

    Asveld, P.R.J.

    1980-01-01

    Starting form Fischer's IO Standard Form Theorem we show that for each inside-out (or IO-) macro language $L$ there exists a $\\lambda$-free IO macro grammar with the following property: for each $x$ in $L$ there is a derivation of $x$ of length at most linear in the length of $x$. Then we construct

  9. Noam Chomsky Writes to Mrs. Davis about Grammar and Education.

    English Education, 1984

    1984-01-01

    In a personal letter, Chomsky suggests that while the study of grammar has little detectable effect on writing ability, it can, as a branch of science, help students learn how (and why) to think about hard and intriguing questions and to develop natural curiosity. (HOD)

  10. Strategies for Better Learning of English Grammar: Chinese vs. Thais

    Supakorn, Patnarin; Feng, Min; Limmun, Wanida

    2018-01-01

    The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach…

  11. Ewe (for Togo): Grammar Handbook. Peace Corps Language Handbook Series.

    Kozelka, Paul R.

    This handbook is composed of: (1) 20 grammar lessons; (2) an introduction to the handbook and to the Ewe language; (3) an appendix presenting the most important differences between Ewe and Mina, the lingua franca in the capital and in markets, offices, and work-sites throughout Togo; (4) answers to written summary exercises; (5) an Ewe-English…

  12. Advanced programming concepts in a course on grammars and parsing

    Jeuring, J.T.; Swierstra, S.D.

    1999-01-01

    One of the important goals of the Computer Science curriculum at Utrecht University is to familiarize students with abstract programming concepts such as, for example, partial evaluation and deforestation. A course on grammars and parsing offers excellent possibilities for exemplifying and

  13. The P600 in implicit artificial grammar learning

    Silva, S.; Folia, V.; Hagoort, P.; Petersson, K.M.

    2017-01-01

    The suitability of the artificial grammar learning (AGL) paradigm to capture relevant aspects of the acquisition of linguistic structures has been empirically tested in a number of EEG studies. Some have shown a syntax-related P600 component, but it has not been ruled out that the AGL P600 effect is

  14. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2015. Scientific Opinion on Flavouring Group Evaluation 303, Revision 1 (FGE.303Rev1): Spilanthol from chemical group 30

    Beltoft, Vibe Meister; Nørby, Karin Kristiane

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate the flavouring substance spilanthol [FL-no: 16.121] in Flavouring Group Evaluation 303, Revision 1, using the Procedure according to Commission Regulation...... (MSDI) approach. Besides the safety assessment of the flavouring substance, the specifications for the material of commerce have also been considered. Adequate specifications including complete purity criteria and identity for the material of commerce have been provided for the candidate substance....

  15. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2015. Scientific Opinion on Flavouring Group Evaluation 25, Revision 3 (FGE.25Rev3): Aliphatic hydrocarbons from chemical group 31

    Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 14 flavouring substances in the Flavouring Group Evaluation 25, Revision 3, using the Procedure in Commission Regulation (EC) No 1565/2000. None...... on the basis of the MSDI approach. Besides the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been considered. Adequate specifications including complete purity and identity criteria for the materials of commerce have been provided for all 14...

  16. Nuclear Security Recommendations on Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225/Revision 5). Recommendations (Spanish Edition); Recomendaciones de Seguridad Fisica Nuclear sobre la Proteccion Fisica de los Materiales y las Instalaciones Nucleares (INFCIRC/225/Rev.5). Recomendaciones

    NONE

    2012-06-15

    This publication, Revision 5 of Physical Protection of Nuclear Material and Nuclear Facilities (INFCIRC/225), is intended to provide guidance to States and their competent authorities on how to develop or enhance, implement and maintain a physical protection regime for nuclear material and nuclear facilities, through the establishment or improvement of their capabilities to implement legislative and regulatory programmes. The recommendations presented in this publication reflect a broad consensus among IAEA Member States on the requirements which should be met for the physical protection of nuclear materials and nuclear facilities.

  17. Linguistic grammar learning and DRD2-TAQ-IA polymorphism.

    Wong, Patrick C M; Ettlinger, Marc; Zheng, Jing

    2013-01-01

    As research into the neurobiology of language has focused primarily on the systems level, fewer studies have examined the link between molecular genetics and normal variations in language functions. Because the ability to learn a language varies in adults and our genetic codes also vary, research linking the two provides a unique window into the molecular neurobiology of language. We consider a candidate association between the dopamine receptor D2 gene (DRD2) and linguistic grammar learning. DRD2-TAQ-IA polymorphism (rs1800497) is associated with dopamine receptor D2 distribution and dopamine impact in the human striatum, such that A1 allele carriers show reduction in D2 receptor binding relative to carriers who are homozygous for the A2 allele. The individual differences in grammatical rule learning that are particularly prevalent in adulthood are also associated with striatal function and its role in domain-general procedural memory. Therefore, we reasoned that procedurally-based grammar learning could be associated with DRD2-TAQ-IA polymorphism. Here, English-speaking adults learned artificial concatenative and analogical grammars, which have been respectively associated with procedural and declarative memory. Language learning capabilities were tested while learners' neural hemodynamic responses were simultaneously measured by fMRI. Behavioral learning and brain activation data were subsequently compared with the learners' DRD2 (rs1800497) genotype. Learners who were homozygous for the A2 allele were better at concatenative (but not analogical) grammar learning and had higher striatal responses relative to those who have at least one A1 allele. These results provide preliminary evidence for the neurogenetic basis of normal variations in linguistic grammar learning and its link to domain-general functions.

  18. What exactly is Universal Grammar, and has anyone seen it?

    Dąbrowska, Ewa

    2015-01-01

    Universal Grammar (UG) is a suspect concept. There is little agreement on what exactly is in it; and the empirical evidence for it is very weak. This paper critically examines a variety of arguments that have been put forward as evidence for UG, focussing on the three most powerful ones: universality (all human languages share a number of properties), convergence (all language learners converge on the same grammar in spite of the fact that they are exposed to different input), and poverty of the stimulus (children know things about language which they could not have learned from the input available to them). I argue that these arguments are based on premises which are either false or unsubstantiated. Languages differ from each other in profound ways, and there are very few true universals, so the fundamental crosslinguistic fact that needs explaining is diversity, not universality. A number of recent studies have demonstrated the existence of considerable differences in adult native speakers' knowledge of the grammar of their language, including aspects of inflectional morphology, passives, quantifiers, and a variety of more complex constructions, so learners do not in fact converge on the same grammar. Finally, the poverty of the stimulus argument presupposes that children acquire linguistic representations of the kind postulated by generative grammarians; constructionist grammars such as those proposed by Tomasello, Goldberg and others can be learned from the input. We are the only species that has language, so there must be something unique about humans that makes language learning possible. The extent of crosslinguistic diversity and the considerable individual differences in the rate, style and outcome of acquisition suggest that it is more promising to think in terms of a language-making capacity, i.e., a set of domain-general abilities, rather than an innate body of knowledge about the structural properties of the target system.

  19. Linguistic grammar learning and DRD2-TAQ-IA polymorphism.

    Patrick C M Wong

    Full Text Available As research into the neurobiology of language has focused primarily on the systems level, fewer studies have examined the link between molecular genetics and normal variations in language functions. Because the ability to learn a language varies in adults and our genetic codes also vary, research linking the two provides a unique window into the molecular neurobiology of language. We consider a candidate association between the dopamine receptor D2 gene (DRD2 and linguistic grammar learning. DRD2-TAQ-IA polymorphism (rs1800497 is associated with dopamine receptor D2 distribution and dopamine impact in the human striatum, such that A1 allele carriers show reduction in D2 receptor binding relative to carriers who are homozygous for the A2 allele. The individual differences in grammatical rule learning that are particularly prevalent in adulthood are also associated with striatal function and its role in domain-general procedural memory. Therefore, we reasoned that procedurally-based grammar learning could be associated with DRD2-TAQ-IA polymorphism. Here, English-speaking adults learned artificial concatenative and analogical grammars, which have been respectively associated with procedural and declarative memory. Language learning capabilities were tested while learners' neural hemodynamic responses were simultaneously measured by fMRI. Behavioral learning and brain activation data were subsequently compared with the learners' DRD2 (rs1800497 genotype. Learners who were homozygous for the A2 allele were better at concatenative (but not analogical grammar learning and had higher striatal responses relative to those who have at least one A1 allele. These results provide preliminary evidence for the neurogenetic basis of normal variations in linguistic grammar learning and its link to domain-general functions.

