WorldWideScience

Sample records for subscales grammar vocabulary

  1. Vocabulary and Grammar: Critical Content for Critical Thinking.

    Science.gov (United States)

    Thompson, Michael Clay

    2002-01-01

    This article argues that direct instruction of grammar and vocabulary must be restored to their necessary place in language arts programs for gifted children, who need educated vocabularies and grammar competence of exceptional quality. It discusses strategies for instructing vocabulary and the benefits of learning grammar. (Contains references.)…

  2. Vocabulary, Grammar, Sex, and Aging.

    Science.gov (United States)

    Moscoso Del Prado Martín, Fermín

    2017-05-01

    Understanding the changes in our language abilities along the lifespan is a crucial step for understanding the aging process both in normal and in abnormal circumstances. Besides controlled experimental tasks, it is equally crucial to investigate language in unconstrained conversation. I present an information-theoretical analysis of a corpus of dyadic conversations investigating how the richness of the vocabulary, the word-internal structure (inflectional morphology), and the syntax of the utterances evolves as a function of the speaker's age and sex. Although vocabulary diversity increases throughout the lifetime, grammatical diversities follow a different pattern, which also differs between women and men. Women use increasingly diverse syntactic structures at least up to their late fifties, and they do not deteriorate in terms of fluency through their lifespan. However, from age 45 onward, men exhibit a decrease in the diversity of the syntactic structures they use, coupled with an increased number of speech disfluencies. Copyright © 2016 Cognitive Science Society, Inc.

  3. How to describe grammar and vocabulary in ELT

    CERN Document Server

    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

  4. Vocabulary and Grammar Differences Between Deaf and Hearing Students.

    Science.gov (United States)

    Takahashi, Noboru; Isaka, Yukio; Yamamoto, Toshikazu; Nakamura, Tomoyasu

    2017-01-01

    The present study investigated the development of literacy skills of deaf and hard-of-hearing (DHH) children in Japan. The three components of literacy, vocabulary, orthographic knowledge, and grammatical knowledge were assessed by using the subtests of the Adaptive Tests for Language Abilities (ATLAN), based on the item response theory developed by the authors). The participants consisted of 207 DHH children (first through twelfth grades) in Study 1, and 425 hearing children (first through sixth grades) in Study 2. The findings show that more than 80% of DHH children's vocabulary variance was explained by the other two componential skills, while the three tasks' difficulty was different. More specifically, their vocabulary and especially, their grammar lagged behind those of hearing children, whereas the difference between the two groups on kanji (one of the three orthographic systems in Japanese taught during the school years) was less. Although considerably delayed, their pattern of responses in grammar was similar to that predicted from normative data. Effective instruction for DHH children's literacy skills was generally discussed. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  5. Validity of a parent-report measure of vocabulary and grammar for Spanish-speaking toddlers.

    Science.gov (United States)

    Thal, D; Jackson-Maldonado, D; Acosta, D

    2000-10-01

    The validity of the Fundación MacArthur Inventario del Desarrollo de Habilidades Comunicativas: Palabras y Enunciados (IDHC:PE) was examined with twenty 20- and nineteen 28-month-old, typically developing, monolingual, Spanish-speaking children living in Mexico. One measure of vocabulary (number of words) and two measures of grammar (mean of the three longest utterances and grammatical complexity score) from the IDHC:PE were compared to behavioral measures of vocabulary (number of different words from a language sample and number of objects named in a confrontation naming task) and one behavioral measure of grammar (mean length of utterance from a language sample). Only vocabulary measures were assessed in the 20-month-olds because of floor effects on the grammar measures. Results indicated validity for assessing expressive vocabulary in 20-month-olds and expressive vocabulary and grammar in 28-month-olds.

  6. Automated Diagnosis of Otitis Media: Vocabulary and Grammar

    Science.gov (United States)

    Kuruvilla, Anupama; Hoberman, Alejandro; Kovačević, Jelena

    2013-01-01

    We propose a novel automated algorithm for classifying diagnostic categories of otitis media: acute otitis media, otitis media with effusion, and no effusion. Acute otitis media represents a bacterial superinfection of the middle ear fluid, while otitis media with effusion represents a sterile effusion that tends to subside spontaneously. Diagnosing children with acute otitis media is difficult, often leading to overprescription of antibiotics as they are beneficial only for children with acute otitis media. This underscores the need for an accurate and automated diagnostic algorithm. To that end, we design a feature set understood by both otoscopists and engineers based on the actual visual cues used by otoscopists; we term this the otitis media vocabulary. We also design a process to combine the vocabulary terms based on the decision process used by otoscopists; we term this the otitis media grammar. The algorithm achieves 89.9% classification accuracy, outperforming both clinicians who did not receive special training and state-of-the-art classifiers. PMID:23997759

  7. The Influence of Vocabulary and Grammar Masteryon the Students' Writing Skill at YOGYAKARTA State University

    OpenAIRE

    Hastuti, Saptin Dwi Setyo

    2015-01-01

    This study aims to investigate the influence of (1) the students' vocabulary mastery on their writing skill, (2) the students' grammar mastery on their writing skill and(3) the students' vocabulary and grammar mastery on their writing skill at Yogyakarta State University. This research was an ex-post facto. The population comprised the third semester students of Pendidikan Bahasa Inggris (PBI) study program at the Languages and Arts Faculty, Yogyakarta State University in the academic year 20...

  8. [Turkish expressive and receptive language test: I. Standardization, reliability and validity study of the receptive vocabulary sub-scale].

    Science.gov (United States)

    Kazak Berument, Sibel; Güven, Ayşe Gül

    2013-01-01

    A reliable, valid and original test to assess the receptive vocabulary skills of children in Turkey was not available. Thus, the purpose of the current study was to develop a receptive vocabulary test for Turkish children based on the Turkish language. For the Receptive Vocabulary Sub-Scale (TIFALDI-RT) 242 concrete and abstract words were chosen from word frequency lists and a comprehensive Turkish Dictionary. Pilot data were collected from 648 children aged 2 to 13 from Ankara, and norm data were collected from a nationally representative sample of 3755 children. Item analysis (item difficulty, discrimination and distractor) was carried out on the pilot data and based on the results, the total item number was reduced to 157. Further, three parameter item analyses (IRT) were carried out on the norm data by using BILOG-MG (SSI, 2002), and the results indicated that the TIFALDI Receptive Vocabulary Sub-Scale could be reduced to 104 items to assess 2 to 12 year-old children's receptive vocabulary. Test-retest and internal consistency reliabilities were calculated for the whole sample and age groups separately, and all the coefficients were high. For the validity, the relationship between the WISC-R and Ankara Developmental Screening Inventory (AGTE) and Receptive Vocabulary Sub-Scale were investigated. Once again, the TIFALDI Receptive Vocabulary Sub-Scale scores were found to be significantly related to WISC-R and AGTE scores. The TIFALDI Receptive Vocabulary Sub-Scale was developed on the basis of the Turkish Language and norm data were collected from a nationally representative sample. The TIFALDI-RT also had a high reliability and validity. Thus, the TIFALDI-RT can be used to assess 2 to 12 year-old children's receptive vocabulary skills.

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

    CERN Document Server

    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.

  10. Characteristics of Early Vocabulary and Grammar Development in Slovenian-Speaking Infants and Toddlers: A CDI-Adaptation Study

    Science.gov (United States)

    Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urska; Podlesek, Anja

    2013-01-01

    A large body of research shows that vocabulary does not develop independently of grammar, representing a better predictor of the grammatical complexity of toddlers' utterances than age. This study examines for the first time the characteristics of vocabulary and grammar development in Slovenian-speaking infants and toddlers using the Slovenian…

  11. The Impact of Using "Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context

    Science.gov (United States)

    Cabrera, Paola; Castillo, Luz; González, Paúl; Quiñónez, Ana; Ochoa, César

    2018-01-01

    This study examined the use of "Pixton" for enhancing grammar and vocabulary teaching in a public high school in the South region of Ecuador. In this intervention, 163 junior high school learners and 14 pre-service English teachers participated during a period of 4 months. The data for this study was obtained by gathering information…

  12. Demonstration Technique to Improve Vocabulary and Grammar Element in Teaching Speaking at EFL Learners

    Science.gov (United States)

    Husnu, Muhammad

    2018-01-01

    This study aimed at examining the effectiveness of demonstration technique to improve vocabulary and grammar element in teaching speaking at EFL learners. This research applied true-experimental design. The respondents of the study were 32 students (class IIA) as experimental group and 32 students (class IIB) as control group from the second…

  13. Early vocabulary, parental education, and the frequency of shared reading as predictors of toddler's vocabulary and grammar at age 2;7: a Slovenian longitudinal CDI study.

    Science.gov (United States)

    Marjanovič-Umek, Ljubica; Fekonja-Peklaj, Urška; Sočan, Gregor

    2017-03-01

    The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary and grammar. The sample included fifty-one toddlers, aged 1;4 at the time of the first, and 2;7 at the time of the last, assessment. Toddlers' vocabulary and grammar were assessed six times during a 15-month period using the Slovenian adaptation of the CDI. Our findings suggest great individual differences in both size and rate of toddlers' vocabulary development. Toddlers' vocabulary scores remained relatively stable across a 3-month period. Early vocabulary at 1;7 predicted vocabulary, sentence complexity, and mean length of utterance (MLU) at 2;7, while the frequency of shared reading mediated the effect of parental education on toddlers' vocabulary and grammar at 2;7.

  14. Early Vocabulary, Parental Education, and the Frequency of Shared Reading as Predictors of Toddler's Vocabulary and Grammar at Age 2;7: A Slovenian Longitudinal CDI Study

    Science.gov (United States)

    Marjanovic-Umek, Ljubica; Fekonja-Peklaj, Urška; Socan, Gregor

    2017-01-01

    The aim of this longitudinal study, carried out on a sample of Slovenian-speaking toddlers, was to analyze developmental changes and stability in early vocabulary development; to establish relations between toddler's vocabulary and grammar; and to analyze the effects of parental education and the frequency of shared reading on toddlers' vocabulary…

  15. Verbal and spatial analogical reasoning in deaf and hearing children: the role of grammar and vocabulary.

    Science.gov (United States)

    Edwards, Lindsey; Figueras, Berta; Mellanby, Jane; Langdon, Dawn

    2011-01-01

    The extent to which cognitive development and abilities are dependent on language remains controversial. In this study, the analogical reasoning skills of deaf and hard of hearing children are explored. Two groups of children (deaf and hard of hearing children with either cochlear implants or hearing aids and hearing children) completed tests of verbal and spatial analogical reasoning. Their vocabulary and grammar skills were also assessed to provide a measure of language attainment. Results indicated significant differences between the deaf and hard of hearing children (regardless of type of hearing device) and their hearing peers on vocabulary, grammar, and verbal reasoning tests. Regression analyses revealed that in the group of deaf and hard of hearing children, but not in the hearing group, the language measures were significant predictors of verbal analogical reasoning, when age and spatial analogical reasoning ability were controlled for. The implications of these findings are discussed.

  16. The Roles of Phonological Short-Term Memory and Working Memory in L2 Grammar and Vocabulary Learning

    Science.gov (United States)

    Martin, Katherine I.; Ellis, Nick C.

    2012-01-01

    This study analyzed phonological short-term memory (PSTM) and working memory (WM) and their relationship with vocabulary and grammar learning in an artificial foreign language. Nonword repetition, nonword recognition, and listening span were used as memory measures. Participants learned the singular forms of vocabulary for an artificial foreign…

  17. Characteristics of early vocabulary and grammar development in Slovenian-speaking infants and toddlers: a CDI-adaptation study*.

    Science.gov (United States)

    Marjanovič-Umek, Ljubica; Fekonja-Peklaj, Urška; Podlesek, Anja

    2013-09-01

    A large body of research shows that vocabulary does not develop independently of grammar, representing a better predictor of the grammatical complexity of toddlers' utterances than age. This study examines for the first time the characteristics of vocabulary and grammar development in Slovenian-speaking infants and toddlers using the Slovenian adaptation of the MacArthur-Bates Communicative Development Inventories (CDI). The sample included 512 Slovenian-speaking infants and toddlers aged 0 ; 8 to 2 ; 6. The findings suggest that between age 0 ; 8 and 2 ; 6 the development of vocabulary is best described using a quadratic function. The results also show that nouns predominate in the vocabularies of infants and toddlers of various ages; as they age and with the increasing size of their vocabularies, the share of interjections decreases and the share of verbs and adjectives increases. The size of vocabulary was also found to be related to the grammatical structure of toddlers' utterances.

  18. Simpler grammar, larger vocabulary: How population size affects language.

    Science.gov (United States)

    Reali, Florencia; Chater, Nick; Christiansen, Morten H

    2018-01-31

    Languages with many speakers tend to be structurally simple while small communities sometimes develop languages with great structural complexity. Paradoxically, the opposite pattern appears to be observed for non-structural properties of language such as vocabulary size. These apparently opposite patterns pose a challenge for theories of language change and evolution. We use computational simulations to show that this inverse pattern can depend on a single factor: ease of diffusion through the population. A population of interacting agents was arranged on a network, passing linguistic conventions to one another along network links. Agents can invent new conventions, or replicate conventions that they have previously generated themselves or learned from other agents. Linguistic conventions are either Easy or Hard to diffuse, depending on how many times an agent needs to encounter a convention to learn it. In large groups, only linguistic conventions that are easy to learn, such as words, tend to proliferate, whereas small groups where everyone talks to everyone else allow for more complex conventions, like grammatical regularities, to be maintained. Our simulations thus suggest that language, and possibly other aspects of culture, may become simpler at the structural level as our world becomes increasingly interconnected. © 2018 The Author(s).

  19. How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? A comparison between first and second language learners.

    Science.gov (United States)

    Verhagen, Josje; Leseman, Paul

    2016-01-01

    Previous studies show that verbal short-term memory (VSTM) is related to vocabulary learning, whereas verbal working memory (VWM) is related to grammar learning in children learning a second language (L2) in the classroom. In this study, we investigated whether the same relationships apply to children learning an L2 in a naturalistic setting and to monolingual children. We also investigated whether relationships with verbal memory differ depending on the type of grammar skill investigated (i.e., morphology vs. syntax). Participants were 63 Turkish children who learned Dutch as an L2 and 45 Dutch monolingual children (mean age = 5 years). Children completed a series of VSTM and VWM tasks, a Dutch vocabulary task, and a Dutch grammar task. A confirmatory factor analysis showed that VSTM and VWM represented two separate latent factors in both groups. Structural equation modeling showed that VSTM, treated as a latent factor, significantly predicted vocabulary and grammar. VWM, treated as a latent factor, predicted only grammar. Both memory factors were significantly related to the acquisition of morphology and syntax. There were no differences between the two groups. These results show that (a) VSTM and VWM are differentially associated with language learning and (b) the same memory mechanisms are employed for learning vocabulary and grammar in L1 children and in L2 children who learn their L2 naturalistically. Copyright © 2015 Elsevier Inc. All rights reserved.