  20. What exactly is Universal Grammar, and has anyone seen it?

    Ewa eDabrowska

    2015-06-01

    Full Text Available Universal Grammar (UG is a suspect concept. There is little agreement on what exactly is in it; and the empirical evidence for it is very weak. This paper critically examines a variety of arguments that have been put forward as evidence for UG, focussing on the three most powerful ones: universality (all human languages share a number of properties, convergence (all language learners converge on the same grammar in spite of the fact that they are exposed to different input, and poverty of the stimulus (children know things about language which they could not have learned from the input available to them. I argue that these arguments are based on premises which are either false or unsubstantiated. Languages differ from each other in profound ways, and there are very few true universals, so the fundamental crosslinguistic fact that needs explaining is diversity, not universality. A number of recent studies have demonstrated the existence of considerable differences in adult native speakers’ knowledge of the grammar of their language, including aspects of inflectional morphology, passives, quantifiers, and a variety of more complex constructions, so learners do not in fact converge on the same grammar. Finally, the poverty of the stimulus argument presupposes that children acquire linguistic representations of the kind postulated by generative grammarians; constructionist grammars such as those proposed by Tomasello, Goldberg and others can be learned from the input. We are the only species that has language, so there must be something unique about humans that makes language learning possible. The extent of crosslinguistic diversity and the considerable individual differences in the rate, style and outcome of acquisition suggest that it is more promising to think in terms of a language-making capacity, i.e. a set of domain-general abilities, rather than an innate body of knowledge about the structural properties of the target system.

  1. German Grammar in the Students' Words: The "Essentialization" of German Grammar by American College-Level Learners

    Chavez, Monika

    2011-01-01

    This study of 134 college-level learners of German, enrolled in four years of instruction, showed them to "essentialize" German grammar when asked to describe it to a hypothetical friend. Kubota defined the term essentialization to capture learners' views of the target culture. Its main characteristic is the presupposition of "essential, stable,…

  2. Grammar Is the Heart of Language: Grammar and Its Role in Language Learning among Finnish University Students

    Saaristo, Pekka

    2015-01-01

    This article presents and discusses views on grammar and its role in formal language learning amongst Finnish university students. The results are based on a questionnaire which was distributed to students at the University of Jyväskylä as part of institutional action research. The background to the project was a feeling amongst some teachers of…

  3. Dwie (antyfilozoficzne „gramatyki” Wittgensteina [Two (anti philosophical grammars of Ludwig Wittgenstein

    Adam Nowaczyk

    2013-09-01

    Full Text Available Wittgenstein is the author of two conceptions of “grammar”, that were meant to be tools of reaching the same goal: discrediting of the traditional, i.e. “metaphysical” questions of philosophy. His early conception concerns logical grammar being the language of logic notation, which is devoid of logical constants. This idea was supported by the ontological thesis that there are no logical objects. In fact, it was not indispensable for achieving the intended purpose, since the elimination of philosophical problems was provided by the semantic argument that the only sensible statements are those of the natural sciences. The second concept of grammar, presented in the writings of the later Wittgenstein, seems more ambiguous. Grammar is a set of rules of the language game, having a status of grammatical statements. Examples of such statements are diverse, and desirable, according to the authors, reformulation of them all into concrete orders or prohibitions seems problematic. In the Investigations Wittgenstein distinguishes between deep and surface grammar, which serves to determine the proper task of philosophy as description of the deep grammar (especially the grammar of philosophically relevant words. In this sense New Philosophy is a kind of philosophical grammar. Wittgensteinian grammar is also anti-philosophical, as it aims at the elimination of erroneous (pseudometaphysical claims derived from misleading forms of surface grammar. Despite the differences in the concepts of language and grammar in the early and late Wittgenstein, he has not changed his critical approach to the traditional philosophical questions.

  4. A Concise Contrastive Grammar of English

    Hjulmand, Lise-Lotte

    the opportunity to identify and correct mistakes which are typical for Danes who speak or write English. There is plenty of material in the workbook, so the users are free to choose the material which they find most suitable. Teachers can furthermore use some material when covering a particular grammatical topic...

  5. Evolving stochastic context-free grammars for RNA secondary structure prediction

    Anderson, James WJ; Tataru, Paula Cristina; Stains, Joe

    2012-01-01

    Background Stochastic Context-Free Grammars (SCFGs) were applied successfully to RNA secondary structure prediction in the early 90s, and used in combination with comparative methods in the late 90s. The set of SCFGs potentially useful for RNA secondary structure prediction is very large, but a few...... to structure prediction as has been previously suggested. Results These search techniques were applied to predict RNA secondary structure on a maximal data set and revealed new and interesting grammars, though none are dramatically better than classic grammars. In general, results showed that many grammars...... with quite different structure could have very similar predictive ability. Many ambiguous grammars were found which were at least as effective as the best current unambiguous grammars. Conclusions Overall the method of evolving SCFGs for RNA secondary structure prediction proved effective in finding many...

  6. Automated Understanding of Financial Statements Using Neural Networks and Semantic Grammars

    Markovitch, J. S.

    1995-01-01

    This article discusses how neural networks and semantic grammars may be used to locate and understand financial statements embedded in news stories received from on-line news wires. A neural net is used to identify where in the news story a financial statement appears to begin. A grammar then is applied to this text in an effort to extract specific facts from the financial statement. Applying grammars to financial statements presents unique parsing problems since the dollar amounts of financi...

  7. Learning System of Web Navigation Patterns through Hypertext Probabilistic Grammars

    Augusto Cortez Vasquez

    2015-01-01

    Full Text Available One issue of real interest in the area of web data mining is to capture users’ activities during connection and extract behavior patterns that help define their preferences in order to improve the design of future pages adapting websites interfaces to individual users. This research is intended to provide, first of all, a presentation of the methodological foundations of the use of probabilistic languages to identify relevant or most visited websites. Secondly, the web sessions are represented by graphs and probabilistic context-free grammars so that the sessions that have the highest probabilities are considered the most visited and most preferred, therefore, the most important in relation to a particular topic. It aims to develop a tool for processing web sessions obtained from a log server represented by probabilistic context-free grammars.

  8. Initiation to radioactivity in third form of grammar schools

    Moulin, G.; Blanc, J.C.; Juste, G.

    2001-01-01

    The initiation to radioactivity can be aimed at adolescents to sensitive them to radiation field and to allow them to fabricate a pertinent opinion about the use of nuclear energy. The pupils of the third form of grammar school make a research on radioactivity and the different kind of radiations. The pupils participate to the measurement of the radiation emitted by the radon daughter and find the usual experimental protocol. (N.C.)

  9. Circumcision revision in male children

    Mohammed A. Al-Ghazo

    2006-08-01

    Full Text Available OBJECTIVE: To determine indications for circumcision revision and to identify the specialty of the person who performed unsatisfactory primary circumcision. MATERIALS AND METHODS: The authors reviewed medical records of 52 cases that underwent circumcision revision over a 6-year period (1998 to 2004. Sleeve surgical technique was used for revision in patients with redundant foreskin or concealed penis, penoplasty for partial or complete degloving of the penis and meatotomy for external meatal stenosis. The mean age of children was 32 months (range 6 months to 9 years. RESULTS: Most of unsatisfactory primary circumcisions (86.7% were performed by laymen. All patients who underwent circumcision revision had good to excellent cosmetic results. CONCLUSION: Primary circumcision performed by laymen carry a high complication rate and serious complications may occur. A period of training and direct supervision by physicians is required before allowing laymen to perform circumcision independently.

  10. High-level methodologies for grammar engineering, introduction to the special issue

    Denys Duchier

    2015-06-01

    Full Text Available Grammar Engineering is the task of designing and implementing linguistically motivated electronic descriptions of natural language (so-called grammars. These grammars are expressed within well-defined theoretical frameworks, and offer a fine-grained description of natural language. While grammars were first used to describe syntax, that is to say, the relations between constituents in a sentence, they often go beyond syntax and include semantic information. Grammar engineering provides precise descriptions which can be used for natural language understanding and generation, making these valuable resources for various natural language applications, including textual entailment, dialogue systems, or machine translation. The first attempts at designing large-scale resource grammars were costly because of the complexity of the task (Erbach et al. 1990 and of the number of persons that were needed (see e.g. Doran et al. 1997. Advances in the field have led to the development of environments for semi-automatic grammar engineering, borrowing ideas from compilation (grammar engineering is compared with software development and machine learning. This special issue reports on new trends in the field, where grammar engineering benefits from elaborate high-level methodologies and techniques, dealing with various issues (both theoretical and practical.

  11. Performance of children with developmental dyslexia on high and low topological entropy artificial grammar learning task.

    Katan, Pesia; Kahta, Shani; Sasson, Ayelet; Schiff, Rachel

    2017-07-01

    Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine whether children's performance depends on the complexity level of the grammar system learned. We conducted two artificial grammar learning experiments that compared performance of children with developmental dyslexia with that of age- and reading level-matched controls. Experiment 1 was a high topological entropy artificial grammar learning task that aimed to establish implicit learning phenomena in children with developmental dyslexia using previously published experimental conditions. Experiment 2 is a lower topological entropy variant of that task. Results indicated that given a high topological entropy grammar system, children with developmental dyslexia who were similar to the reading age-matched control group had substantial difficulty in performing the task as compared to typically developing children, who exhibited intact implicit learning of the grammar. On the other hand, when tested on a lower topological entropy grammar system, all groups performed above chance level, indicating that children with developmental dyslexia were able to identify rules from a given grammar system. The results reinforced the significance of graph complexity when experimenting with artificial grammar learning tasks, particularly with dyslexic participants.

  12. REA's handbook of English grammar, style, and writing

    REA, The Editors of

    1992-01-01

    The ability to write and speak correctly and effectively is a prerequisite for doing well in all subjects, including the physical and social sciences, math and the liberal arts. Writing and speaking skills become even more important when seeking a job and trying to succeed in a chosen career. This easy-to-understand, straightforward English handbook does not use the hard-to-understand technical jargon usually found in English grammar books. Instead, this handbook provides hundreds of examples from which it is possible to easily see what is correct and what is incorrect in all areas of English grammar and writing. Learn quickly and easily: 1. Rules and exceptions in grammar, 2. Spelling and proper punctuation, 3. Common errors in sentence structure, 4. 2,000 examples of correct usage, and 5. Effective writing skills. Complete practice exercises with answers follow each chapter.The handbook covers the following in detail: nouns, verbs, adjectives, paragraphs, composition, punctuation, spelling, and much more. A...

  13. Vega-Lite: A Grammar of Interactive Graphics.

    Satyanarayan, Arvind; Moritz, Dominik; Wongsuphasawat, Kanit; Heer, Jeffrey

    2017-01-01

    We present Vega-Lite, a high-level grammar that enables rapid specification of interactive data visualizations. Vega-Lite combines a traditional grammar of graphics, providing visual encoding rules and a composition algebra for layered and multi-view displays, with a novel grammar of interaction. Users specify interactive semantics by composing selections. In Vega-Lite, a selection is an abstraction that defines input event processing, points of interest, and a predicate function for inclusion testing. Selections parameterize visual encodings by serving as input data, defining scale extents, or by driving conditional logic. The Vega-Lite compiler automatically synthesizes requisite data flow and event handling logic, which users can override for further customization. In contrast to existing reactive specifications, Vega-Lite selections decompose an interaction design into concise, enumerable semantic units. We evaluate Vega-Lite through a range of examples, demonstrating succinct specification of both customized interaction methods and common techniques such as panning, zooming, and linked selection.

  14. Real time QRS complex detection using DFA and regular grammar.

    Hamdi, Salah; Ben Abdallah, Asma; Bedoui, Mohamed Hedi

    2017-02-28

    The sequence of Q, R, and S peaks (QRS) complex detection is a crucial procedure in electrocardiogram (ECG) processing and analysis. We propose a novel approach for QRS complex detection based on the deterministic finite automata with the addition of some constraints. This paper confirms that regular grammar is useful for extracting QRS complexes and interpreting normalized ECG signals. A QRS is assimilated to a pair of adjacent peaks which meet certain criteria of standard deviation and duration. The proposed method was applied on several kinds of ECG signals issued from the standard MIT-BIH arrhythmia database. A total of 48 signals were used. For an input signal, several parameters were determined, such as QRS durations, RR distances, and the peaks' amplitudes. σRR and σQRS parameters were added to quantify the regularity of RR distances and QRS durations, respectively. The sensitivity rate of the suggested method was 99.74% and the specificity rate was 99.86%. Moreover, the sensitivity and the specificity rates variations according to the Signal-to-Noise Ratio were performed. Regular grammar with the addition of some constraints and deterministic automata proved functional for ECG signals diagnosis. Compared to statistical methods, the use of grammar provides satisfactory and competitive results and indices that are comparable to or even better than those cited in the literature.

  15. Artificial grammar learning in individuals with severe aphasia.

    Zimmerer, Vitor C; Cowell, Patricia E; Varley, Rosemary A

    2014-01-01

    One factor in syntactic impairment in aphasia might be damage to general structure processing systems. In such a case, deficits would be evident in the processing of syntactically structured non-linguistic information. To explore this hypothesis, we examined performances on artificial grammar learning (AGL) tasks in which the grammar was expressed in non-linguistic visual forms. In the first experiment, AGL behavior of four aphasic participants with severe syntactic impairment, five aphasic participants without syntactic impairment, and healthy controls was examined. Participants were trained on sequences of nonsense stimuli with the structure A(n)B(n). Data were analyzed at an individual level to identify different behavioral profiles and account for heterogeneity in aphasic as well as healthy groups. Healthy controls and patients without syntactic impairment were more likely to learn configurational (item order) than quantitative (counting) regularities. Quantitative regularities were only detected by individuals who also detected the configurational properties of the stimulus sequences. By contrast, two individuals with syntactic impairment learned quantitative regularities, but showed no sensitivity towards configurational structure. They also failed to detect configurational structure in a second experiment in which sequences were structured by the grammar A(+)B(+). We discuss the potential relationship between AGL and processing of word order as well as the potential of AGL in clinical practice. © 2013 Published by Elsevier Ltd.

  16. Modality effects in implicit artificial grammar learning: An EEG study.

    Silva, Susana; Folia, Vasiliki; Inácio, Filomena; Castro, São Luís; Petersson, Karl Magnus

    2018-05-15

    Recently, it has been proposed that sequence learning engages a combination of modality-specific operating networks and modality-independent computational principles. In the present study, we compared the behavioural and EEG outcomes of implicit artificial grammar learning in the visual vs. auditory modality. We controlled for the influence of surface characteristics of sequences (Associative Chunk Strength), thus focusing on the strictly structural aspects of sequence learning, and we adapted the paradigms to compensate for known frailties of the visual modality compared to audition (temporal presentation, fast presentation rate). The behavioural outcomes were similar across modalities. Favouring the idea of modality-specificity, ERPs in response to grammar violations differed in topography and latency (earlier and more anterior component in the visual modality), and ERPs in response to surface features emerged only in the auditory modality. In favour of modality-independence, we observed three common functional properties in the late ERPs of the two grammars: both were free of interactions between structural and surface influences, both were more extended in a grammaticality classification test than in a preference classification test, and both correlated positively and strongly with theta event-related-synchronization during baseline testing. Our findings support the idea of modality-specificity combined with modality-independence, and suggest that memory for visual vs. auditory sequences may largely contribute to cross-modal differences. Copyright © 2018 Elsevier B.V. All rights reserved.