  20. Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study

    Science.gov (United States)

    Zhang, Dongbo

    2012-01-01

    Using structural equation modeling analysis, this study examined the contribution of vocabulary and grammatical knowledge to second language reading comprehension among 190 advanced Chinese English as a foreign language learners. Vocabulary knowledge was measured in both breadth (Vocabulary Levels Test) and depth (Word Associates Test);…

  1. What explains the correlation between growth in vocabulary and grammar? New evidence from latent change score analyses of simultaneous bilingual development.

    Science.gov (United States)

    Hoff, Erika; Quinn, Jamie M; Giguere, David

    2017-02-22

    A close relationship between children's vocabulary size and the grammatical complexity of their speech is well attested but not well understood. The present study used latent change score modeling to examine the dynamic relationships between vocabulary and grammar growth within and across languages in longitudinal data from 90 simultaneous Spanish-English bilingual children who were assessed at 6-month intervals between 30 and 48 months. Slopes of vocabulary and grammar growth were strongly correlated within each language and showed moderate or nonsignificant relationships across languages. There was no evidence that vocabulary level predicted subsequent grammar growth or that the level of grammatical development predicted subsequent vocabulary growth. We propose that a common influence of properties of input on vocabulary and grammatical development is the source of their correlated but uncoupled growth. An unanticipated across-language finding was a negative relationship between level of English skill and subsequent Spanish growth. We propose that the cultural context of Spanish-English bilingualism in the US is the reason that strong English skills jeopardize Spanish language growth, while Spanish skills do not affect English growth. A video abstract of this article can be viewed at: https://youtu.be/qEHSQ0yRre0. © 2017 John Wiley & Sons Ltd.

  2. How do verbal short-term memory and working memory relate to the acquisition of vocabulary and grammar? : A comparison between first and second language learners

    NARCIS (Netherlands)

    Verhagen, Josje|info:eu-repo/dai/nl/277955882; Leseman, Paul|info:eu-repo/dai/nl/070760810

    Previous studies show that verbal short-term memory (VSTM) is related to vocabulary learning, whereas verbal working memory (VWM) is related to grammar learning in children learning a second language (L2) in the classroom. In this study, we investigated whether the same relationships apply to

  3. Validity of a Parent-Report Measure of Vocabulary and Grammar for Spanish-Speaking Toddlers.

    Science.gov (United States)

    Thal, Donna; Jackson-Maldonado, Donna; Acosta, Dora

    2000-01-01

    The validity of the Fundacion MacArthur Inventaria de Habilidades Communicativas: Palabras y Enuciados was examined with twenty 20- and nineteen 28-month-old, typically developing, monolingual, Spanish-speaking children in Mexico. Results indicated validity for assessing expressive vocabulary in 20-month-olds and expressive vocabulary and grammar…

  4. Efficient Vocabulary Testing Techniques

    Directory of Open Access Journals (Sweden)

    L. V. Mykhailiuk

    2016-12-01

    Full Text Available The article deals with the problem of teaching vocabulary. Different aspects of vocabulary (pronunciation, spelling, grammar, collocation, meaning, word formation are considered alongside with efficient vocabulary testing techniques.

  5. CORPUS AND FREQUENCY GRAMMAR CORPUS VOCABULARY OF THE CHURCH SLAVONIC LANGUAGE AS PART OF THE RUSSIAN NATIONAL CORPUS

    Directory of Open Access Journals (Sweden)

    E. R. Dobrushina

    2015-01-01

    Full Text Available The article describes the current  state of  work on the Corpus of Church Slavonic within the Russian National Corpus. The Corpus is different from the collection of texts by the presence of a special markup (grammatical, structural, metatextual and  the  possibility to  search by this markup. The article considers the content, describes the main genre headings, according to which the texts included in the Corpus are distributed, describes  the principles of the metamarkup that differ from those used in other Corpuses  within the Russian National Corpus. Where necessary, the historical information,  on the basis of  which a certain decision was made, is provided. Since typing search queries on the keyboard presents certain difficulties  for Church Slavonic texts, we offer several options for simplified spelling transmission, which enable a person to enter a query with limited capabilities of a standard keyboard. Finally, the article describes the frequency grammar vocabulary created during the work on the project.

  6. Teaching Grammar

    Science.gov (United States)

    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…

  7. Teachers' Technology Use in Vocabulary Teaching

    Science.gov (United States)

    Kilickaya, Ferit; Krajka, Jaroslaw

    2010-01-01

    It cannot be denied that vocabulary learning is central to learning a language, be it a mother tongue or the second/foreign language. According to Nunan (1991), learning vocabulary in the very early stages is more fundamental than grammar, since without vocabulary one would not be able to use the structures and functions for effective…

  8. Vocabulary Teaching Based on Semantic-Field

    Science.gov (United States)

    Wangru, Cao

    2016-01-01

    Vocabulary is an indispensable part of language and it is of vital importance for second language learners. Wilkins (1972) points out: "without grammar very little can be conveyed, without vocabulary nothing can be conveyed." Vocabulary teaching has experienced several stages characterized by grammatical-translation method, audio-lingual…

  9. Group Grammar

    Science.gov (United States)

    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.

  10. GRAMMAR CONSTRUCTION OR PIECEMEAL LEARNING?

    African Journals Online (AJOL)

    language learning quite often falls far short of complete mastery and is typically non-uniform across learners. The failure of second language learners to achieve ..... At school she received explicit grammar instruction, the emphasis was on vocabulary, reading and writing, and English was frequently used in the classroom.

  11. CHR grammars

    DEFF Research Database (Denmark)

    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...... 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.......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...

  12. CHR Grammars

    DEFF Research Database (Denmark)

    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...... 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.......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...

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

    Science.gov (United States)

    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.

  14. The Effects of Using Online Concordancers on Teaching Grammar

    Science.gov (United States)

    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. Grammar, Writing, and Technology: A Sample Technology-Supported Approach to Teaching Grammar and Improving Writing for ESL Learners

    Science.gov (United States)

    Hegelheimer, Volker; Fisher, David

    2006-01-01

    English language learners are frequently unable to benefit from the prevailing process-writing approaches due to a lack of grammar and vocabulary knowledge relevant to academic writing. This paper describes how the need for explicit grammar instruction as part of preparing students to write can be addressed by using a collection of learner texts…

  16. Grammar and Syntax: The Student's Perspective.

    Science.gov (United States)

    Vavra, Ed

    1987-01-01

    Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

  17. Grammar Myths

    Science.gov (United States)

    Berry, Roger

    2015-01-01

    This paper looks at the continued survival of "myths" about English grammar, for example, the statement that in negative and interrogative sentences "any" should be used instead of "some". It is based on a survey of 195 Hong Kong students majoring in English, in five different cohorts, which found that such myths are…

  18. Part of Speech Induction from Distributional Features : Balancing Vocabulary and Context

    NARCIS (Netherlands)

    Datla, V.V.; Louwerse, M.M.; Lin, King-Ip; Eberle, William; Boonthum-Denecke, Chutima

    2014-01-01

    Past research on grammar induction has found promising results in predicting parts-of-speech from n-grams using a fixed vocabulary and a fixed context. In this study, we investigated grammar induction whereby we varied vocabulary size and context size. Results indicated that as context increased for

  19. Teaching Vocabulary

    Science.gov (United States)

    Lessard-Clouston, M.

    2013-01-01

    Vocabulary is central to English language teaching. Without sufficient vocabulary, students cannot understand others or express their own ideas. Teachers who find the task of teaching English vocabulary a little daunting are not alone! This book presents important issues from recent vocabulary research and theory so that teachers may approach…

  20. Grammar and Context in Functional Discourse Grammar

    NARCIS (Netherlands)

    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

  1. Effect of Phonetic Association on Learning Vocabulary in Foreign Language

    Science.gov (United States)

    Bozavli, Ebubekir

    2017-01-01

    Word is one of the most important components of a natural language. Speech is meaningful because of the meanings of words. Vocabulary acquired in one's mother tongue is learned consciously in a foreign language in non-native settings. Learning vocabulary in a system based on grammar is generally neglected or learned in conventional ways. This…

  2. Constraining Multiple Grammars

    Science.gov (United States)

    Hopp, Holger

    2014-01-01

    This article offers the author's commentary on the Multiple Grammars (MG) language acquisition theory proposed by Luiz Amaral and Tom Roeper in the present issue. Multiple Grammars advances the claim that optionality is a constitutive characteristic of any one grammar, with interlanguage grammars being perhaps the clearest examples of a…

  3. How can learning vocabulary strategies be taught in class?

    OpenAIRE

    Cuevas, María Alejandra

    2014-01-01

    In spite of its great importance and relevance for language teaching, vocabulary is usually neglected in state schools. Many teachers mostly concentrate on the four macro skills and on grammar, treating vocabulary as part of them. Vocabulary should be taught separately, or at least given special attention, since it is essential for conveying meaning. Just knowing the rules of language or being competent in the four skills is not enough to express thoughts, opinions, ideas or emotions. This do...

  4. Nonterminal Separating Macro Grammars

    NARCIS (Netherlands)

    Hogendorp, Jan Anne

    1987-01-01

    We extend the concept of nonterminal separating (or NTS) context-free grammar to nonterminal separating $m$-macro grammar where the mode of derivation $m$ is equal to "unrestricted". "outside-in' or "inside-out". Then we show some (partial) characterization results for these NTS $m$-macro grammars.

  5. Understanding the Models of Grammar

    OpenAIRE

    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...

  6. Simple chain grammars and languages

    NARCIS (Netherlands)

    Nijholt, Antinus

    1979-01-01

    A subclass of the LR(0)-grammars, the class of simple chain grammars is introduced. Although there exist simple chain grammars which are not LL(k) for any k>0, this new class of grammars is very closely related to the LL(1) and simple LL(1) grammars. In fact it can be shown that every simple chain

  7. A3 Subscale Diffuser Test Article Design

    Science.gov (United States)

    Saunders, G. P.

    2009-01-01

    This paper gives a detailed description of the design of the A3 Subscale Diffuser Test (SDT) Article Design. The subscale diffuser is a geometrically accurate scale model of the A3 altitude rocket facility. It was designed and built to support the SDT risk mitigation project located at the E3 facility at Stennis Space Center, MS (SSC) supporting the design and construction of the A3 facility at SSC. The subscale test article is outfitted with a large array of instrumentation to support the design verification of the A3 facility. The mechanical design of the subscale diffuser and test instrumentation are described here

  8. Grammar in Writing

    OpenAIRE

    Ondroušková, Světlana

    2008-01-01

    The diploma thesis entitled Grammar in Writing focuses on the methods used in teaching grammar in writing, its application in practice and the consequent evaluation based on the progress of students. The theoretical part tries to explain the notion of writing as a skill, the methodology of teaching writing skills and grammar. It also introduces the Common European Framework of Reference for Languages - it explains the key competences for writing and the criteria for achieving particular level...

  9. French grammar in context

    CERN Document Server

    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

  10. Grammar Instruction and Technology

    Science.gov (United States)

    Lacina, Jan

    2005-01-01

    Much of the research literature from the past 25 years has supported the importance of teaching grammar in the context of writing instruction (Calkins, 1980; DiStefano & Killion, 1984; Weaver, 1996,1998). Unlike other content areas, practice does not make perfect when learning grammar. While isolated drill and practice of grammatical concepts may…

  11. Gramatica generadora (Generative Grammar)

    Science.gov (United States)

    Cruset, Jose

    1975-01-01

    Discusses the difficulty of describing the linguistic approach to the study of language to a non-linguist. Points out certain differences between traditional grammar, structural analysis and contemporary language analysis and gives a short description of the notion of generative grammar. (Text is in Spanish.) (TL)

  12. Necessity of Grammar Teaching

    Science.gov (United States)

    Zhang, Jianyun

    2009-01-01

    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 thought, learners will acquire them on their own, or if the structures are taught, the…

  13. Grammar in a Nutshell.

    Science.gov (United States)

    Purser, Diana

    1996-01-01

    Describes "Grammar in a Nutshell"--a visual-auditory-kinesthetic approach to traditional textbook grammar, usage, and mechanics concepts. Notes that the idea behind Nutshell is that as the students slowly mature in other writing skills they can also grow in their understanding of how to use, how to handle their language, not only correctly but…

  14. A Papago Grammar.

    Science.gov (United States)

    Zepeda, Ofelia

    A Papago grammar, intented to help Papago and other junior high, high school and college students learn and appreciate the language and give linguists an overview of the language, contains background information on the language and the book, two grammar units, a unit of five conversations in Papago, and a section of supplementary material. Text…

  15. Grammar and Teaching ESL

    Science.gov (United States)

    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.

  16. Grammar Writing for a Grammar-reading Audience

    OpenAIRE

    Noonan, Michael

    2007-01-01

    This paper will be concerned primarily with the problem of establishment of higher standards for grammar writing. The text includes a list of 28 points for grammar writers suggested by the Michael Noonan. About another issue, the evaluation of grammar writing within the profession and the professional support provided to grammar writers, the author makes some few comments at the end of this essay.

  17. Phonology without universal grammar.

    Science.gov (United States)

    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.

  18. Subverting the grammar

    Directory of Open Access Journals (Sweden)

    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.

  19. Phonology without Universal Grammar

    Directory of Open Access Journals (Sweden)

    Diana eArchangeli

    2015-09-01

    Full Text Available 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.