  17. Metrical presentation boosts implicit learning of artificial grammar.

    Selchenkova, Tatiana; François, Clément; Schön, Daniele; Corneyllie, Alexandra; Perrin, Fabien; Tillmann, Barbara

    2014-01-01

    The present study investigated whether a temporal hierarchical structure favors implicit learning. An artificial pitch grammar implemented with a set of tones was presented in two different temporal contexts, notably with either a strongly metrical structure or an isochronous structure. According to the Dynamic Attending Theory, external temporal regularities can entrain internal oscillators that guide attention over time, allowing for temporal expectations that influence perception of future events. Based on this framework, it was hypothesized that the metrical structure provides a benefit for artificial grammar learning in comparison to an isochronous presentation. Our study combined behavioral and event-related potential measurements. Behavioral results demonstrated similar learning in both participant groups. By contrast, analyses of event-related potentials showed a larger P300 component and an earlier N2 component for the strongly metrical group during the exposure phase and the test phase, respectively. These findings suggests that the temporal expectations in the strongly metrical condition helped listeners to better process the pitch dimension, leading to improved learning of the artificial grammar.

  18. Aligning English grammar testing with European language standards

    Bodrič Radmila

    2015-01-01

    Full Text Available In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001 (CEFR, a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a determining which particular areas of grammar need to be learned by students at level B2, (b formulating grammatical descriptors for each individual area of grammar, (c determining the test’s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

  19. THE USE OF GRAMMAR TRANSLATION METHOD IN TEACHING ENGLISH

    Catharina Elmayantie

    2015-09-01

    Full Text Available This study aims to describe the patterns of Grammar Translation Method (GTM and to know the reasons why the teachers used the method. Descriptive qualitative method was applied. The subjects were two English teachers at the seventh grade of SMP Negeri 1 Palangka Raya. It was used observation and questionnaires to collect the data. The data reduction, data display, and conclusion drawing were applied for data analysis. The findings show nine major patterns of GTM applied: (1 The classes were taught mainly in mother tongue; (2 the vocabulary was taught in the form of lists of isolated words; (3 the grammar provided the rules for putting words together; (4 it focused on the form and inflection of words; (5 the reading difficult classical texts were begun early; (6 it was little attention to the content of the texts; (7 the drills were exercises in translating; (8 it was little attention to pronunciation; and (9 it focused on accuracy. Meanwhile, the reasons of the teachers used the method are: (1 It is suitable for the students; (2 it helps the students comprehend the text; (3 it  improves the vacabulary; and (4 by using this method teaching-learning activities work well. Keywords: English subject, grammar translation method, teaching-learning activities

  20. Grammar-Supported 3d Indoor Reconstruction from Point Clouds for As-Built Bim

    Becker, S.; Peter, M.; Fritsch, D.

    2015-03-01

    The paper presents a grammar-based approach for the robust automatic reconstruction of 3D interiors from raw point clouds. The core of the approach is a 3D indoor grammar which is an extension of our previously published grammar concept for the modeling of 2D floor plans. The grammar allows for the modeling of buildings whose horizontal, continuous floors are traversed by hallways providing access to the rooms as it is the case for most office buildings or public buildings like schools, hospitals or hotels. The grammar is designed in such way that it can be embedded in an iterative automatic learning process providing a seamless transition from LOD3 to LOD4 building models. Starting from an initial low-level grammar, automatically derived from the window representations of an available LOD3 building model, hypotheses about indoor geometries can be generated. The hypothesized indoor geometries are checked against observation data - here 3D point clouds - collected in the interior of the building. The verified and accepted geometries form the basis for an automatic update of the initial grammar. By this, the knowledge content of the initial grammar is enriched, leading to a grammar with increased quality. This higher-level grammar can then be applied to predict realistic geometries to building parts where only sparse observation data are available. Thus, our approach allows for the robust generation of complete 3D indoor models whose quality can be improved continuously as soon as new observation data are fed into the grammar-based reconstruction process. The feasibility of our approach is demonstrated based on a real-world example.

  1. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific O pinion Flavouring Group Evaluation 23, Revision 4 (FGE.23Rev4): Aliphatic, alicyclic and aromatic ethers including anisole derivatives from chemical groups 15, 16, 22, 26 and 30

    Beltoft, Vibe Meister; Binderup, Mona-Lise; Frandsen, Henrik Lauritz

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 21 flavouring substances in the Flavouring Group Evaluation 23, Revision 4, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision i...... also been considered. Specifications including complete purity criteria and identity for the materials of commerce have been provided for all 21 candidate substances. © European Food Safety Authority, 2013......The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 21 flavouring substances in the Flavouring Group Evaluation 23, Revision 4, using the Procedure in Commission Regulation (EC) No 1565/2000. This revision...

  2. Current and proposed revisions, changes, and modifications to American codes and standards to address packaging, handling, and transportation of radioactive materials and how they relate to comparable international regulations

    Borter, W.H.; Froehlich, C.H.

    2004-01-01

    This paper addresses current and proposed revisions, additions, and modifications to American Society of Mechanical Engineers (ASME) Boiler and Pressure Vessel Code (BPVC) (i.e., ''ASMEthe Code'') Section III, Division 3 and American National Standards Institute (ANSI)/ASME N14.6. It provides insight into the ongoing processes of the associated committees and highlights important revisions, changes, and modifications to this Code and Standard. The ASME Code has developed and issued Division 3 to address items associated with the transportation and storage of radioactive materials. It currently only addresses ''General Requirements'' in Subsections WA and ''Class TP (Type B) Containments'' (Transportation Packages) in Subsection WB, but is in the process of adding a new Subsection WC to address ''Class SC'' (Storage Containments). ANSI/ASME Standard N14.6 which interacts with components constructed to Division 3 by addressinges special lifting devices for radioactive material shipping containers. This Standard is in the process of a complete re-write. This Code and Standard can be classified as ''dynamic'' in that their committees meet at least four times a year to evaluate proposed modifications and additions that reflect current safety practices in the nuclear industry. These evaluations include the possible addition of new materials, fabrication processes, examination methods, and testing requirements. An overview of this ongoing process is presented in this paper along with highlights of the more important proposed revisions, changes, and modifications and how they relate to United States (US) and international regulations and guidance like International Atomic Energy Agency (IAEA) Requirement No. TS-R-1

  3. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 10, Revision 2 (FGE.10Rev2): Aliphatic primary and secondary saturated and unsaturated alcohols, aldehydes, acetals, carboxylic acids and esters containing

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 61 flavouring substances in the Flavouring Group Evaluation 10, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. None of the sub......The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 61 flavouring substances in the Flavouring Group Evaluation 10, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. None...... of the substances were considered to have genotoxic potential. The substances were evaluated through a stepwise approach (the Procedure) that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity....... The Panel concluded that the 61 substances do not give rise to safety concerns at their levels of dietary intake, estimated on the basis of the MSDI approach. Besides the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been considered. For four...

  4. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 25, Revision 2 (FGE.25Rev2): Aliphatic and aromatic hydrocarbons from chemical group 31

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 37 flavouring substances in the Flavouring Group Evaluation 25, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. None of the sub......The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 37 flavouring substances in the Flavouring Group Evaluation 25, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. None...... of the substances were considered to have genotoxic potential. The substances were evaluated through a stepwise approach (the Procedure) that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity...... assessment of these flavouring substances, the specifications for the materials of commerce have also been considered. For five substances, the composition of the stereoisomeric mixture has to be specified further....

  5. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 21, Revision 3 (FGE.21Rev3): Thiazoles, thiophenes, thiazoline and thienyl derivatives from chemical groups 29 and 30

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 59 flavouring substances in the Flavouring Group Evaluation 21, including an additional three substances in this Revision 3, using the Procedure in Commiss......The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 59 flavouring substances in the Flavouring Group Evaluation 21, including an additional three substances in this Revision 3, using the Procedure.......086, 15.090, 15.099, 15.114, 15.119 and 15.133] were considered to have genotoxic potential. The remaining 52 substances were evaluated through a stepwise approach (the Procedure) that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern.......092, 15.093, 15.094, 15.096, 15.097, 15.106, 15.107, 15.129 and 15.135] evaluated through the Procedure, no appropriate NOAEL was available and additional data are required. Besides the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been...