  20. Compiler generation based on grammar inheritance

    NARCIS (Netherlands)

    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

  1. The Influence of Texting Language on Grammar and Executive Functions in Primary School Children.

    Science.gov (United States)

    van Dijk, Chantal N; van Witteloostuijn, Merel; Vasić, Nada; Avrutin, Sergey; Blom, Elma

    2016-01-01

    When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever). Previous studies have shown that textese has a positive effect on children's literacy abilities. In addition, it is possible that children's grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Therefore, the main aim of this study was to investigate whether the use of textese influences children's grammar performance, and whether this effect is specific to grammar or language in general. Additionally, studies have not yet investigated the influence of textese on children's cognitive abilities. Consequently, the secondary aim of this study was to find out whether textese affects children's executive functions. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition) task and various tasks measuring executive functioning. In addition, text messages were elicited and the number of omissions and textisms in children's messages were calculated. Regression analyses showed that omissions were a significant predictor of children's grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. Although textisms correlated (marginally) significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Hence, our results show that textese is positively related to children's grammar performance. On the other hand, use of textese does

  2. The Influence of Texting Language on Grammar and Executive Functions in Primary School Children.

    Directory of Open Access Journals (Sweden)

    Chantal N van Dijk

    Full Text Available When sending text messages on their mobile phone to friends, children often use a special type of register, which is called textese. This register allows the omission of words and the use of textisms: instances of non-standard written language such as 4ever (forever. Previous studies have shown that textese has a positive effect on children's literacy abilities. In addition, it is possible that children's grammar system is affected by textese as well, as grammar rules are often transgressed in this register. Therefore, the main aim of this study was to investigate whether the use of textese influences children's grammar performance, and whether this effect is specific to grammar or language in general. Additionally, studies have not yet investigated the influence of textese on children's cognitive abilities. Consequently, the secondary aim of this study was to find out whether textese affects children's executive functions. To investigate this, 55 children between 10 and 13 years old were tested on a receptive vocabulary and grammar performance (sentence repetition task and various tasks measuring executive functioning. In addition, text messages were elicited and the number of omissions and textisms in children's messages were calculated. Regression analyses showed that omissions were a significant predictor of children's grammar performance after various other variables were controlled for: the more words children omitted in their text messages, the better their performance on the grammar task. Although textisms correlated (marginally significantly with vocabulary, grammar and selective attention scores and omissions marginally significantly with vocabulary scores, no other significant effects were obtained for measures of textese in the regression analyses: neither for the language outcomes, nor for the executive function tasks. Hence, our results show that textese is positively related to children's grammar performance. On the other hand

  3. Posters, Self-Directed Learning, and L2 Vocabulary Acquisition

    Science.gov (United States)

    Cetin, Yakup; Flamand, Lee

    2013-01-01

    Posters, either as promotions by various ELT publishing houses or prepared by ELT teachers and students, are widely used on the walls of many foreign language classrooms. Many of them consist of colourful pictures along with L2 vocabulary, grammar, and texts in order to contribute to the foreign language learning process. However, many ELT…

  4. Impact of Using CALL on Iranian EFL Learners' Vocabulary Knowledge

    Science.gov (United States)

    Yunus, Melor Md; Salehi, Hadi; Amini, Mahdi

    2016-01-01

    Computer Assisted Language Learning (CALL) integration in EFL contexts has intensified noticeably in recent years. This integration might be in different ways and for different purposes such as vocabulary acquisition, grammar learning, phonology, writing skills, etc. More explicitly, this study is an attempt to explore the effect of using CALL on…

  5. French grammar for dummies

    CERN Document Server

    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

  6. Vocabulary Instruction: Software Flashcards vs. Word Clouds

    Directory of Open Access Journals (Sweden)

    Vahid Mansouri

    2015-02-01

    Full Text Available When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989 (cited in Tokac, 2005 points out the role of vocabulary in a language by stating that most of the meaning in a language is carried by words. This is why people visiting a foreign country prefer to take their dictionaries with them rather than grammar books. And on the other hand, nowadays everything is connected to technology and language learning and teaching is not an exception. As Stockwell (2007 cites, vocabulary has been one of the most commonly taught language areas through technology in recent years. Integration of computer and second/foreign language teaching is admired by many researchers. It is clear that technology can help enhance the degree of vocabulary learning, but the point is that which computer assisted vocabulary learning can work better and would be more efficient? In this paper we will discuss and analyze the usage of two kinds of different ways of using technology and see which of the methods will work better. A comparison between vocabulary software flashcard and word clouds (Wordle on vocabulary learning (retention will be compared by the researcher. We will see that using which method will encourage learners more and they will do better with which kind of using technology? The study is carried out in Iran on 44 English learners. The result is really surprising. Both of the groups were interested in technology, but one group did really better. Keywords: CALL, CAVL, Software flashcard, Word Clouds, Wordle, Vocabulary learning

  7. k-visit attribute grammars

    DEFF Research Database (Denmark)

    Riis, Hanne; Skyum, Sven

    1981-01-01

    It is shown that any well-defined attribute grammar isk-visit for somek. Furthermore it is shown that given a well-defined grammarG and an integerk, it is decidable whetherG isk-visit. Finally we show that thek-visit grammars specify a proper hierarchy with respect to translations.......It is shown that any well-defined attribute grammar isk-visit for somek. Furthermore it is shown that given a well-defined grammarG and an integerk, it is decidable whetherG isk-visit. Finally we show that thek-visit grammars specify a proper hierarchy with respect to translations....

  8. Oxidation subscale of gamma-titanium aluminide

    NARCIS (Netherlands)

    Beye, R.; Verwerft, Marc; de Hosson, J.T.M.; Gronsky, R.

    1996-01-01

    The subscale formed during high temperature rapid oxidation of gamma-titanium aluminum is revealed by transmission electron microscopy and microanalysis to consist of two phases: one hexagonal with unit cell dimensions a = 0.58 nm, c = 0.47 nm (+/- 0.005 nm), and a composition close to Ti6Al3O4; the

  9. Ethical Perspectives: Leadership Subscales Applied to Education.

    Science.gov (United States)

    Gable, Sherry K.; Kavich, Larry L.

    Ethical perspectives are needed to gain insight into the history of leader behavior, especially as related to the current emphasis on contingency and Path-Goal Theories. An instrument to help select professionals who reflect ethical traits is the Leadership Behavior Description Questionnaire with 12 leadership subscales (LBDQ, Form XII). Selected…

  10. Effective Grammar Teaching: Lessons from Confident Grammar Teachers

    Science.gov (United States)

    Petraki, Eleni; Hill, Deborah

    2011-01-01

    Learning the grammar of a language is an integral part of learning a second or foreign language. Studies on teacher beliefs, teacher language awareness (TLA) and grammar teaching have reported that the majority of English language teachers recognise the importance of teaching grammar (Borg, 2001; Borg & Burns, 2008). At the same time, many…

  11. Using Songs To Support Vocabulary Learning For Grade Four Pupils

    Directory of Open Access Journals (Sweden)

    Rashid Al-Azri

    2015-06-01

    Full Text Available Abstract Over the recent years the teaching of foreign language vocabulary has been the subject of much discussion and arguments and a number of research and methodology books on such topic have emerged as it is the case for example with Nation 2001 and Schmitt 2000. For a long time grammar seemed to have attracted more attention but this renewed interest in vocabulary reflects the belief that it is becoming a major component in knowing a language and as some recent scholars would admit even more important than grammar already. In addition to the various strategies used to promote vocabulary learning in the classroom environment songs are widely being used nowadays as a powerful tool in teaching new vocabulary to early grades pupils. Throughout our teaching of young learners we have noticed that they are amazingly captured by songs and they always enjoy listening to them. This might be one of the main reasons why songs have now become one of the cornerstones in the demanding and challenging process of teaching children. The purpose of this research paper is to find out as to what extent and how the use of songs may support new vocabulary learning for grade four pupils in Oman and how much it actually helps these young learners in developing their vocabulary learning habits.

  12. Ecriture automatique: A New Approach to Teaching Grammar-Review and Composition.

    Science.gov (United States)

    Fassiotto, Marie-Jose; Riggs, Larry

    1986-01-01

    Describes a method whereby students of French apply small increments of grammar and vocabulary immediately in daily 15-minute writing sessions in which they write brief, structurally sound compositions and focus on language use rather than on translation of ideas from English to French. (MSE)

  13. Basic Quechua. Volume I: Quechua Reader. Volume II: Quechua Grammar and Dictionary.

    Science.gov (United States)

    Aitken-Soux, Percy G.; Crapo, Richley H.

    Volume I, the reader, has 86 lessons consisting of short passages and vocabulary lists. The language and the stories presented were learned and collected at the Indian community and Hacienda of Cayara near Potosi, Bolivia. Translations of the passages are provided in a separate section. The second volume presents the grammar and phonology of the…

  14. Grammar and Student Portfolios; Self-Evaluation and Pride in Learning.

    Science.gov (United States)

    Reed, Candi Mascia

    1997-01-01

    Discusses using portfolios to evaluate the writing, vocabulary, and grammar of students with deafness. Describes the steps for student development and assembly of their portfolios for presentation and review. Also highlights student participation in the assessment of the portfolios and the benefits of portfolios. (CR)

  15. El Sistema de Formas en Colores for Teaching Grammar in Spanish

    Science.gov (United States)

    Nailon, James

    2010-01-01

    Sistema de formas en colores (SFC) is a symbols-based system for teaching Spanish grammatical structures and concepts within a communicative context in the elementary school. The (ACTFL) Standards for Foreign Language Learning: Preparing for the 21st Century states that, "While grammar and vocabulary are essential tools for communication, it is…

  16. Corpus-Based Optimization of Language Models Derived from Unification Grammars

    Science.gov (United States)

    Rayner, Manny; Hockey, Beth Ann; James, Frankie; Bratt, Harry; Bratt, Elizabeth O.; Gawron, Mark; Goldwater, Sharon; Dowding, John; Bhagat, Amrita

    2000-01-01

    We describe a technique which makes it feasible to improve the performance of a language model derived from a manually constructed unification grammar, using low-quality untranscribed speech data and a minimum of human annotation. The method is on a medium-vocabulary spoken language command and control task.

  17. La gramatica comunicativa (Communicative Grammar).

    Science.gov (United States)

    Zierer, Ernesto

    This paper explains the main concepts of communicative grammar and provides a detailed view of how communicative grammar analyses language at various levels. Language is discussed in terms of communication; the central elements in the analysis are those that carry information. Communicative grammar seeks to describe the process of the linguistic…

  18. Space-restricted attribute grammars

    DEFF Research Database (Denmark)

    Schmidt, Erik Meineche

    1980-01-01

    Restricting the size of attribute values, relative to the length of the string under consideration, leads to a model of attribute grammars in which grammars with both inherited and synthesized attributes can be significantly more economical than grammars with synthesized attributes only....

  19. k-visit Attribute Grammars

    DEFF Research Database (Denmark)

    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...

  20. Teaching Grammar: What Really Works

    Science.gov (United States)

    Benjamin, Amy; Berger, Joan

    2010-01-01

    In this book, the authors share procedures for teaching grammar effectively and dynamically, in ways that appeal to students and teachers alike. Ideal for teachers just beginning their work in grammar instruction, this book includes day-by-day units and reproducibles to help them embed grammar lessons into writing instruction. Using visuals,…

  1. The Necessity of Grammar Teaching

    Science.gov (United States)

    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…

  2. Wind Turbine Blade Design for Subscale Testing

    Science.gov (United States)

    Hassanzadeh, Arash; Naughton, Jonathan W.; Kelley, Christopher L.; Maniaci, David C.

    2016-09-01

    Two different inverse design approaches are proposed for developing wind turbine blades for sub-scale wake testing. In the first approach, dimensionless circulation is matched for full scale and sub-scale wind turbine blades for equal shed vorticity in the wake. In the second approach, the normalized normal and tangential force distributions are matched for large scale and small scale wind turbine blades, as these forces determine the wake dynamics and stability. The two approaches are applied for the same target full scale turbine blade, and the shape of the blades are compared. The results show that the two approaches have been successfully implemented, and the designed blades are able to produce the target circulation and target normal and tangential force distributions.

  3. Closure properties of Watson-Crick grammars

    Science.gov (United States)

    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.

  4. Spatial grammar implementation

    DEFF Research Database (Denmark)

    McKay, Alison; Chase, Scott Curland; Shea, Kristina

    2012-01-01

    fluid, demands conceptual design tools that support designers’ ways of thinking and working, and enhance creativity, for example, by offering design alternatives, difficult or not, possible without the use of such tools. The potential of spatial grammars as a technology to support such design tools has...... been demonstrated through experimental research prototypes since the 1970s. In this paper, we provide a review of recent spatial grammar implementations, which were presented in the Design Computing and Cognition 2010 workshop on which this paper is based, in the light of requirements for conceptual...

  5. English Grammar For Dummies

    CERN Document Server

    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.  

  6. A comprehensive French grammar

    CERN Document Server

    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

  7. French grammar and usage

    CERN Document Server

    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

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

    Science.gov (United States)

    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…

  9. Style representation in design grammars

    DEFF Research Database (Denmark)

    Ahmad, Sumbul; Chase, Scott Curland

    2012-01-01

    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...... to the style. We focus on grammars for representing and generating styles of design and review the use of grammar transformations for modelling changes in style and design language. We identify a gap in knowledge in the representation of style in grammars and in driving strategic style change using grammar...

  10. TEACHING GRAMMAR IN CONTEXT: WHY AND HOW?

    OpenAIRE

    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...

  11. Functional Discourse Grammar

    NARCIS (Netherlands)

    Hengeveld, K.; Mackenzie, J.L.; Heine, B.; Narrog, H.

    2010-01-01

    Functional Discourse Grammar (FDG) is a typologically based structural-functional theory of language. It has a top-down organization to achieve psychological adequacy, and takes the Discourse Act as its basic unit of analysis to achieve pragmatic adequacy. Although itself strictly a model of

  12. Knowing Chinese character grammar.

    Science.gov (United States)

    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.

  13. Grammar and discourse prominence

    DEFF Research Database (Denmark)

    Christensen, Marie Herget; Kristensen, Line Burholt; Boye, Kasper

    in Danish, the lexicon-grammar contrast is a more important cue to discourse prominence (foreground vs. background status) than focalization (by means of focus particles). BOYE, K. & HARDER, P. 2012. A usage-based theory of grammatical status and grammaticalization. Language, 88, 1-44. RENSINK, R. A., O...

  14. Teaching Grammar in Context.

    Science.gov (United States)

    Nunan, David

    1998-01-01

    Argues for an alternative to the conventional linear model of language acquisition in the learning of second-language grammar, proposing a more organic approach. The two approaches are contrasted, drawing on research in second-language learning and discourse analysis that supports the organic view. Some pedagogical implications of this approach…

  15. Teaching Grammar and Reading

    OpenAIRE

    高棹, 聰子

    2005-01-01

    The purpose of this paper is to explore what effectiveness of teaching grammar would be expected in reading, analyzing the statistical data. The data show the lack of the students' motivation and their reluctance about reading the whole passage. In conclusion, we should think out the problems caused by methodology as well as course design.