  6. Designing a Competence-Based Syllabus for Turkish Speaking Learners of English in Terms of Accessibility to Universal Grammar

    Seker, Emrullah

    2016-01-01

    This study focuses on designing an English grammar syllabus for Turkish speaking English learners, which is based on the assumption that learning English grammar will be simpler and easier for Turkish speaking learners if it is introduced in a way by which they can achieve accessibility to Universal Grammar. In this study, I analyze almost all…

  7. "I'll Take Commas for $200": An Instructional Intervention Using Games to Help Students Master Grammar Skills

    Bullard, Sue Burzynski; Anderson, Nancy

    2014-01-01

    Effective writing requires mastering grammar. For journalists, this mastery is critical because research shows poor grammar erodes media credibility. College writing instructors say students do not understand basic grammar concepts, and greater numbers of students are enrolling in remedial writing classes. This quasi-experimental mixed methods…

  8. The "Contextual Contact" in Grammar Microteachings in Teaching English as a Foreign Language: A Teacher Training Perspective

    Sarigöz, Iskender Hakki

    2015-01-01

    The grammar microteachings carried out by trainees in teacher education is a critical issue due to the fact that the teaching of grammar has always been a controversial issue throughout the foreign language teaching (FLT) acculturation. There is always some negative reaction to isolated teaching of grammar in communicative language teaching…

  9. The Problem of Grammar Teaching: A Case Study of the Relationship between a Teacher's Beliefs and Pedagogical Practice

    Watson, Annabel

    2015-01-01

    Through a case study of a first-language English teacher's approach to teaching writing, the significance of conceptual and affective beliefs about grammar for pedagogical practice is explored. The study explores a perceived dichotomy between grammar and creativity, examining a belief that attention to grammar is separate and secondary to the…

  10. A Comparative Study on Beliefs of Grammar Teaching between High School English Teachers and Students in China

    Deng, Fangfang; Lin, Yuewu

    2016-01-01

    Grammar is "a system of rules governing the conventional arrangement and relationship of words in a sentence" (Brown 1994) which can facilitate the acquisition of a foreign language and is conducive for cultivating comprehensive language competence. Most teachers regard grammar as a frame of English learning. The grammar teaching beliefs…

  11. (In)Flexibility of Constituency in Japanese in Multi-Modal Categorial Grammar with Structured Phonology

    Kubota, Yusuke

    2010-01-01

    This dissertation proposes a theory of categorial grammar called Multi-Modal Categorial Grammar with Structured Phonology. The central feature that distinguishes this theory from the majority of contemporary syntactic theories is that it decouples (without completely segregating) two aspects of syntax--hierarchical organization (reflecting…

  12. Comparison of Context-free Grammars Based on Parsing Generated Test Data

    B. Fischer (Bernd); R. Lämmel (Ralf); V. Zaytsev (Vadim); U. Aßmann; J. Saraiva; A.M. Sloane

    2011-01-01

    textabstractThere exist a number of software engineering scenarios that essentially involve equivalence or correspondence assertions for some of the context-free grammars in the scenarios. For instance, when applying grammar transformations during parser development---be it for the sake of

  13. Cooperative Business Education - 7725 (Reinforcing Knowledge of Grammar): Department 48 - Course 7725.08.

    Dade County Public Schools, Miami, FL.

    The essential elements of grammar required to write business letters, memorandums, and reports are covered in this quinmester course. The course consists of a complete grammar review and the learning of proofreading skills for students in the Cooperative Business Education program in Dade County High Schools. Instruction techniques include group…

  14. Excuse me, your participle's dangling how to use grammar to make your writing powers soar

    DePino, Catherine

    2013-01-01

    Excuse Me, Your Participle's Dangling will give you all the bare essentials of grammar that you need to write like a pro. If you're a businessperson, college student, or ESL student seeking a user-friendly grammar book that aims to make you a better writer, this book is for you!

  15. Template-based generation of natural language expressions with Controlled M-Grammar

    Appelo, Lisette; Leermakers, M.C.J.; Rous, J.H.G.

    1993-01-01

    A method is described for the generation of related natural-language expressions. The method is based on a formal grammar of the natural language in question, specified in the Controlled M-Grammar (CMG) formalism. In the CMG framework the generation of an utterance is controlled by a derivation

  16. The English Definite Article: What ESL/EFL Grammars Say and What Corpus Findings Show

    WonHo Yoo, Isaiah

    2009-01-01

    To ascertain whether what ESL/EFL grammars say is informed by what scholars discuss in the literature and supported by what corpus findings actually show, this paper first presents a brief overview of the literature on the English definite article and then compares popular ESL/EFL grammars' coverage of "the" and corpus findings on definite article…

  17. Teaching Grammar through Task-Based Language Teaching to Young EFL Learners

    Yildiz, Mustafa; Senel, Mufit

    2017-01-01

    The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there…

  18. Mobile-Assisted Grammar Exercises: Effects on Self-Editing in L2 Writing

    Li, Zhi; Hegelheimer, Volker

    2013-01-01

    In this paper, we report on the development and implementation of a web-based mobile application, "Grammar Clinic," for an ESL writing class. Drawing on insights from the interactionist approach to Second Language Acquisition (SLA), the Noticing Hypothesis, and mobile-assisted language learning (MALL), "Grammar Clinic" was…

  19. Phonological Memory and the Acquisition of Grammar in Child L2 Learners

    Verhagen, Josje; Leseman, Paul; Messer, Marielle

    2015-01-01

    Previous studies show that second language (L2) learners with large phonological memory spans outperform learners with smaller memory spans on tests of L2 grammar. The current study investigated the relationship between phonological memory and L2 grammar in more detail than has been done earlier. Specifically, we asked how phonological memory…

  20. The Journalism Writing Course: Evaluation of Hybrid versus Online Grammar Instruction

    Moore, Jensen; Jones, Khristen

    2015-01-01

    This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

  1. The Effect of MALL-Based Tasks on EFL Learners' Grammar Learning

    Khodabandeh, Farzaneh; Alian, Jalal ed-din; Soleimani, Hassan

    2017-01-01

    Many studies have confirmed the importance of tasks on language learning. Nowadays, many teachers apply different kinds of tasks in their classrooms. The current study investigated the effect of mobile assisted language learning tasks (MALL) on participants' English grammar learning. The researcher administered a pre-validated grammar test to 90…

  2. The Role of Simple Semantics in the Process of Artificial Grammar Learning

    Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

    2017-01-01

    This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL…

  3. The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

    Alghanmi, Bayan; Shukri, Nadia

    2016-01-01

    Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers' beliefs of…

  4. Contemporary Tutorial Call: Using Purpose-Built Video as a Grammar Tutor

    Merlo, Jarrad R.; Gruba, Paul A.

    2015-01-01

    Despite an increased emphasis on form-focused instruction (FFI), the use of the computer as a grammar tutor has remained largely unexamined for nearly two decades. With new technologies at hand, there is a need to take a fresh look at online grammar tutors and link designs more strongly to contemporary second language acquisition (SLA) principles…

  5. Supporting intra-group social metacognitive activities with technology: A grammar learning game

    Molenaar, I.; Horvers, A.; Desain, P.W.M.

    2017-01-01

    This study investigates the effects of a technology enhanced collaborative grammar learning activity on students sentence parsing and formulation. These types of collaborative learning activities for grammar education are expected to support more effective learning. Yet, effective intra-group social

  6. Tracking Down the Origins of Ambiguity in Context-Free Grammars

    H.J.S. Basten (Bas)

    2010-01-01

    htmlabstractContext-free grammars are widely used but still hindered by ambiguity. This stresses the need for detailed detection methods that point out the sources of ambiguity in a grammar. In this paper we show how the approximative Noncanonical Unambiguity Test by Schmitz can be extended to

  7. Noticing Grammar in L2 Writing and Problem-Solving Strategies

    Geist, Monika

    2017-01-01

    Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into…

  8. Confidence and Competence among Community College Students: Self-Efficacy and Performance in Grammar

    Collins, Steve; Bissell, Kimberly

    2004-01-01

    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…

  9. Teachers' Attitudes towards Teaching English Grammar: A Scale Development Study

    Polat, Murat

    2017-01-01

    In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers' attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers'…

  10. Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

    Ellis, Rod

    1999-01-01

    Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

  11. Supporting French Teachers for a Paradigm Shift in Grammar Education: A Teacher Trainer's Perspective

    Thibeault, Joël

    2016-01-01

    This article presents a series of pedagogical workshops that was offered over two years to a cohort of 50 teachers practising in Ontarian French schools. Focusing on grammar teaching, the workshops' objectives were to: (a) contribute to the teachers' development of linguistic knowledge consistent with the grammar under new provincial standards and…

  12. Density of Visual Input Enhancement and Grammar Learning: A Research Proposal

    Tran, Thu Hoang

    2009-01-01

    Research in the field of second language acquisition (SLA) has been done to ascertain the effectiveness of visual input enhancement (VIE) on grammar learning. However, one issue remains unexplored: the effects of VIE density on grammar learning. This paper presents a research proposal to investigate the effects of the density of VIE on English…

  13. Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners

    Solikhah, Imroatus

    2017-01-01

    This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows:…

  14. Concise revision of the Sarcospermataceae

    Lam, H.J.; Royen, van P.

    1952-01-01

    After the senior writer, together with W. W. Varossieau, had published a revision of this monogeneric family (Blumea III, 1938—’39 and IV, 1941), some more material has been examined by us and, moreover, some new species have been described. Thanks to the courtesy of Prof. F. Gagnepain of Paris, and

  15. Generative Graph Grammar of Neo-Vaiśeṣika Formal Ontology (NVFO)

    Tavva, Rajesh; Singh, Navjyoti

    NLP applications for Sanskrit so far work within computational paradigm of string grammars. However, to compute 'meanings', as in traditional śā bdabodha prakriyā-s, there is a need to develop suitable graph grammars. Ontological structures are fundamentally graphs. We work within the formal framework of Neo-Vaiśeṣika Formal Ontology (NVFO) to propose a generative graph grammar. The proposed formal grammar only produces well-formed graphs that can be readily interpreted in accordance with Vaiśeṣ ika Ontology. We show that graphs not permitted by Vaiśeṣ ika ontology are not generated by the proposed grammar. Further, we write Interpreter of these graphical structures. This creates computational environment which can be deployed for writing computational applications of Vaiśeṣ ika ontology. We illustrate how this environment can be used to create applications like computing śā bdabodha of sentences.

  16. The Effectiveness of Grammar Learning in Impro ving Reading Comprehension of English Majors

    田晓

    2015-01-01

    The importance of grammar knowledge has al-ways been neglected in reading comprehension. To help English teachers and learners see the value of grammar analysis, this pa-per, therefore, explores the correlation between grammar and reading comprehension. Forty-four freshmen of English majors were involved in the experiment, completing two tests of grammar and reading comprehension respectively, and it was followed by a personal interview for some exceptional cases after a week. The result of data analysis shows that grammar analysis accompanying with vocabulary, emotion, as well as other factors produce an ef-fect on learners’reading comprehension to a certain degree. It is suggested that language teachers as well as learners therefore should attach importance to learning grammatical knowledge.

  17. Explicit Grammar Instruction in L2 Learners’Writing Development:Effective or Ineffective?

    田秀峰

    2012-01-01

      It has long been in dispute about whether explicit grammar teaching is more effective in second language learning or implicit grammar teaching is. However, there are more than one factor to take into consideration while discussing which way is better for L2 learners. This short essay aims at depicting three respects concerning grammar teaching, namely learning context, language learners’beliefs and needs, and grammar instruction. When educators and practitioners try to adopt grammar instruction either implicitly or explicitly in L2 learners’writing development, they probably need to consider the above three factors and to find out the best way to produce more effective teaching results among their students

  18. Pre-Service English Teachers’ Beliefs Towards Grammar And Its Teaching At Two Turkish Universities

    İsmail Zeki DİKİCİ

    2012-07-01

    Full Text Available This paper examines pre-service English teachers’ beliefs towards grammar studying at two Turkish Universities. A total of 90 pre-service English teachers, 57 of whom were studying at Muğla University and 33 of whom were studying at Onsekiz Mart University in Turkey, were involved in this study. The research participants completed two questionnaires. The aim of this paper is to look into pre-service English teachers’ beliefs towards grammar and its teaching as well as their knowledge on the metalanguage of grammar. The findings reveal that although a great majority of the participants favour the use of metalanguage in teaching grammar, and support the deductive grammar teaching practises, they themselves still have serious problems even with the most basic grammatical terminology.

  19. New labels for old problems: Grammar in communicative language teaching

    Poole Alexander

    2003-08-01

    Full Text Available Communicative language teaching has long been controversial due to its lack of explicit grammar instruction. Focus on form instruction (Long, 1991, however, puts communication as the centerpiece of instruction, but addresses form on a need-toknow- basis; thus, focus on form instruction claims to balance communication and grammar. Moreover, the concept of uptake (Lyster and Ranta, 1997; Ellis, Basturkmen, and Loewen, 2001, or the process by which learners respond to correction initiated by teachers and/or other learners, has been used to demonstrate that focus on form instruction, and thus by extension, CLT, gives sufficient attention to grammar. However, in this article, I will show that the concept of uptake is problematic, and demonstrate that focus on form instruction does not offer a feasible way of addressing grammar in EFL classrooms. Yet, before showing the technique’s inadequacy, I will highlight selected aspects of focus on form instruction and uptake research. Key Words: English-Grammar-Teaching-Evaluation, Second Language Acquisition- Teaching, Grammar Instruction. La enseñanza comunicativa del lenguaje ha sido muy controversial debido no sólo a la carencia explícita de la enseñanza de la gramática, sino también a la carencia tangible para evaluar si los estudiantes han adquirido o no ciertas formas gramaticales. El enfoque de la forma (Long, l991, sin embargo, ubica la comunicación como pieza principal de enseñanza, pero a la vez enfatiza en la enseñanza de la forma como parte importante que todo estudiante necesita saber. Algunos autores han señalado la importancia de tener un balance entre la comunicación y la enseñanza explícita de la gramática. Esto se debe en gran parte, al concepto de ‘uptake’ que ha sido usado para demostrar que el enfoque en la enseñanza de la forma y, por extensión el enfoque en la enseñanza comunicativa del lenguaje, facilitan la atención a la gramática. Sin embargo, el

  20. Effectiveness of Inductive and Deductive Methods in Teaching Grammar

    Mohammad Akram Alzu’bi

    2015-04-01

    • What is the effect of inductive method on grammar achievement compared with deductive method at elementary stage? To answer the questions of the study, the researcher prepares two programs based on inductive and deductive methods for each level based on its syllabus. The sample consists 180 students; eighty at the 1st year level in English departments at university level and one hundred at the elementary stage. The participants of the study consisted of four assigned sections. Firstly, at the university level, two colleges are randomly selected out of the eighteen faculties of Albalqa' Applied University; two sections are randomly selected; one group is randomly assigned as the 1st experimental group (by using inductive method and the second experimental group (by using deductive method. Similar process is adopted in the case of school students at the elementary stage.  The relevant pre-tests are administered to the students of both groups at each stage (university and school to make sure that the groups are equivalent at the time of starting the experiment. The researcher designs two grammar achievement tests as the instruments of this study (one for the elementary stage and one for university level. The instrument of each stage consists of two achievement tests (pre- test and post-test. At the end of the treatment period, relevant post-tests are administered to the students of both the groups. The results of the study revealed that there were significant statistical differences at (α≤0.09 among the grammar performance means of both groups at both levels due to inductive method. Keywords: Inductive method, Deductive method, Elementary stage, University level, Academic achievement

  1. An approach to multiscale modelling with graph grammars.

    Ong, Yongzhi; Streit, Katarína; Henke, Michael; Kurth, Winfried

    2014-09-01

    Functional-structural plant models (FSPMs) simulate biological processes at different spatial scales. Methods exist for multiscale data representation and modification, but the advantages of using multiple scales in the dynamic aspects of FSPMs remain unclear. Results from multiscale models in various other areas of science that share fundamental modelling issues with FSPMs suggest that potential advantages do exist, and this study therefore aims to introduce an approach to multiscale modelling in FSPMs. A three-part graph data structure and grammar is revisited, and presented with a conceptual framework for multiscale modelling. The framework is used for identifying roles, categorizing and describing scale-to-scale interactions, thus allowing alternative approaches to model development as opposed to correlation-based modelling at a single scale. Reverse information flow (from macro- to micro-scale) is catered for in the framework. The methods are implemented within the programming language XL. Three example models are implemented using the proposed multiscale graph model and framework. The first illustrates the fundamental usage of the graph data structure and grammar, the second uses probabilistic modelling for organs at the fine scale in order to derive crown growth, and the third combines multiscale plant topology with ozone trends and metabolic network simulations in order to model juvenile beech stands under exposure to a toxic trace gas. The graph data structure supports data representation and grammar operations at multiple scales. The results demonstrate that multiscale modelling is a viable method in FSPM and an alternative to correlation-based modelling. Advantages and disadvantages of multiscale modelling are illustrated by comparisons with single-scale implementations, leading to motivations for further research in sensitivity analysis and run-time efficiency for these models.