  16. Spontaneous Grammar Explanations.

    Science.gov (United States)

    Tjoo, Hong Sing; Lewis, Marilyn

    1998-01-01

    Describes one New Zealand university language teacher's reflection on her own grammar explanations to university-level students of Bahasa Indonesian. Examines form-focused instruction through the teacher's spontaneous answers to students' questions about the form of the language they are studying. The teacher's experiences show that it takes time…

  17. Multiple Grammars and MOGUL

    Science.gov (United States)

    Truscott, John

    2014-01-01

    Optionality is a central phenomenon in second language acquisition (SLA), for which any adequate theory must account. Amaral and Roeper (this issue; henceforth A&R) offer an appealing approach to it, using Roeper's Multiple Grammars Theory, which was created with first language in mind but which extends very naturally to SLA. They include…

  18. A GUJARATI REFERENCE GRAMMAR.

    Science.gov (United States)

    CARDONA, GEORGE

    THIS REFERENCE GRAMMAR WAS WRITTEN TO FILL THE NEED FOR AN UP-TO-DATE ANALYSIS OF THE MODERN LANGUAGE SUITABLE FOR LANGUAGE LEARNERS AS WELL AS LINGUISTS. THE AUTHOR LISTS IN THE INTRODUCTION THOSE STUDIES PREVIOUS TO THIS ONE WHICH MAY BE OF INTEREST TO THE READER. INCLUDED IN HIS ANALYSIS OF THE LANGUAGE ARE MAJOR CHAPTERS ON--(1) PHONOLOGY, (2)…

  19. The relationship between Iranian EFL learners’ self-regulatory vocabulary strategy use and their vocabulary size

    Directory of Open Access Journals (Sweden)

    Seyed Mohammad Reza Amirian

    2015-07-01

    Full Text Available Self-regulation is referred to as learners’ self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners’ active participation in the learning process (Zimmerman & Bandura, 1994. The present study investigated the relationship between Iranian EFL students’ self-regulation capacity for vocabulary learning and their vocabulary size. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006 consisting of five subscales of commitment, metacognitive, emotion, satiation and environment control, and a bilingual vocabulary size test developed and validated by Karami (2012. The results of the data analysis revealed no significant relationship between the two variables measured by these instruments. However, the results of the multiple regressions indicated that the metacognitive control compared to the other subscales made a better contribution to the prediction of learners’ vocabulary size. In addition, based on the analysis of variance (ANOVA, which examined and compared the self-regulatory strategy use of learners in different experience groups, the first year students had a higher mean score in their self-regulation capacity, which can possibly be attributed to the strategies they have learnt in their Study Skills courses. Finally, it was suggested that teachers must try to develop self-regulatory power in the learners because their creative effort and informed decisions in trying to improve their own learning are highly important.

  20. FREQUENCY EFFECTS IN LEXICAL ACQUISITION: A CONTEXT OF GRAMMAR CLASS

    Directory of Open Access Journals (Sweden)

    Cüneyt DEMİR

    2014-04-01

    Full Text Available It is almost a century that Palmer (1937 first suggested about the significance of frequency in vocabulary acquisition. Since then on, countless discussions conducted over the issue from the points supporting and falsifying the claim. But what made all these studies similar to one another was the study context. All the studies aimed to reveal the frequency effect had preferred to study in reading classes; furthermore, they had divided the frequency only into two as high and low. However, could frequency not be regarded more than high and low? Then, Nation (2006 introduced a new term ‘mid-frequency’, which is a term studied few. All told so far was the hub where the present study stemmed from. This study aimed to reveal the possibility of lexical acquisition through frequency effect in a context where the focus is not vocabulary, but grammar. The second associative purpose was to investigate if there is mid-frequency effect or not. The vocabularies of the book that students studied through two terms were analysed, and categorized as high-, mid-, and low-frequency. Then each frequency vocabularies were asked to the participants. As last, which frequency type got the highest correct reply was detected, and each frequency was compared to one another through ANOVA analysis to see if there was any significant difference among high-, mid-, low-frequency vocabularies. The findings showed both parallelism and divisions to the studies in the literature.

  1. Human simulations of vocabulary learning.

    Science.gov (United States)

    Gillette, J; Gleitman, H; Gleitman, L; Lederer, A

    1999-12-07

    The work reported here experimentally investigates a striking generalization about vocabulary acquisition: Noun learning is superior to verb learning in the earliest moments of child language development. The dominant explanation of this phenomenon in the literature invokes differing conceptual requirements for items in these lexical categories: Verbs are cognitively more complex than nouns and so their acquisition must await certain mental developments in the infant. In the present work, we investigate an alternative hypothesis; namely, that it is the information requirements of verb learning, not the conceptual requirements, that crucially determine the acquisition order. Efficient verb learning requires access to structural features of the exposure language and thus cannot take place until a scaffolding of noun knowledge enables the acquisition of clause-level syntax. More generally, we experimentally investigate the hypothesis that vocabulary acquisition takes place via an incremental constraint-satisfaction procedure that bootstraps itself into successively more sophisticated linguistic representations which, in turn, enable new kinds of vocabulary learning. If the experimental subjects were young children, it would be difficult to distinguish between this information-centered hypothesis and the conceptual change hypothesis. Therefore the experimental "learners" are adults. The items to be "acquired" in the experiments were the 24 most frequent nouns and 24 most frequent verbs from a sample of maternal speech to 18-24-month-old infants. The various experiments ask about the kinds of information that will support identification of these words as they occur in mother-to-child discourse. Both the proportion correctly identified and the type of word that is identifiable changes significantly as a function of information type. We discuss these results as consistent with the incremental construction of a highly lexicalized grammar by cognitively and pragmatically

  2. Robots who read grammars

    OpenAIRE

    Macklin-Cordes, Jayden L.; Blackbourne, Nathaniel L.; Bott, Thomas J.; Cook, Jacqueline; Mark Ellison, T.; Hollis, Jordan; Kirlew, Edith E.; Richards, Genevieve C.; Zhao, Sanle; Round, Erich

    2017-01-01

    Robots who read grammarsJayden L. Macklin-Cordes, Nathaniel L. Blackbourne, Thomas J. Bott, Jacqueline Cook, T. Mark Ellison, Jordan Hollis, Edith E. Kirlew, Genevieve C. Richards, Sanle Zhao, Erich R. RoundPoster presented at CoEDL Fest 2017, Alexandra Park Conference Centre, Alexandra Headlands, QLD, Australia. Hosted by the University of Queensland. 6 February 2017.AbstractLinguistic typology has yet to undergo a computational revolution like that seen in other scientific endeavours. Never...

  3. Abductive Logic Grammars

    DEFF Research Database (Denmark)

    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...... the norm -- arbitrary (i.e., order-independent) derivations. We show that rich and accurate knowledge extraction from text can be achieved through the use of this new formalism......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...

  4. A communicative grammar of English

    CERN Document Server

    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

  5. Deriving tolerant grammars from a base-line grammar

    NARCIS (Netherlands)

    A.S. Klusener (Steven); R. Lämmel (Ralf)

    2003-01-01

    textabstractA grammar-based approach to tool development in re- and reverse engineering promises precise structure awareness, but it is problematic in two respects. Firstly, it is a considerable up-front investment to obtain a grammar for a relevant language or cocktail of languages. Existing work

  6. Grammar Dilemma: Teaching Grammar as a Resource for Making Meaning

    Science.gov (United States)

    Liamkina, Olga; Ryshina-Pankova, Marianna

    2012-01-01

    Adopting a functional perspective that views grammar as a rich resource for making contextualized meanings in a culture- and language-specific way, the article reconsiders the role of explicit grammar instruction in developing communicative abilities of second language learners. It draws on two distinct but complementary research frameworks,…

  7. Results of subscale MTF compression experiments

    Science.gov (United States)

    Howard, Stephen; Mossman, A.; Donaldson, M.; Fusion Team, General

    2016-10-01

    In magnetized target fusion (MTF) a magnetized plasma torus is compressed in a time shorter than its own energy confinement time, thereby heating to fusion conditions. Understanding plasma behavior and scaling laws is needed to advance toward a reactor-scale demonstration. General Fusion is conducting a sequence of subscale experiments of compact toroid (CT) plasmas being compressed by chemically driven implosion of an aluminum liner, providing data on several key questions. CT plasmas are formed by a coaxial Marshall gun, with magnetic fields supported by internal plasma currents and eddy currents in the wall. Configurations that have been compressed so far include decaying and sustained spheromaks and an ST that is formed into a pre-existing toroidal field. Diagnostics measure B, ne, visible and x-ray emission, Ti and Te. Before compression the CT has an energy of 10kJ magnetic, 1 kJ thermal, with Te of 100 - 200 eV, ne 5x1020 m-3. Plasma was stable during a compression factor R0/R >3 on best shots. A reactor scale demonstration would require 10x higher initial B and ne but similar Te. Liner improvements have minimized ripple, tearing and ejection of micro-debris. Plasma facing surfaces have included plasma-sprayed tungsten, bare Cu and Al, and gettering with Ti and Li.

  8. A Pedagogical Grammar of Tboli.

    Science.gov (United States)

    Forsberg, Vivian M.

    1992-01-01

    Tboli is a language spoken by people living in southwestern Mindanao, Philippines, in the province of South Cotabato. The pedagogical grammar of Tboli has been written to help non-Tboli interested in learning to speak Tboli. A discussion of spelling and pronunciation includes the alphabet and spelling rules. Other forms of grammar described are…

  9. Teachers' Perceptions about Grammar Teaching

    Science.gov (United States)

    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…

  10. Rote Memorization of Vocabulary and Vocabulary Development

    Science.gov (United States)

    Yang, Weidong; Dai, Weiping

    2011-01-01

    Rote memorization of vocabulary has long been a common way for Chinese students to learn lexical items. Cultural, educational background and traditional teaching practice in China are identified to be the factors that contribute to many students' heavy reliance on memorization as their sole approach to vocabulary learning. In addition to rote…

  11. What Is Academic Vocabulary?

    Science.gov (United States)

    Baumann, James F.; Graves, Michael F.

    2010-01-01

    In this article, the authors address the construct of "academic vocabulary." First, they attempt to bring some clarity to a constellation of terms surrounding academic vocabulary. Second, they compare and contrast definitions of academic vocabulary. Third, they review typologies that researchers and writers have proposed to organize academic…

  12. On the Application of Corpus of Contemporary American English in Vocabulary Instruction

    Science.gov (United States)

    Yusu, Xu

    2014-01-01

    The development of corpus linguistics has laid theoretical foundation and provided technical support for breaking the bottleneck in traditional vocabulary instruction in China. Corpora allow access to authentic data and show frequency patterns of words and grammar construction. Such patterns can be used to improve language materials or to directly…

  13. Modern French Grammar Workbook

    CERN Document Server

    Lang, Margaret

    2012-01-01

    An innovative new workbook of exercises and language tasks for intermediate and advanced learners of French. This Workbook can be used independently or alongside Modern French Grammar.This Workbook provides exercises in:* Essential grammatical structures* Everyday functions such as agreeing and disagreeing* Role-plays set in a wide range of different contextsIt is suitable for group or pair work and for private study.A comprehensive answer key at the back of the Workbook enables you to check on your progress.This Workbook is ideal for all learners who have a basic knowledge of French, includin

  14. A medical risk attitude subscale for DOSPERT

    Directory of Open Access Journals (Sweden)

    Shoshana Butler

    2012-03-01

    Full Text Available Background: The Domain-Specific Risk Taking scale (DOSPERT is a widely used instrument that measures perceived risk and benefit and attitude toward risk for activities in several domains, but does not include medical risks. Objective: To develop a medical risk domain subscale for DOSPERT. Methods: Sixteen candidate risk items were developed through expert discussion. We conducted cognitive telephone interviews, an online survey, and a random-digit dialing (RDD telephone survey to reduce and refine the scale, explore its factor structure, and obtain estimates of reliability. Participants: Eight patients recruited from UIC medical center waiting rooms participated in 45-60 minute cognitive interviews. Thirty Amazon Mechanical Turk workers completed the online survey. One hundred Chicago-area residents completed the RDD telephone survey. Results: On the basis of cognitive interviews, we eliminated five items due to poor variance or participant misunderstanding. The online survey suggested that two additional items were negatively correlated with the scale, and we considered them candidates for removal. Factor analysis of the responses in the RDD telephone survey and non-statistical factors led us to recommend a final set of 6 items to represent the medical risk domain. The final set of items included blood donation, kidney donation, daily medication use for allergies, knee replacement surgery, general anesthesia in dentistry, and clinical trial participation. The interitem reliability (Cronbach's alpha of the final set of 6 items ranged from 0.57-0.59 depending on the response task. Older respondents gave lower overall ratings of expected benefit from the activities. Conclusion: We refined a set of items to measure risk and benefit perceptions for medical activities. Our next step will be to add these items to the complete DOSPERT scale, confirm the scale's psychometric properties, determine whether medical risks constitute a psychologically

  15. Structural priming, action planning, and grammar.

    Science.gov (United States)

    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.

  16. Developmental Constraints on Learning Artificial Grammars with Fixed, Flexible and Free Word Order

    Directory of Open Access Journals (Sweden)

    Iga Nowak

    2017-10-01

    Full Text Available Human learning, although highly flexible and efficient, is constrained in ways that facilitate or impede the acquisition of certain systems of information. Some such constraints, active during infancy and childhood, have been proposed to account for the apparent ease with which typically developing children acquire language. In a series of experiments, we investigated the role of developmental constraints on learning artificial grammars with a distinction between shorter and relatively frequent words (‘function words,’ F-words and longer and less frequent words (‘content words,’ C-words. We constructed 4 finite-state grammars, in which the order of F-words, relative to C-words, was either fixed (F-words always occupied the same positions in a string, flexible (every F-word always followed a C-word, or free. We exposed adults (N = 84 and kindergarten children (N = 100 to strings from each of these artificial grammars, and we assessed their ability to recognize strings with the same structure, but a different vocabulary. Adults were better at recognizing strings when regularities were available (i.e., fixed and flexible order grammars, while children were better at recognizing strings from the grammars consistent with the attested distribution of function and content words in natural languages (i.e., flexible and free order grammars. These results provide evidence for a link between developmental constraints on learning and linguistic typology.

  17. USING INQUIRY-BASED TEACHING (5E IN TEACHING VOCABULARY VIEWED FROM STUDENTS’ LOCUS OF CONTROL

    Directory of Open Access Journals (Sweden)

    Rahmatika Kayyis

    2015-10-01

    Full Text Available Abstract The objectives of the research are to find out: (1 whether inquiry-based teaching is more effective than grammar-translation method to teach vocabulary; (2 whether the students who have high locus of control have better vocabulary than those who have low locus of control; and (3 whether there is an interaction between teaching methods and locus of control in teaching vocabulary.The factorial design method 2x2 was employed in this research. The population of the research was the students of fourth semester of STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2014/2015. Based on the test of the hypotheses, it can be concluded that inquiry-based teaching is not significant effective method to teach vocabulary. The conclusion is the measurement effectiveness of the method is not determined by the levels of the students’ locus of control Keywords: Vocabulary, Inquiry Based Teaching, Locus of Control

  18. English grammar a university course

    CERN Document Server

    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

  19. The Grammar of Linguistic Semiotics

    DEFF Research Database (Denmark)

    Durst-Andersen, Per

    2009-01-01

    interpretations and therefore capable of referring to anything within its own limits. Exactly because of the arbitrariness and the omnipotence of the repertoire of nominal lexemes language must have a grammar that can give a semiotic direction to the otherwise completely static sign (in Peircean terms: impotent......) 'it cannot by itself refer, but must have a vehicle, a grammar. There is an obligatory choice between three types of grammar corresponding to the three ways in which a state of affairs exists in a communication situation: (1) the situation as such in a real or in an imagined world being common...