  2. Design grammars as evaluation tools in the first year studio

    Ibrahim, Mohamed S.; Bridges, Alan; Chase, Scott Curland

    2012-01-01

    This paper describes a teaching experience conducted and carried out as part of the coursework of first year students. The workshop is the third of three workshops planned to take place during the course of the first year studio, aimed at introducing new ways of thinking and introducing students...... to a new pattern of architectural education. The experiment was planned under the theme of “Evaluation” during the final stage. A grammatical approach was chosen to deliver the methodology in the design studio, based on shape grammars....

  3. Mapping Between Semantic Graphs and Sentences in Grammar Induction System

    Laszlo Kovacs

    2010-06-01

    Full Text Available The proposed transformation module performs mapping be-
    tween two di®erent knowledge representation forms used in grammar induction systems. The kernel knowledge representation form is a special predicate centered conceptual graph called ECG. The ECG provides a semantic-based, language independent description of the environment. The other base representation form is some kind of language. The sentences of the language should meet the corresponding grammatical rules. The pilot project demonstrates the functionality of a translator module using this transformation engine between the ECG graph and the Hungarian language.

  4. Natural language computing an English generative grammar in Prolog

    Dougherty, Ray C

    2013-01-01

    This book's main goal is to show readers how to use the linguistic theory of Noam Chomsky, called Universal Grammar, to represent English, French, and German on a computer using the Prolog computer language. In so doing, it presents a follow-the-dots approach to natural language processing, linguistic theory, artificial intelligence, and expert systems. The basic idea is to introduce meaningful answers to significant problems involved in representing human language data on a computer. The book offers a hands-on approach to anyone who wishes to gain a perspective on natural language

  5. Advanced grammar in use a self-study reference and practice book for advanced students of English : with answers and CD-ROM

    Hewings, Martin

    2013-01-01

    An updated version of the highly successful Advanced Grammar in Use. This third edition, with answers and CD-ROM, is ideal for self-study. The book contains 100 units of grammar reference and practice materials, with illustrations in full colour and a user-friendly layout. It is ideal for learners preparing for the Cambridge Advanced, Proficiency or IELTS examinations, and is informed by the Cambridge International Corpus, which ensures the language is authentic and up-to-date. The CD-ROM includes 200 interactive exercises to reinforce the language learned in the book, plus customised tests and audio recordings to accompany the main exercises. Versions without answers and without the CD-ROM are available to purchase separately.

  6. Making sense of syntax – Innate or acquired? Contrasting universal grammar with other approaches to language acquisition

    Christian Kliesch

    2012-05-01

    Full Text Available Proponents of a Universal Grammar argue that humans are born with a dedicated language system that shapes and restricts the number of grammars found in human languages (Chomsky, 2005. It is essentially innate and has a genetic manifestation. Such an innate system is necessary because human grammars are too complex to be passed on through social interactions and probabilistic learning alone. However, this view is contested by a combination of emergentist approaches and a number of studies suggest that many of the core assumptions of Universal Grammar are either unnecessary or do not hold. Furthermore, this review will explore theoretical criticism of the Universal Grammar research programme.

  7. The role of the grammar teaching: from communicative approaches to the common European framework of reference for languages THE ROLE OF THE GRAMAMAR TEACHING: FROM COMMUNCATIVE APPROACHES TO THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

    José López Rama

    2012-07-01

    Full Text Available In the history of language teaching, the role of grammar has been addressed by a number of linguistic theories, pedagogies and, currently, within the Common European Framework of Reference for Languages (CEF. The way grammar is considered has a decisive influence on pedagogical practices, learning processes and many other areas involved in language teaching. This paper constitutes a revision of how grammar has evolved in the last fifty years paying special attention to its evolving role in both communicative (CLT and post-communicative approaches and in the CEF.From this revision, some controversial issues concerning the pedagogic value of teaching grammar will arise as well, such as whether grammar is worth teaching in the classroom or not and how it should be taught.Even though there exists a parallel linguistic framework between CLT and the CEF, some issues still need revision concerning the notion of grammatical competence and its role for language teaching.Históricamente, el papel de la gramática en la enseñanza de lenguas se ha justificado y cuestionado tanto por teorías lingüísticas como, actualmente, dentro del Marco Común Europeo de Referencia. La forma de contemplar la gramática influye de modo fundamental en la metodología docente, en la elaboración de manuales de texto y en los procesos de aprendizaje, entre otros. Este artículo revisa el papel de la gramática en los últimos cincuenta años prestando especial atención al método comunicativo, los post-comunicativos y dentro del Marco Común Europeo de Referencia. En respuesta, se revisa la posible controversia sobre la propia definición de gramática y su valor en enseñanza de lenguas extranjeras.

  8. EFSA CEF Panel (EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids), 2014. Scientific Opinion on Flavouring Group Evaluation 300, Revision 1 (FGE.300Rev1): One cyclo-aliphatic amide from chemical group 33

    Beltoft, Vibe Meister; Frandsen, Henrik Lauritz; Nørby, Karin Kristiane

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate a flavouring substance,cyclopropanecarboxylic acid (2-isopropyl-5-methyl-cyclohexyl)-amide [FL-no: 16.115] in the Flavouring Group Evaluation 300, Revision 1....... The substance was not considered to have genotoxic potential. The substance was evaluated through a stepwise approach (the Procedure) that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity....... The Panel concluded that the substance [FL-no: 16.115] does not give rise to safety concern at its levels of dietary intake estimated on the basis of the Maximised Survey-derived Daily Intake MSDI approach. Besides the safety assessment of this flavouring substance, the specifications for the material...

  9. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 17, Revision 3 (FGE.17Rev3): Pyrazine derivatives from chemical group 24

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 28 flavouring substances in the Flavouring Group Evaluation 17, including seven additional substances considered in this Revision 3, using the Procedure......-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity. The Panel concluded that 24 substances [FL-no: 14.057, 14.081, 14.083, 14.084, 14.086, 14.087, 14.091, 14.097, 14.099, 14.101, 14.102, 14.108, 14.109, 14.111, 14.112, 14.113, 14.122, 14...... substances, the specifications for the materials of commerce have also been considered and for one substance [FL-no: 14.102], the composition of mixture has not been specified sufficiently....

  10. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 22, Revision 1 (FGE.22Rev1): Ring substituted phenolic substances from chemical groups 21 and 25

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 28 flavouring substances in the Flavouring Group Evaluation 22, Revision 1, using the Procedure in Commission Regulation (EC) No 1565/2000. The substance 3...... through a stepwise approach (the Procedure) that integrates information on structure-activity relationships, intake from current uses, toxicological threshold of concern, and available data on metabolism and toxicity. The Panel concluded that these 27 candidate substances do not give rise to safety...... concerns at their levels of dietary intake, estimated on the basis of the MSDI approach. Adequate specifications for the materials of commerce are available for all 27 flavouring substances evaluated through the Procedure....

  11. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 17, Revision 2 (FEG.17Rev2): Pyrazine derivatives from chemical group 24

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 21 flavouring substances in the Flavouring Group Evaluation 17, Revision 2, using the Procedure in Commission Regulation (EC) No 1565/2000. From the in vitro...... substance [FL-no: 14.051] no intake data are available preventing it from being evaluated through the Procedure. The remaining 18 substances were evaluated through a stepwise approach that integrates information on structure-activity relationships, intake from current uses, toxicological threshold...... intake, estimated on the basis of the MSDI approach. For the remaining substance [FL-no: 14.052] additional toxicity data are required. Besides the safety assessment of these flavouring substances, the specifications for the materials of commerce have also been considered and for two substances...

  12. EFSA Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids (CEF); Scientific Opinion on Flavouring Group Evaluation 10, Revision 3 (FGE.10Rev3): Aliphatic primary and secondary saturated and unsaturated alcohols, aldehydes, acetals, carboxylic acids and esters containing

    Larsen, John Christian; Nørby, Karin Kristiane; Beltoft, Vibe Meister

    The Panel on Food Contact Materials, Enzymes, Flavourings and Processing Aids of the European Food Safety Authority was requested to evaluate 63 flavouring substances in the Flavouring Group Evaluation 10, including additional two substances in this Revision 3, using the Procedure in Commission...... threshold of concern, and available data on metabolism and toxicity. The Panel concluded that the 62 substances do not give rise to safety concerns at their levels of dietary intake, estimated on the basis of the MSDI approach. Besides the safety assessment of these flavouring substances, the specifications...... for the materials of commerce have also been considered. For four substances evaluated through the Procedure, the stereoisomeric composition has not been specified sufficiently....

  13. Conceptual graph grammar--a simple formalism for sublanguage.

    Johnson, S B

    1998-11-01

    There are a wide variety of computer applications that deal with various aspects of medical language: concept representation, controlled vocabulary, natural language processing, and information retrieval. While technical and theoretical methods appear to differ, all approaches investigate different aspects of the same phenomenon: medical sublanguage. This paper surveys the properties of medical sublanguage from a formal perspective, based on detailed analyses cited in the literature. A review of several computer systems based on sublanguage approaches shows some of the difficulties in addressing the interaction between the syntactic and semantic aspects of sublanguage. A formalism called Conceptual Graph Grammar is presented that attempts to combine both syntax and semantics into a single notation by extending standard Conceptual Graph notation. Examples from the domain of pathology diagnoses are provided to illustrate the use of this formalism in medical language analysis. The strengths and weaknesses of the approach are then considered. Conceptual Graph Grammar is an attempt to synthesize the common properties of different approaches to sublanguage into a single formalism, and to begin to define a common foundation for language-related research in medical informatics.

  14. Interactive design of probability density functions for shape grammars

    Dang, Minh

    2015-11-02

    A shape grammar defines a procedural shape space containing a variety of models of the same class, e.g. buildings, trees, furniture, airplanes, bikes, etc. We present a framework that enables a user to interactively design a probability density function (pdf) over such a shape space and to sample models according to the designed pdf. First, we propose a user interface that enables a user to quickly provide preference scores for selected shapes and suggest sampling strategies to decide which models to present to the user to evaluate. Second, we propose a novel kernel function to encode the similarity between two procedural models. Third, we propose a framework to interpolate user preference scores by combining multiple techniques: function factorization, Gaussian process regression, autorelevance detection, and l1 regularization. Fourth, we modify the original grammars to generate models with a pdf proportional to the user preference scores. Finally, we provide evaluations of our user interface and framework parameters and a comparison to other exploratory modeling techniques using modeling tasks in five example shape spaces: furniture, low-rise buildings, skyscrapers, airplanes, and vegetation.

  15. Distinct Grammars and their Role in Interlanguage Development

    Aparecida de Araújo Oliveira

    2016-07-01

    Full Text Available The expression of temporality encompasses the concepts of tense and aspect, typically conveyed by lexical and inflectional morphemes that usually vary from language to language. This kind of cross-linguistic distinctions often affects L2 learning. In this paper I discuss the role of the Portuguese grammar in the acquisition of the English present perfect tense by eighteen Brazilian EFL learners. I compared patterns found in interlanguage data to L2 patterns, and, as expected, L1 phonology affected learners’ production of regular past tenses, especially in early interlanguage. As for form-function mappings, besides L2 patterns, learners created two major meaning categories of current relevance, based on persisting / non-persisting situations, which were systematically conveyed by forms that resembled their L1 grammar. Durative events and states (imperfective situations persisting into the present were expressed by present tenses, while all aspectual categories of concluded (perfective situations were encoded by past tenses. Specific adverbials were used in each category

  16. The P600 in Implicit Artificial Grammar Learning.

    Silva, Susana; Folia, Vasiliki; Hagoort, Peter; Petersson, Karl Magnus

    2017-01-01

    The suitability of the artificial grammar learning (AGL) paradigm to capture relevant aspects of the acquisition of linguistic structures has been empirically tested in a number of EEG studies. Some have shown a syntax-related P600 component, but it has not been ruled out that the AGL P600 effect is a response to surface features (e.g., subsequence familiarity) rather than the underlying syntax structure. Therefore, in this study, we controlled for the surface characteristics of the test sequences (associative chunk strength) and recorded the EEG before (baseline preference classification) and after (preference and grammaticality classification) exposure to a grammar. After exposure, a typical, centroparietal P600 effect was elicited by grammatical violations and not by unfamiliar subsequences, suggesting that the AGL P600 effect signals a response to structural irregularities. Moreover, preference and grammaticality classification showed a qualitatively similar ERP profile, strengthening the idea that the implicit structural mere-exposure paradigm in combination with preference classification is a suitable alternative to the traditional grammaticality classification test. Copyright © 2016 Cognitive Science Society, Inc.

  17. Horn逻辑程序和形式文法之间的对应关系%The Correspondence between Horn Logic Programs and Formal Grammars

    陈文彬; 王驹

    2003-01-01

    The paper researches Horn logic programs with grammatical view. The correspondence between Horn logic programs and grammars is found. The method by which type-0 grammars generate the least Herbrand models of logic programs is found. The method by which Horn logic programs generate the languages of type-0 grammars is found.The characterization of Horn Logic programs that are semantically equavanent to type-2 grammars and type-3 grammars is found.

  18. Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade.

    Jiang, Hui; Logan, Jessica A; Jia, Rongfang

    2018-04-17

    This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Children's growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.

  19. The association between expressive grammar intervention and social and emergent literacy outcomes for preschoolers with SLI.

    Washington, Karla N

    2013-02-01

    To determine whether (a) expressive grammar intervention facilitated social and emergent literacy outcomes better than no intervention and (b) expressive grammar gains and/or initial expressive grammar level predicted social and emergent literacy outcomes. This investigation was a follow-up to a recently published study exploring the impact of grammatical language intervention on expressive grammar outcomes for preschoolers with specific language impairment (SLI). Twenty-two 3- to 5-year-old preschoolers received ten 20-minute intervention sessions addressing primary deficits in grammatical morphology. Participants' social and emergent literacy skills were not targeted. Twelve children awaiting intervention, chosen from the same selection pool as intervention participants, served as controls. Blind assessments of social and emergent literacy outcomes were completed at preintervention, immediately postintervention, and 3 months postintervention. Only intervention participants experienced significant gains in social and emergent literacy outcomes and maintained these gains for 3 months postintervention. Expressive grammar gains was the only single significant predictor of these outcomes. Expressive grammar intervention was associated with broad impacts on social and emergent literacy outcomes that were maintained beyond the intervention period. Gains in expressive grammar predicted these outcomes. Social and emergent literacy skills were positively affected for preschoolers with SLI during a grammatical language intervention program.

  20. Designing an Intelligent Mobile Learning Tool for Grammar Learning (i-MoL

    Munir Shuib

    2015-01-01

    Full Text Available English is the most important second language in most non-English speaking countries, including Malaysia. A good English proficiency comes from good grasp of grammar. To conquer the problems of low English proficiency among Malaysians, it is important to identify the key motivators that could facilitate the process of grammar learning. In this digital age, technology can play a very important role and mobile technology could be one of it. Thus, this study aims at designing a mobile learning tool, namely the Intelligent Mobile Learning Tool for Grammar Learning (i-MoL to act as the “on-the-go” grammar learning support via mobile phones. i-MoL helps reinforce grammar learning through mobile phone with game-like applications, inquiry-based activities and flashcard-like information. The intelligent part of i-MoL lies in its ability to map the mobile-based grammar learning content to individual’s preferred learning styles based on Felder-Silverman Learning Style Model (FSLSM. The instructional system design through the ADDIE model was used in this study as a systematic approach in designing a novel and comprehensive mobile learning tool for grammar learning. In terms of implications, this study provides insights on how mobile technologies can be utilized to meet the mobility demand among language learners today.