  20. English Grammar Workbook For Dummies

    CERN Document Server

    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

  1. Practising French grammar a workbook

    CERN Document Server

    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

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

    DEFF Research Database (Denmark)

    Christiansen, Asger Nyman; Bærentzen, Jakob Andreas

    2012-01-01

    of greater complexity. Consequently, there is a need for a simple, general method which is capable of generating both types of objects. Generic Graph Grammar has been developed to address this need. The production rules consist of a small set of basic productions which are applied directly onto primitives...... 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...... in a highly expressive grammar capable of generating a wide range of types of models. Models which consist of skeletal structures or surfaces or any combination of these. Besides generic modelling capabilities, the focus has also been on usability, especially userfriendliness and efficiency. Therefore several...

  3. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    OpenAIRE

    Dewi Nur Asyiah

    2017-01-01

    Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students t...

  4. THE USE OF GRAMMAR TRANSLATION METHOD IN TEACHING ENGLISH

    Directory of Open Access Journals (Sweden)

    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

  5. eLearning Mobile App for Android and Ios "English Grammar Learn & Test"

    Directory of Open Access Journals (Sweden)

    Anca-Georgiana FODOR

    2016-11-01

    Full Text Available This article is aiming to present the architecture and few elements from the developing cycle of "English Grammar Learn & Test" app. This is an e-learning tool for people who want to improve their English Grammar and Vocabulary. The app was approved by Google Play and Apple Store and it is available for free on both platforms as following: Android: https://play.google.com/store/apps/details?id=com.labsterzz.english_tests iOS: https://itunes.apple.com/us/app/english-grammar-learn-test/id1126468980 The app already reached350.000 users, it is rated at 4.43out of maximum 5.0 in Google Play Store. Since mid-June 2016, we launched the app also in the Apple Store iOS devices.

  6. Examining the Utility of the New Raney Vocabulary Measure Alongside the WAIS-III.

    Science.gov (United States)

    Ferguson, Ryan J; Roy-Charland, Annie; Dickinson, Joël

    2018-01-29

    Psychometric tests related to vocabulary assessments are, for the most part, restricted in their use by trained professionals and/or are costly. These restrictions limit their use, especially for research purposes. To circumvent these limitations, the Raney Vocabulary Measure was created for assessing vocabulary proficiency, specifically for research purposes. The measure consists of 30 questions where participants were instructed to choose the best definition of each word. The purpose of the study was to examine the utility of the new measure using the highly standardized but protected Wechsler Adult Intelligence Scale. Results from the linear combination of the subscales revealed the significant prediction of the Raney Vocabulary Measure, with the Vocabulary subtest contributing most to the unique variance. These results support that the test examines vocabulary ability. The current results are promising as the test would allow for greater accessibility for researchers who do not have access to restricted psychometric tests.

  7. Teaching Grammar Using Pictures

    Directory of Open Access Journals (Sweden)

    Henny Uswatun Hasanah

    2015-05-01

    Full Text Available Teaching is a process of communication. It has to be created through the way ofteaching and exchanging the message or information by every teacher and student. The message can be knowledge, skills, ideas, experiences, and manyothers. Through the process of communication, the people can receive the message or information. To avoid misunderstanding in the process ofcommunication, media are needed in the process of teaching. Using pictures can make exercises and activities more interesting and more interactive. We canconstantly improve our activities by looking at what went well and what fell flat. These 5 unique ways to practice grammar using pictures are a jumping offpoint, and can be expanded in lots of interesting ways. 

  8. Mathematical grammar of biology

    CERN Document Server

    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.

  9. Abstract Interpretation Using Attribute Grammar

    DEFF Research Database (Denmark)

    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...... technique is based on fixpoint induction and introduces an extended class of attribute grammars as to express a standard semantics....

  10. Constraint-Based Categorial Grammar

    CERN Document Server

    Bouma, G; Bouma, Gosse; Noord, Gertjan van

    1994-01-01

    We propose a generalization of Categorial Grammar in which lexical categories are defined by means of recursive constraints. In particular, the introduction of relational constraints allows one to capture the effects of (recursive) lexical rules in a computationally attractive manner. We illustrate the linguistic merits of the new approach by showing how it accounts for the syntax of Dutch cross-serial dependencies and the position and scope of adjuncts in such constructions. Delayed evaluation is used to process grammars containing recursive constraints.

  11. Longitudinal Construct Validity of Brief Symptom Inventory Subscales in Schizophrenia

    Science.gov (United States)

    Long, Jeffrey D.; Harring, Jeffrey R.; Brekke, John S.; Test, Mary Ann; Greenberg, Jan

    2007-01-01

    Longitudinal validity of Brief Symptom Inventory subscales was examined in a sample (N = 318) with schizophrenia-related illness measured at baseline and every 6 months for 3 years. Nonlinear factor analysis of items was used to test graded response models (GRMs) for subscales in isolation. The models varied in their within-time and between-times…

  12. Tagging vs. Controlled Vocabulary

    DEFF Research Database (Denmark)

    Bogers, Toine; Petras, Vivien

    2015-01-01

    elements like core bibliographic data, controlled vocabulary terms, reviews, and tags to the retrieval performance. Our comparison is done using a test collection of over 2 million book records with information elements from Amazon, the British Library, the Library of Congress, and LibraryThing. We find...... that tags and controlled vocabulary terms do not actually outperform each other consistently, but seem to provide complementary contributions: some information needs are best addressed using controlled vocabulary terms whereas other are best addressed using tags....

  13. LexGram - a practical categorial grammar formalism -

    OpenAIRE

    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.

  14. EST Vocabulary Instruction

    Directory of Open Access Journals (Sweden)

    Célia D.S. Bell

    2012-05-01

    Full Text Available This study aims at contributing to the investigation on the instruction of EST (English for Science and Technology vocabulary, in terms of receptive use of the language. It evaluates the effectiveness of two teaching approaches to the acquisition of vocabulary. The first approach consisted of teaching vocabulary through the use of dictionaries, where the words were merely translated into the learners’ L1 or defined in the target language thus promoting superficial level of word processing. The second approach employed activities promoting deep level of word processing. Data were analysed quantitatively. Results indicated that the two approaches seem to have some equipotentiality, as far as EST vocabulary is concerned.

  15. Food and Feed Commodity Vocabulary

    Science.gov (United States)

    Food and Feed Vocabulary was developed to consolidate all the major OPP Commodity Vocabularies into one standardized vocabulary. The EPA-preferred term is the only term that can be used in setting tolerances.

  16. Vocabulary Considerations for Teaching Mathematics.

    Science.gov (United States)

    Munroe, Eula Ewing; Panchyshyn, Robert

    1996-01-01

    Notes that vocabulary provides access to mathematical concepts and that several kinds of vocabulary--technical, subtechnical, general, and symbolic--should be taught during each lesson. Gives 13 practical suggestions for planning and implementing math vocabulary instruction. (ET)

  17. Grammar-translation” method, a linguistic historic err or of perspective: origins, dynamics and inconsistencies

    Directory of Open Access Journals (Sweden)

    Camilo Andrés Bonilla Carvajal

    2013-07-01

    Full Text Available The Grammar-Translation method is frequently referred to as the traditional ineffective approach par excellence. Such view is often justified by the claim that before the Audiolingual method oral performance in foreign language was not reached, and language classes were reduced to memorizing grammar rules and lists of vocabulary. Nevertheless, this opinion is derived from unproved claims, mainly made by misinformed authors for they offer no compelling empirical evidence to validate their restrictive descriptions where translation is shown as an invalid metacognitive strategy. The aim of this paper is to demonstrate that Grammar-Translation is merely an arbitrary historic label, developed by methodologists and theoreticians to encompass the history of language teaching from 1790 through 1950. References to Grammar-Translation are critically reviewed to make evident they are biased inferences based on partial evidence to account for the existence of any such methodology. The assumption that Grammar-Translation did exist, and that it is the negative model of teaching practices that should be better avoided at all costs, might reflect an unconstructive and unfounded ideological interest of mainstream theoreticians and unsuspecting teachers.

  18. The Superlearning of Vocabulary.

    Science.gov (United States)

    Fillmer, H. Thompson

    1983-01-01

    Describes the use of Georgi Lozanov's technique using rhythm, breathing, music, and meditation to bring about hypermnesia, or supermemory, to teach vocabulary to 15 university students. Reviews students' vocabulary gains, as seen in pre- and post-test scores, and describes how some students implemented superlearning techniques with their own…

  19. Building Mathematics Vocabulary

    Science.gov (United States)

    Kovarik, Madeline

    2010-01-01

    Although mathematics is visual language of symbols and numbers it is also expressed and explained through written and spoken words. For students to excel in mathematics, they must recognize, comprehend and apply the requisite vocabulary. Thus, vocabulary instruction is as critical in content areas as it is in language arts. It is especially…

  20. A Learning Algorithm for Multimodal Grammar Inference.

    Science.gov (United States)

    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.

  1. A Task-driven Grammar Refactoring Algorithm

    Directory of Open Access Journals (Sweden)

    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.

  2. Procedure Of Teaching Grammar Using Memory Enhancement

    OpenAIRE

    Herri Susanto

    2011-01-01

    Teaching grammar has been regarded as a process of understanding from the context. Itmeans a teacher teaches the pupils contextually more than just the rules. However, I have my ownexperience that teaching grammar methods must depend on the purposes of learning grammar. Somepeople learn grammar as a means to fulfill the syllabus needs for schools but other people learngrammar for special purposes out of school syllabus, such as for entrance test. For these reasons, themethods of teaching gram...

  3. Effects of Hierarchy Vocabulary Exercises on English Vocabulary Acquisition

    Science.gov (United States)

    Lin, Ching-Ying; Hsu, Wei Shu

    2013-01-01

    The purpose of the study was to compare the effectiveness of hierarchy vocabulary exercises and copying vocabulary exercises on EFL students' vocabulary acquisition and reading comprehension. Two specific factors were probed: (a) vocabulary gains and retention from different exercises; (b) reading comprehension performance through different…

  4. Airspace Simulation Through Indoor Operation of Subscale Flight Vehicles Project

    Data.gov (United States)

    National Aeronautics and Space Administration — An indoor environment for simulating airspace operations will be designed. Highly maneuverable subscale vehicles can be used to simulate the dynamics of full-scale...

  5. The design and implementation of Object Grammars

    NARCIS (Netherlands)

    T. van der Storm (Tijs); W.R. Cook; A. Loh

    2014-01-01

    htmlabstractAn Object Grammar is a variation on traditional BNF grammars, where the notation is extended to support declarative bidirectional mappings between text and object graphs. The two directions for interpreting Object Grammars are parsing and formatting. Parsing transforms text into an

  6. Analyzing Ambiguity of Context-Free Grammars

    DEFF Research Database (Denmark)

    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 ...

  7. Written Language Performance Following Embedded Grammar Instruction

    Science.gov (United States)

    Collins, Gingere; Norris, Jan

    2017-01-01

    This study explored whether presenting grammar instruction within the context of reading and writing would improve writing skills. The participating schools were using a traditional grammar instruction in which grammar lessons were predominately taught using worksheets and were presented separately from other reading and writing activities. This…

  8. Reframing the English Grammar Schools Debate

    Science.gov (United States)

    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…

  9. Analyzing Ambiguity of Context-Free Grammars

    DEFF Research Database (Denmark)

    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...

  10. Analyzing Ambiguity of Context-Free Grammars

    DEFF Research Database (Denmark)

    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...

  11. The Grammars of English and Curriculum Reform.

    Science.gov (United States)

    Palmer, Joe Darwin

    This study summarizes the kinds of English grammar currently taught in American secondary schools and describes the effects of curriculum proposals by scholars upon the teaching of language and composition. A survey of grammar from classical Greek and Roman times to the present precedes a description of specific types of grammar (e.g.,…

  12. On the covering of left recursive grammars

    NARCIS (Netherlands)

    Nijholt, Antinus; Aho, A.V.

    In this paper we show that some prevailing ideas on the elimination of left recursion in a context-free grammar are not valid. An algorithm and a proof are given to show that every proper context-free grammar is covered by a non-left-recursive grammar.

  13. Teaching Grammar as a Liberating Force

    Science.gov (United States)

    Cullen, Richard

    2008-01-01

    The idea of grammar as a "liberating force" comes from a paper by Henry Widdowson (1990) in which grammar is depicted as a resource which liberates the language user from an over-dependency on lexis and context for the expression of meaning. In this paper, I consider the implications for second language teaching of the notion of grammar as a…

  14. Drama Grammar: Towards a Performative Postmethod Pedagogy

    Science.gov (United States)

    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…

  15. French grammar you really need to know

    CERN Document Server

    Adamson, Robin

    2012-01-01

    Comprehensive and clear explanations of key grammar patterns and structures are reinforced and contextualized through authentic materials. You will not only learn how to construct grammar correctly, but when and where to use it so you sound natural and appropriate. French Grammar You Really Need to Know will help you gain the intuition you need to become a confident communicator in your new language.

  16. Functional autonomy measurement system: development of a social subscale.

    Science.gov (United States)

    Pinsonnault, E; Desrosiers, J; Dubuc, N; Kalfat, H; Colvez, A; Delli-Colli, N

    2003-01-01

    The purpose of this study was to develop a subscale assessing social functioning for the functional autonomy measurement system (SMAF). The development of this new dimension was based on consultations (focus groups and nominal groups) of experts from different health care disciplines in Quebec, Canada, and France. Two interrater reliability studies were carried out with older people presenting a loss of functional autonomy and living either in an institution or at home. With the focus groups, the experts clarified the definition of social functioning and identified the factors involved. The nominal groups were used to construct a subscale composed of six items. The results of the first interrater reliability study showed a mean agreement percentage of 60% for the subscale and an intraclass correlation coefficient (ICC) of 0.70 (CI: 0.57-0.80). The results of the second interrater reliability study showed higher coefficients with an agreement percentage of 74% for the subscale and an ICC of 0.83 (CI: 0.61-0.93). These preliminary results demonstrate that the new social functioning subscale has good reliability, but more studies are needed to show its validity. The new SMAF, including the social functioning subscale, should help clinicians and researchers to obtain a comprehensive profile of functional autonomy. It could also contribute to the improvement of health care for older people.

  17. Linking open vocabularies

    CERN Document Server

    Greifender, Elke; Seadle, Michael

    2013-01-01

    Linked Data (LD), Linked Open Data (LOD) and generating a web of data, present the new knowledge sharing frontier. In a philosophical context, LD is an evolving environment that reflects humankinds' desire to understand the world by drawing on the latest technologies and capabilities of the time. LD, while seemingly a new phenomenon did not emerge overnight; rather it represents the natural progression by which knowledge structures are developed, used, and shared. Linked Open Vocabularies is a significant trajectory of LD. Linked Open Vocabularies targets vocabularies that have traditionally b

  18. Techniques for effective vocabulary selection

    OpenAIRE

    Venkataraman, Anand; Wang, Wen

    2003-01-01

    The vocabulary of a continuous speech recognition (CSR) system is a significant factor in determining its performance. In this paper, we present three principled approaches to select the target vocabulary for a particular domain by trading off between the target out-of-vocabulary (OOV) rate and vocabulary size. We evaluate these approaches against an ad-hoc baseline strategy. Results are presented in the form of OOV rate graphs plotted against increasing vocabulary size for each technique.

  19. A Vocabulary Learning Tool for L2 Undergraduates Reading Science and Technology Textbooks

    Science.gov (United States)

    Hsu, Chihcheng; Yang, Fang-Chuan Ou

    2013-05-01

    Students of English as a second language who major in science and technology use English-language textbooks to ensure that they can read English materials upon graduation. Research indicates that teachers spend little time helping these students on the linguistic complexity of such textbooks. Vocabulary, grammar, and article structure are elements of this complexity, but to many students, these elements can be akin to locked doors. This study presents MyVLS-Reader, which focuses on unlocking the first of these doors-vocabulary-while assisting in reading. With explicit vocabulary learning, students learn and memorize individual vocabulary, but the context is lost if the depth of learning discards context. In implicit vocabulary learning, students acquire vocabulary through repeated exposure to contexts, but repeated encounters with new words are required. Few e-learning systems combine both vocabulary-learning approaches. MyVLS-Reader achieves such synergy by (1) using a keyword setting to provide context-matched vocabulary explanation while reading and (2) embedding multiple learning choices, such as keyword setting, the review and memorization of explicit vocabulary, and the option to ask instructors. This study includes two rounds of evaluations: (1) an evaluation of the learning achievements of control and treatment groups and (2) a quantitative and qualitative investigation of perceptions regarding the use of MyVLS-Reader. The evaluation results indicate that the treatment group developed a better vocabulary than the control group in significantly less time. The use of MyVLS-Reader also slightly improved higher-order thinking skills. This result suggests that MyVLS-Reader can effective assist students in building their vocabulary while reading.

  20. Procedure Of Teaching Grammar Using Memory Enhancement

    Directory of Open Access Journals (Sweden)

    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. Notation-Parametric Grammar Recovery

    NARCIS (Netherlands)

    V. Zaytsev (Vadim); A.M. Sloane; S. Andova

    2012-01-01

    htmlabstractAutomation of grammar recovery is an important research area that received attention over the last decade and a half. Given the abundance of available documentation for software languages that is only going to keep increasing in the future, there is need for reliable extraction

  2. Teachers' Theories in Grammar Teaching.

    Science.gov (United States)

    Borg, Simon

    1999-01-01

    Considers how research into researchers' theories in English language teaching (ELT) can enhance our understanding of instruction and provide the basis of effective teacher-development work. The nature of teachers' theories is illustrated with examples from classroom research on grammar teaching. Discusses a study conducted with five…

  3. A Carib grammar and dictionary

    NARCIS (Netherlands)

    Courtz, Hendrik

    2008-01-01

    This dissertation contains a new detailed description of Carib grammar and the most extensive inventory of Carib lexemes and affixes so far. It is based on the work of previous researchers and a decade of field work carried out by the author, mainly in Galibi, a Carib village in eastern

  4. REFERENCE GRAMMAR OF LITERARY DHIMOTIKI.

    Science.gov (United States)

    HOUSEHOLDER, FRED W.; AND OTHERS

    BASED ON A TRADITIONAL APPROACH, THIS REFERENCE GRAMMAR OF LITERARY DHIMOTIKI IS DESIGNED TO BE MOST USEFUL TO ADVANCED UNDERGRADUATES OR BEGINNING GRADUATE STUDENTS OF GREEK. (DHIMOTIKI, OR DEMOTIC, IS THE POPULAR FORM OF MODERN GREEK.) IN PART I THERE IS AN EXTENSIVE DESCRIPTION OF THE PHONOLOGICAL SYSTEM FOLLOWED BY A DISCUSSION OF THE WRITING…

  5. Strictness Analysis for Attribute Grammars

    DEFF Research Database (Denmark)

    Rosendahl, Mads

    1992-01-01

    Attribute grammars may be seen as a (rather specialised) lazy or demand-driven programming language. The ``programs'' in this language take text or parse trees as input and return values of the synthesised attributes to the root as output. From this observation we establish a framework for abstract...

  6. Learnable Classes of Categorial Grammars.

    Science.gov (United States)

    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…

  7. Kent Sakoda Discusses Pidgin Grammar

    Science.gov (United States)

    Sakoda, Kent; Tamura, Eileen H.

    2008-01-01

    For a number of years, Kent Sakoda has been teaching at the University of Hawai'i at Manoa in the Department of Second Language Studies. His course, "Pidgin and Creole English in Hawai'i," is popular among students on campus. He has also taught at Hawai'i Pacific University. Because of his expertise on the grammar of Pidgin (Hawai'i…

  8. Relationship between the cognitive environment and vocabulary development during the second year of life.

    Science.gov (United States)

    Camp, Bonnie W; Cunningham, Maureen; Berman, Stephen

    2010-10-01

    To examine the relationship between characteristics of the cognitive environment at age 10 to 18 months and vocabulary at age 18 to 30 months. Analysis of baseline and follow-up data on 157 families participating in a comparison of 2 anticipatory guidance programs. Children's Hospital outpatient department serving low-income families. Parents of children aged 10 to 18 months at baseline who participated in a follow-up telephone interview at age 18 to 30 months. Three subscales of the StimQ (reading, parental involvement in developmental activities, and parental verbal responsivity [PVR]) and the short form of the MacArthur Communicative Development Inventories. Vocabulary score percentiles dropped significantly between baseline and follow-up, with scores for bilingual families showing a greater decrease than those for English speaking-only families. StimQ subscale scores increased with maternal education and increased between baseline and follow-up. Multiple regression analysis showed that baseline variables accounted for 25% of the variance in follow-up vocabulary score percentile, with significant contributions from baseline expressive vocabulary (P vocabulary scores at or less than the 25th percentile, with an associated likelihood ratio of 4.33. However, 35% of children with a PVR score of 4 also had vocabulary scores less than the 25th percentile at follow-up, with an associated likelihood ratio of 0.67. The StimQ is a clinically useful method for assessing early environmental factors that influence vocabulary development. The PVR subscale score was the best StimQ predictor of later vocabulary delay and may be useful in identifying children needing referral for evaluation.

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

    Directory of Open Access Journals (Sweden)

    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.

  10. Grammar Teaching Revisited: EFL Teachers between Grammar Abstinence and Formal Grammar Teaching

    Science.gov (United States)

    Nazari, Ahmad; Allahyar, Negah

    2012-01-01

    The study of English language teachers' cognitions and its relationship to teachers' classroom practices have recently been the focus of language teaching and teacher education (Borg, 2006 & 2010). However, rarely have the studies delved into teachers' knowledge about grammar (reviewed by Borg, 2001) or investigated the relationships between…

  11. Grammar predicts procedural learning and consolidation deficits in children with Specific Language Impairment.

    Science.gov (United States)

    Hedenius, Martina; Persson, Jonas; Tremblay, Antoine; Adi-Japha, Esther; Veríssimo, João; Dye, Cristina D; Alm, Per; Jennische, Margareta; Bruce Tomblin, J; Ullman, Michael T

    2011-01-01

    The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that these

  12. Grammar Predicts Procedural Learning and Consolidation Deficits in Children with Specific Language Impairment

    Science.gov (United States)

    Hedenius, Martina; Persson, Jonas; Tremblay, Antoine; Adi-Japha, Esther; Veríssimo, João; Dye, Cristina D.; Alm, Per; Jennische, Margareta; Tomblin, J. Bruce; Ullman, Michael T.

    2011-01-01

    The Procedural Deficit Hypothesis (PDH) posits that Specific Language Impairment (SLI) can be largely explained by abnormalities of brain structures that subserve procedural memory. The PDH predicts impairments of procedural memory itself, and that such impairments underlie the grammatical deficits observed in the disorder. Previous studies have indeed reported procedural learning impairments in SLI, and have found that these are associated with grammatical difficulties. The present study extends this research by examining the consolidation and longer-term procedural sequence learning in children with SLI. The Alternating Serial Reaction Time (ASRT) task was given to children with SLI and typically-developing (TD) children in an initial learning session and an average of three days later to test for consolidation and longer-term learning. Although both groups showed evidence of initial sequence learning, only the TD children showed clear signs of consolidation, even though the two groups did not differ in longer-term learning. When the children were re-categorized on the basis of grammar deficits rather than broader language deficits, a clearer pattern emerged. Whereas both the grammar impaired and normal grammar groups showed evidence of initial sequence learning, only those with normal grammar showed consolidation and longer-term learning. Indeed, the grammar-impaired group appeared to lose any sequence knowledge gained during the initial testing session. These findings held even when controlling for vocabulary or a broad non-grammatical language measure, neither of which were associated with procedural memory. When grammar was examined as a continuous variable over all children, the same relationships between procedural memory and grammar, but not vocabulary or the broader language measure, were observed. Overall, the findings support and further specify the PDH. They suggest that consolidation and longer-term procedural learning are impaired in SLI, but that

  13. Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises

    Directory of Open Access Journals (Sweden)

    Arif Bakla

    2017-10-01

    Full Text Available This study was conducted to reveal what Memrise, an online vocabulary study tool, can offer to upper-intermediate EFL learners compared to traditional vocabulary exercises in L2 vocabulary learning. Two groups of upper-intermediate learners (N=80 were randomly assigned to the experimental group and the control group and were given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and post-test. The participants in both groups were exposed to the target vocabulary items in the same reading text. While those in the experimental group created list of target vocabulary items collaboratively in Memrise and then studied the sets individually, the learners in the control group did traditional vocabulary exercises. The results of the post-tests indicated that there was a significant difference between the control group and the experimental group in favor of the experimental group. The researchers discuss possible pedagogical implications of this significant finding for EFL vocabulary instruction.

  14. Subscale Water Based Phase Change Material Heat Exchanger Development

    Science.gov (United States)

    Sheth, Rubik; Hansen, Scott

    2016-01-01

    Supplemental heat rejection devices are required in many spacecraft as the radiators are not sized to meet the full heat rejection demand. One means of obtaining additional heat rejection is through the use of phase change material heat exchangers (PCM HX's). PCM HX's utilize phase change to store energy in unfavorable thermal environments (melting) and reject the energy in favorable environments (freezing). Traditionally, wax has been used as a PCM on spacecraft. However, water is an attractive alternative because it is capable of storing about 40% more energy per unit mass due to its higher latent heat of fusion. The significant problem in using water as a PCM is its expansion while freezing, leading to structural integrity concerns when housed in an enclosed heat exchanger volume. Significant investigation and development has taken place over the past five years to understand and overcome the problems associated with water PCM HX's. This paper reports on the final efforts by Johnson Space Center's Thermal Systems Branch to develop a water based PCM HX. The test article developed and reported on is a subscale version of the full-scale water-based PCM HX's constructed by Mezzo Technologies. The subscale unit was designed by applying prior research on freeze front propagation and previous full-scale water PCM HX development. Design modifications to the subscale unit included use of urethane bladder, decreased aspect ratio, perforated protection sheet, and use of additional mid-plates. Testing of the subscale unit was successful and 150 cycles were completed without fail.

  15. Using Vocabulary Notebooks for Vocabulary Acquisition and Teaching

    Science.gov (United States)

    Dubiner, Deborah

    2017-01-01

    Vocabulary knowledge is recognized as an essential element for second language acquisition and reading comprehension. One known way to encourage and support vocabulary development amongst second language learners is keeping a vocabulary notebook. The primary purpose of the present study was to document two aspects of student teachers' own…

  16. Vocabulary Plus: Comprehensive Vocabulary Instruction for English Learners

    Science.gov (United States)

    Frumkin, Rhoda

    2010-01-01

    "Vocabulary Plus" is an interactive strategy which links vocabulary development with content area learning for English learners. This strategy uses interactive read-alouds of thematically- connected informational text matched to the grade-appropriate state standards and content of core subjects. When using "Vocabulary Plus",…

  17. Vocabulary Knowledge and Vocabulary Use in Second Language Writing

    Science.gov (United States)

    Johnson, Mark D.; Acevedo, Anthony; Mercado, Leonardo

    2016-01-01

    Research has consistently shown diversity of vocabulary to be an important indicator of second language (L2) writing development as well as L2 writing performance. These studies underscore the importance of vocabulary to L2 writing. However, they provide little to indicate what kind of vocabulary learners of English may need to know in order to…

  18. Multiword Constructions in the Grammar.

    Science.gov (United States)

    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.

  19. Verbal prefixation, construction grammar, and semantic compatibility

    DEFF Research Database (Denmark)

    Lewandowski, Wojciech

    2016-01-01

    ’s Construction Grammar and Langacker’s Cognitive Grammar approach and show that resultative prefixes are not abstract syntactic features, but rather that each prefixed change-of-state construction is based on a specific configuration between the locatum and the location. I demonstrate that the interaction...... 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...

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

    Science.gov (United States)

    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…

  1. The minimalist grammar of action.

    Science.gov (United States)

    Pastra, Katerina; Aloimonos, Yiannis

    2012-01-12

    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.

  2. The minimalist grammar of action

    Science.gov (United States)

    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

  3. INCORPORATING GRAMMAR INTO TRANSLATION CLASSROOM

    Directory of Open Access Journals (Sweden)

    Gurendi Wiwoho

    2017-12-01

    Full Text Available This paper discusses the teaching of translation. It is important to lay a strong foundation in translating for the second year students of English Department. The main goal of this study is to identify and improve students‘ grammar awareness and their grammatical adjustment ability especially in translating Indonesian sentences and short paragraphs into English. The data used in this study were students‘ translation assignments in Translation I course at the English Department of the Favulty of Languages and Culture, University of 17 Agustus 1945 Semarang, academic year 2015-2016. The findings of the research showed that the second year students still made a lot of grammatical mistakes especially in translating Indonesian sentences and short paragraphs into English. The greatest problem faced by the students was related with the use of verbs and tenses, followed by other problems related with the use of parts of speech and function words. This implies that incorporating grammar in teaching translation is important, in which students‘ awareness and knowledge of grammar should be taken with care. Therefore, in addition to these findings, a general model of grammatical instruction in translation teaching was presented to be useful for translation teachers.

  4. THE VOCABULARY TEACHING AND VOCABULARY LEARNING: PERCEPTION, STRATEGIES, AND INFLUENCES ON STUDENTS' VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dewi Nur Asyiah

    2017-11-01

    Full Text Available Vocabulary plays pivotal role in foreign language learning. However, vocabulary teaching and vocabulary learning in TEFL seems to be neglected. The study was aimed to investigate how vocabulary teaching and learning are perceived by teacher and students, strategies to teach and learn the vocabulary, and also influences of students’ vocabulary learning strategy on their vocabulary mastery. Accordingly, a mix method design was employed to one English teacher and 30 junior high school students to reveal the issues being investigated. The findings showed that both teacher and students have positive response on vocabulary teaching and learning. Concerning strategies, it was found that teacher mostly employed Fully-contextual strategy, meanwhile Determination and Metacognitive strategy were found as the most favored VLS chosen by students. The study also confirmed that there is a significant relationship between students’ vocabulary learning strategy and their vocabulary mastery (r-value Discovery = .023 and r-value Consolidating = .000, p<.05. It is recommended for EFL teachers to give a bigger portion to vocabulary in the EFL teaching and to teach vocabulary using the combination of fully-contextual and de-contextual strategy. It is also suggested to introduce students to various kinds of vocabulary learning strategies.  

  5. A Concise Contrastive Grammar of English

    DEFF Research Database (Denmark)

    Hjulmand, Lise-Lotte

    Like the first edition, this second revised edition of the workbook is intended to be used together with A Concise Contrastive Grammar of English for Danish Students, which is a systematic and pedagogical introduction to English grammar for Danish students of English at bachelor level. The purpose...... of the workbook is to supply students and teachers with material which can be used in connection with the study of grammar. The workbook is organised so that each chapter in the grammar book matches a chapter in the workbook. There are exercises of many different kinds in the workbook. Some aim at explanation...

  6. Flexible processing and the design of grammar.

    Science.gov (United States)

    Sag, Ivan A; Wasow, Thomas

    2015-02-01

    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 "sign-based" conception of grammar has provided precise solutions to the key problems long thought to motivate movement-based analyses, has supported three decades of computational research developing large-scale grammar implementations, and is now beginning to play a role in computational psycholinguistics research that explores the use of underspecification in the incremental computation of partial meanings.

  7. Product Grammars for Alignment and Folding.

    Science.gov (United States)

    Höner Zu Siederdissen, Christian; Hofacker, Ivo L; Stadler, Peter F

    2015-01-01

    We develop a theory of algebraic operations over linear and context-free grammars that makes it possible to combine simple "atomic" grammars operating on single sequences into complex, multi-dimensional grammars. We demonstrate the utility of this framework by constructing the search spaces of complex alignment problems on multiple input sequences explicitly as algebraic expressions of very simple one-dimensional grammars. In particular, we provide a fully worked frameshift-aware, semiglobal DNA-protein alignment algorithm whose grammar is composed of products of small, atomic grammars. The compiler accompanying our theory makes it easy to experiment with the combination of multiple grammars and different operations. Composite grammars can be written out in L(A)T(E)X for documentation and as a guide to implementation of dynamic programming algorithms. An embedding in Haskell as a domain-specific language makes the theory directly accessible to writing and using grammar products without the detour of an external compiler. Software and supplemental files available here: http://www.bioinf. uni-leipzig.de/Software/gramprod/.

  8. Teaching Vocabulary across the Curriculum

    Science.gov (United States)

    Bintz, William P.

    2011-01-01

    Learning vocabulary is an important instructional aim for teachers in all content areas in middle grades schools. Recent research, however, indicates that vocabulary instruction may be problematic because many teachers are not "confident about best practice in vocabulary instruction and at times don't know where to begin to form an instructional…

  9. Teaching Vocabulary to ESL Students

    Science.gov (United States)

    McBain, Robert

    2011-01-01

    This paper looks at the ways in which vocabulary is taught and in particular what important learning points ESL students should know in order to understand new vocabulary words. It also discusses various ideas of how teachers could teach vocabulary. It highlights the importance of a theory that states there are 3 key stages that students progress…

  10. Using an Online Vocabulary Memorization Tool versus Traditional Vocabulary Exercises

    OpenAIRE

    BAKLA, Arif; ÇEKİÇ, Ahmet

    2017-01-01

    This study was conducted to reveal what Memrise, an online vocabulary study tool, can offer to upper-intermediate EFL learners compared to traditional vocabulary exercises in L2 vocabulary learning. Two groups of upper-intermediate learners (N=80) were randomly assigned to the experimental group and the control group and were given the Vocabulary Knowledge Scale, VKS for short, as the pre-test and post-test. The participants in both groups were exposed to the target vocabulary items in the sa...

  11. THE INFLUENCE OF VOCABULARY JOURNAL IN TEACHING STUDENTS’ VOCABULARY MASTERY

    Directory of Open Access Journals (Sweden)

    Dian Rakhmawati

    2016-04-01

    Full Text Available The aims of this research is to find out the influence of vocabulary journal as media in teaching student vocabulary at the eighth grade students of SMP Al-Fajar. The quantitative method was conducted and this research is a population research, because all the member of population is taken as sample, which consisted of 30 students of eighth grade. To collect the data, the writer used pre-test and post-test, then the vocabulary test was used as the research instrument. To know whether there is an influence, the writer analyzed the data by using paired-sample T-test.The result shows that there is significant influence of vocabulary journal in teaching students’ vocabulary mastery.Keywords: Influence, vocabulary journal, students’ vocabulary mastery

  12. Missed periods and other grammar scares how to avoid unplanned and unwanted grammar errors

    CERN Document Server

    Baranick, Jenny

    2012-01-01

    Grammar has finally let its hair down! Unlike uptight grammar books that overwhelm us with every single grammar rule, Missed Periods and Other Grammar Scares 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 capita

  13. Subscale Test Program for the Orion Conical Ribbon Drogue Parachute

    Science.gov (United States)

    Sengupta, Anita; Stuart, Phil; Machin, Ricardo; Bourland, Gary; Schwing, Allen; Longmire, Ellen; Henning, Elsa; Sinclair, Rob

    2011-01-01

    A subscale wind tunnel test program for Orion's conical ribbon drogue parachute is under development. The desired goals of the program are to quantify aerodynamic performance of the parachute in the wake of the entry vehicle, including understanding of the coupling of the parachute and command module dynamics, and an improved understanding of the load distribution within the textile elements of the parachute. The test program is ten percent of full scale conducted in a 3x2.1 m (10x7 ft) closed loop subsonic wind tunnel. The subscale test program is uniquely suited to probing the aerodynamic and structural environment in both a quantitative and qualitative manner. Non-intrusive diagnostics, including Particle Image Velocimetry for wake velocity surveys, high speed pressure transducers for canopy pressure distribution, and a high speed photogrammetric reconstruction, will be used to quantify the parachute's performance.

  14. Subscale Acoustic Testing: Comparison of ALAT and ASMAT

    Science.gov (United States)

    Houston, Janice D.; Counter, Douglas

    2014-01-01

    The liftoff phase induces acoustic loading over a broad frequency range for a launch vehicle. These external acoustic environments are then used in the prediction of internal vibration responses of the vehicle and components which result in the qualification levels. Thus, predicting these liftoff acoustic environments is critical to the design requirements of any launch vehicle. If there is a significant amount of uncertainty in the predictions or if acoustic mitigation options must be implemented, a subscale acoustic test is a feasible pre-launch test option. This paper compares the acoustic measurements of two different subscale tests: the 2% Ares Liftoff Acoustic Test conducted at Stennis Space Center and the 5% Ares I Scale Model Acoustic Test conducted at Marshall Space Flight Center.

  15. Energy Cascade Analysis: from Subscale Eddies to Mean Flow

    Science.gov (United States)

    Cheikh, Mohamad Ibrahim; Wonnell, Louis; Chen, James

    2017-11-01

    Understanding the energy transfer between eddies and mean flow can provide insights into the energy cascade process. Much work has been done to investigate the energy cascade at the level of the smallest eddies using different numerical techniques derived from the Navier-Stokes equations. These methodologies, however, prove to be computationally inefficient when producing energy spectra for a wide range of length scales. In this regard, Morphing Continuum Theory (MCT) resolves the length-scales issues by assuming the fluid continuum to be composed of inner structures that play the role of subscale eddies. The current study show- cases the capabilities of MCT in capturing the dynamics of energy cascade at the level of subscale eddies, through a supersonic turbulent flow of Mach 2.93 over an 8× compression ramp. Analysis of the results using statistical averaging procedure shows the existence of a statistical coupling of the internal and translational kinetic energy fluctuations with the corresponding rotational kinetic energy of the subscale eddies, indicating a multiscale transfer of energy. The results show that MCT gives a new characterization of the energy cascade within compressible turbulence without the use of excessive computational resources. This material is based upon work supported by the Air Force Office of Scientific Research under Award Number FA9550-17-1-0154.

  16. Teaching Vocabulary in Colour.

    Science.gov (United States)

    Gnoinska, Anna

    1998-01-01

    Describes one teacher's use of color to make classroom instruction more interesting. Techniques included using colored paper for handouts, conducting an experiment to see whether the use of colors could enhance students' memory power, and using colored flashcards to teach vocabulary. (Author/VWL)

  17. Constructing functional programs for grammar analysis problems

    NARCIS (Netherlands)

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

    1995-01-01

    This paper discusses the derivation of functional programs for grammar analysis problems, such as the Empty problem and the Reachable problem. Grammar analysis problems can be divided into two classes: top-down problems such as Follow and Reachable, which are described in terms of the contexts of

  18. Studying Grammar in the Technological Age

    Science.gov (United States)

    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…

  19. Towards a Pedagogy of Grammar Instruction

    Science.gov (United States)

    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…

  20. Flexible Processing and the Design of Grammar

    Science.gov (United States)

    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…

  1. in the grammar of student writing

    African Journals Online (AJOL)

    School of Physics, Faculty of Science, University of Natal, Durban. Explicit teaching of grammar and improvement in the grammar of student writing. ABSTRACT. This article focuses on the question of whether formal teaching of grammatical constructions results in a change in ESL students' written use of these constructions.

  2. Parsing with Structure-Preserving Categorial Grammars

    NARCIS (Netherlands)

    Capelletti, M.

    2007-01-01

    This book is a study of the logical and computational properties of structure-preserving categorial grammars. The first part of the book presents chart-parsers for non-associative categorial grammars in the style of Ajdukiewicz and Bar-Hillel. These are proposed in Chapter 3 as deductive parsers,

  3. Reading and Grammar Learning through Mobile Phones

    Science.gov (United States)

    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…

  4. Grammar-Guided Writing for AAC Users

    Science.gov (United States)

    Hunnicutt, Sheri; Magnuson, Tina

    2007-01-01

    A method of grammar-guided writing has been devised to guide graphic sign users through the construction of text messages for use in e-mail and other applications with a remote receiver. The purpose is to promote morphologically and syntactically correct sentences. The available grammatical structures in grammar-guided writing are the highest…

  5. Chamorro Reference Grammar. Pali Language Texts: Micronesia.

    Science.gov (United States)

    Topping, Donald M.; Dungca, Bernadita C.

    This detailed reference grammar of Chamorro, the native Malayo-Polynesian language spoken in Guam and the other Mariana Islands (Saipan, Rota, Tinian), differs from earlier grammars of the language in that: (1) it includes new data; (2) it offers a different interpretation of some of the data based on more recent linguistic concepts; and (3) it is…

  6. Teaching english grammar through interactive methods

    OpenAIRE

    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.

  7. From Attribute Grammars to Constraint Handling Rules

    NARCIS (Netherlands)

    Serrano Mena, A.|info:eu-repo/dai/nl/41124115X; Hage, J.|info:eu-repo/dai/nl/229637221

    2016-01-01

    Attribute grammars provide a framework to de ne compu- tations over trees, by decorating those trees with attributes. Attribute grammars have been successfully applied in many areas, including compiler construction and natural language processing. In this paper we present a translation of attribute

  8. Grammar and Usage: History and Myth

    Science.gov (United States)

    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…

  9. Controlled Iteration Grammars and Hyper-AFL's

    NARCIS (Netherlands)

    Asveld, P.R.J.

    1975-01-01

    We study $K$-iteration grammars equiped with a control on the application sequence of the substitutions, called $(\\Gamma,K)$-iteration grammars. In fact, the control is a language over the indices of the substitutions, prescribing the specific order in which one has to apply the different

  10. A Prototype Grammar Kit in Prolog.

    Science.gov (United States)

    Kahn, Kenneth M.

    1984-01-01

    Presents a prototype of a computerized grammar kit written in PROLOG and designed for children interested in exploring language. PROLOG's advantages for building parsers, generators, translators, and question-answering systems are discussed, and a scenario of a child working on a grammar project using the kit and implementation issues are…

  11. Generalized Categorial Grammar for Unbounded Dependencies Recovery

    Science.gov (United States)

    Nguyen, Luan Viet

    2014-01-01

    Accurate recovery of predicate-argument dependencies is vital for interpretation tasks like information extraction and question answering, and unbounded dependencies may account for a significant portion of the dependencies in any given text. This thesis describes a Generalized Categorial Grammar (GCG) which, like other categorial grammars,…

  12. Shape Grammars for Innovative Hybrid Typological Design

    DEFF Research Database (Denmark)

    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 de...

  13. HIGHER ORDER THINKING IN TEACHING GRAMMAR

    Directory of Open Access Journals (Sweden)

    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.

  14. Student Teacher Beliefs on Grammar Instruction

    Science.gov (United States)

    Graus, Johan; Coppen, Peter-Arno

    2016-01-01

    The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a…

  15. Research into Practice: Grammar Learning and Teaching

    Science.gov (United States)

    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).…

  16. Video Game Based Learning in English Grammar

    Science.gov (United States)

    Singaravelu, G.

    2008-01-01

    The study enlightens the effectiveness of Video Game Based Learning in English Grammar at standard VI. A Video Game package was prepared and it consisted of self-learning activities in play way manner which attracted the minds of the young learners. Chief objective: Find out the effectiveness of Video-Game based learning in English grammar.…

  17. [Lexical development. The construction of different vocabulary tests used in clinical practice].

    Science.gov (United States)

    Ptok, M; Kühn, D; Miller, S

    2014-04-01

    During first language acquisition (L1), children need to gather knowledge about the speech sounds and grammar of their mother tongue. Furthermore, communication skills require an adequate vocabulary. Individual profiles of vocabulary acquisition can vary considerably. However, actively using around 50 words by the age of 24 months is considered a milestone in first language acquisition. This is usually followed by the so-called vocabulary spurt, a rapid increase in lexical knowledge. This article provides an overview of the theories of lexical development and discusses how the acquisition of vocabulary may be explained. A selective literature search was conducted in PubMed and Scopus. Current textbooks were also considered. In order to acquire new words, a child has to identify what the new string of speech sounds refers to. The child has to construct a valid concept of the word and subsequently store both word and concept into long-term memory. Several theories have been put forward to explain lexicon organization, the acquisition of concepts and the mechanisms underlying the so-called fast mapping phenomenon in particular. All of these attempt to explain the phenomenon of lexicon acquisition in terms of a model scheme. In the context of the fast mapping mechanism, constraints and assumptions, cognitive, intentionalist and emergence-based theories are discussed. Knowledge of the different theories of vocabulary acquisition is mandatory to understand the construction of the tests used to assess vocabulary skills in clinical practice and to apply these appropriately.

  18. Process Grammar The Basis of Morphology

    CERN Document Server

    Leyton, Michael

    2012-01-01

    Leyton's Process Grammar has been applied by scientists and engineers in many disciplines including medical diagnosis, geology, computer-aided design, meteorology, biological anatomy, neuroscience, chemical engineering, etc.  This book demonstrates the following: The Process Grammar invents several entirely new concepts in biological morphology and manufacturing design, and shows that these concepts are fundamentally important. The Process Grammar has process-inference rules that give, to morphological transitions, powerful new causal explanations.  Remarkably, the book gives a profound unification of biological morphology and vehicle design. The book invents over 30 new CAD operations that realize fundamentally important functions of a product. A crucial fact is that the Process Grammar is an example of the laws in Leyton's Generative Theory of Shape which give the ability to recover the design intents for which the shape features of a CAD model were created. The book demonstrates that the Process Grammar ...

  19. An Analysis of Spoken Grammar: The Case for Production

    Science.gov (United States)

    Mumford, Simon

    2009-01-01

    Corpus-based grammars, notably "Cambridge Grammar of English," give explicit information on the forms and use of native-speaker grammar, including spoken grammar. Native-speaker norms as a necessary goal in language teaching are contested by supporters of English as a Lingua Franca (ELF); however, this article argues for the inclusion of selected…

  20. Pourquoi les exercices de grammaire? (Why Grammar Exercises?)

    Science.gov (United States)

    Bastuji, Jacqueline

    1977-01-01

    Recent theories and experiementation running the gamut from the absolute necessity of grammar to its uselessness in teaching a language form the basis of this article. Topics covered are: a typology of the grammar exercise; explicit grammar and linguistic competence; grammar exercises responding to real needs. (Text is in French.) (AMH)

  1. Explicit and Implicit Grammar Instructions in Higher Learning Institutions

    Science.gov (United States)

    Rahman, Ayuni Madarina Abdul; Rashid, Radzuwan Ab

    2017-01-01

    Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators' beliefs towards grammar teaching in Malaysian…

  2. A Survey of Grammar Instruction from Scholastic Perspective

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  5. Ambiguity Detection Methods for Context-Free Grammars

    NARCIS (Netherlands)

    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

  6. The pace of vocabulary growth helps predict later vocabulary skill

    Science.gov (United States)

    Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

    2011-01-01

    Children vary widely in the rate at which they acquire words—some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (SES, parent input, child gesture) of vocabulary growth between 14 and 46 months (n=62), and then uses growth estimates to predict children's vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low socioeconomic backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness, and may help identify children at risk for starting behind. PMID:22235920

  7. The pace of vocabulary growth helps predict later vocabulary skill.

    Science.gov (United States)

    Rowe, Meredith L; Raudenbush, Stephen W; Goldin-Meadow, Susan

    2012-01-01

    Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES], parent input, child gesture) of vocabulary growth between 14 and 46 months (n = 62) and then uses growth estimates to predict children's vocabulary at 54 months. Velocity and acceleration in vocabulary development at 30 months predicted later vocabulary, particularly for children from low-SES backgrounds. Understanding the pace of early vocabulary growth thus improves our ability to predict school readiness and may help identify children at risk for starting behind. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

  8. Description and Operation of the A3 Subscale Facility

    Science.gov (United States)

    Saunders, G. P.; Varner, D. G.; Grover, J. B.

    2010-01-01

    The purpose of this paper is to give an overview of the general design and operation of the A3 Subscale test facility. The goal is to provide the reader with a general understanding of what the major facility systems are, where they are located, and how they are used to meet the objectives supporting the design of the A3 altitude rocket test facility. This paper also provides the reader with the background information prior to reading the subsequent papers detailing the design and test results of the various systems described herein.

  9. The effect of vocabulary notebooks on vocabulary acquisition

    OpenAIRE

    Bozkurt, Neval

    2007-01-01

    Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2007. Thesis (Master's) -- Bilkent University, 2007. Includes bibliographical references leaves 82-87 This study investigated the effectiveness of vocabulary notebooks on vocabulary acquisition, and the attitudes of teachers and learners towards keeping vocabulary notebooks. The study was conducted with the participation of 60 pre-intermediate level students, divided into one treatment ...

  10. VOCABULARY AND LANGUAGE TEACHING

    Directory of Open Access Journals (Sweden)

    Abrudan Cristiana

    2010-12-01

    Full Text Available In this paper we have looked at the difference between teaching language structure and teaching vocabulary. We have discussed how counts of frequency alone are not enough to determine what words should be taught. We have seen that knowing a word means more than just knowing its meaning. Even that is problematical since meaning includes sense relations and context, for example. To know a word we also need to know about its use, how it is formed and what grammatical behavior it provokes. Above all, in this paper, we have approached the idea of how vocabulary teaching and learning need to be emphasized in order for students to be competent language users.

  11. Unsupervised grammar induction of clinical report sublanguage.

    Science.gov (United States)

    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.

  12. Modelling dynamics with context-free grammars

    Science.gov (United States)

    García-Huerta, Juan-M.; Jiménez-Hernández, Hugo; Herrera-Navarro, Ana-M.; Hernández-Díaz, Teresa; Terol-Villalobos, Ivan

    2014-03-01

    This article presents a strategy to model the dynamics performed by vehicles in a freeway. The proposal consists on encode the movement as a set of finite states. A watershed-based segmentation is used to localize regions with high-probability of motion. Each state represents a proportion of a camera projection in a two-dimensional space, where each state is associated to a symbol, such that any combination of symbols is expressed as a language. Starting from a sequence of symbols through a linear algorithm a free-context grammar is inferred. This grammar represents a hierarchical view of common sequences observed into the scene. Most probable grammar rules express common rules associated to normal movement behavior. Less probable rules express themselves a way to quantify non-common behaviors and they might need more attention. Finally, all sequences of symbols that does not match with the grammar rules, may express itself uncommon behaviors (abnormal). The grammar inference is built with several sequences of images taken from a freeway. Testing process uses the sequence of symbols emitted by the scenario, matching the grammar rules with common freeway behaviors. The process of detect abnormal/normal behaviors is managed as the task of verify if any word generated by the scenario is recognized by the grammar.

  13. ANTLR Tree Grammar Generator and Extensions

    Science.gov (United States)

    Craymer, Loring

    2005-01-01

    A computer program implements two extensions of ANTLR (Another Tool for Language Recognition), which is a set of software tools for translating source codes between different computing languages. ANTLR supports predicated- LL(k) lexer and parser grammars, a notation for annotating parser grammars to direct tree construction, and predicated tree grammars. [ LL(k) signifies left-right, leftmost derivation with k tokens of look-ahead, referring to certain characteristics of a grammar.] One of the extensions is a syntax for tree transformations. The other extension is the generation of tree grammars from annotated parser or input tree grammars. These extensions can simplify the process of generating source-to-source language translators and they make possible an approach, called "polyphase parsing," to translation between computing languages. The typical approach to translator development is to identify high-level semantic constructs such as "expressions," "declarations," and "definitions" as fundamental building blocks in the grammar specification used for language recognition. The polyphase approach is to lump ambiguous syntactic constructs during parsing and then disambiguate the alternatives in subsequent tree transformation passes. Polyphase parsing is believed to be useful for generating efficient recognizers for C++ and other languages that, like C++, have significant ambiguities.

  14. A longitudinal study of lexical and grammar development in deaf Italian children provided with early cochlear implantation.

    Science.gov (United States)

    Chilosi, Anna Maria; Comparini, Alessandro; Scusa, Maria Flora; Orazini, Laura; Forli, Francesca; Cipriani, Paola; Berrettini, Stefano

    2013-01-01

    A growing number of studies on deaf children with cochlear implant (CI) document a significant improvement in receptive and expressive language skills after implantation, even if they show language delay when compared with normal-hearing peers. Data on language acquisition in CI Italian children are still scarce and limited to only certain aspects of language. The purpose of this study is to prospectively describe the trajectories of language development in early CI Italian children, with particular attention to the transition from first words to combinatorial speech and to acquisition of complex grammar in a language with rich morphology, such as Italian. Six children, with profound prelingual deafness, provided with CI, between 16 and 24 months of age were prospectively assessed and followed over a mean period of up to 34.8 months postimplant. During follow-up, each child received between four to five individual language evaluations through a combination of indirect procedures (parent reports of early lexical and grammar development) and direct ones (administration of standardized receptive and expressive language tests with Italian norms and collection of spontaneous language samples). In relation to chronological age, the acquisition of expressive vocabulary was delayed. However, considering the duration of hearing experience, most CI participants showed an earlier start and faster growth of expressive rather than receptive vocabulary in comparison with typically developing children. This quite atypical result persisted right up until the end of the follow-up. The acquisition of expressive grammar was delayed relative to chronological age, though all but one CI participant achieved the expected grammar level after approximately 3 years of CI use. In addition, the rate of grammar acquisition was not homogeneous during development, showing two different paces: one comparable with normal hearing in the transition from holophrastic to primitive combinatorial speech

  15. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    OpenAIRE

    Holly Warzecha, M.A. TESOL

    2017-01-01

    The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically ...

  16. Associative Cognitive CREED for Successful Grammar Learning

    Directory of Open Access Journals (Sweden)

    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.

  17. Formal models of grammar: The Minimalist Program and constraint-based grammars – HPSG and LFG

    Directory of Open Access Journals (Sweden)

    Érica dos S. Rodrigues

    2009-06-01

    Full Text Available This paper aims at briefly presenting the main tendencies associated with the most productive formal models of grammar currently under scrutiny: the Minimalist Program, a recent version of generative linguistics; Lexical Functional Grammar; and Head- Driven Phrase Structure Grammar. A basic picture of the main concerns of these formal models of language emerges from the comparison and contrast between their main objectives, the formal mechanisms they adopt and the kind of research tendency each model represents.

  18. Learners' independent records of vocabulary

    DEFF Research Database (Denmark)

    Shaw, Philip; Leeke, Philip

    1999-01-01

    Handbooks recommend a variety of quite complicated procedures for learning and remembering vocabulary, but most learners only engage in very simple procedures. The aim of this project was to establish a basis for identifying optimal vocabulary recording procedures by finding out what learners...... currently do. We administered a questionnaire, interviewed learners who said that they kept vocabulary records of some kind and examined their records. Two-thirds had given up making vocabulary lists on entering the L2 environment and/or starting to read extensively, but several made interesting lists...

  19. TEACHING GRAMMAR IN WRITING CLASSES IN ORDER TO CREATE A MEANINGFUL GRAMMAR TEACHING AND LEARNING

    OpenAIRE

    Diyantari Diyantari

    2017-01-01

    Learning grammar is often a problem for many students as they often think it is difficult and boring. Learning how to write is also difficult and very challenging. We can combine these two to make grammar learning less boring and more meaningful. When it is learned in a meaningful context, grammar will also be meaningful and will not be considered as boring and complicated sets of rules only. Students will know that by learning grammar they can enhance their writing skills. Vice versa, in the...

  20. Cognitive grammar and aphasic discourse.

    Science.gov (United States)

    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.

  1. The Compactness of Construction Grammars

    CERN Document Server

    Zadrozny, W

    1995-01-01

    We present an argument for {\\em construction grammars} based on the minimum description length (MDL) principle (a formal version of the Ockham Razor). The argument consists in using linguistic and computational evidence in setting up a formal model, and then applying the MDL principle to prove its superiority with respect to alternative models. We show that construction-based representations are at least an order of magnitude more compact that the corresponding lexicalized representations of the same linguistic data. The result is significant for our understanding of the relationship between syntax and semantics, and consequently for choosing NLP architectures. For instance, whether the processing should proceed in a pipeline from syntax to semantics to pragmatics, and whether all linguistic information should be combined in a set of constraints. From a broader perspective, this paper does not only argue for a certain model of processing, but also provides a methodology for determining advantages of different...

  2. Improving Vocabulary of English Language Learners through Direct Vocabulary Instruction

    Science.gov (United States)

    Hunt, Meghan; Feng, Jay

    2016-01-01

    This is a report of a professional development project. The purpose of the project was to provide professional development to teachers in vocabulary instructional strategies and to examine vocabulary acquisition of English language learners. The participants were 8 second grade ELL students and 6 second grade teachers. The eight second grade…

  3. Reliable & Valid Testing of Productive Vocabulary: Speaking Vocabulary Test (SVT).

    Science.gov (United States)

    Templin, Stephen A.

    This study investigated the testing of speaking vocabulary in English as a Second Language (ESL) at a university in Hawaii. A Speaking Vocabulary Test (SVT) was developed and piloted with college students. Test-takers (n=37) were divided into three groups: native English-speaking freshmen and sophomores; non-native English-speaking freshmen,…

  4. The Relationship between Vocabulary Learning Strategies and Vocabulary Size

    Science.gov (United States)

    Rashidi, Nasser; Mortazavi, Fariba

    2012-01-01

    This research investigated the relationship between vocabulary learning strategies and vocabulary size of Iranian university EFL students. Participants in the present study were a total of 67 EFL learners, studying at Shiraz Azad University as senior English Translation students. The instruments utilized for data collection were three tests: A…

  5. Vocatives and discourse markers in textualinteractive grammar

    Directory of Open Access Journals (Sweden)

    Eduardo Penhavel

    2012-12-01

    Full Text Available In this paper, we discuss the class of Vocatives and the class of Discourse Markers as proposed within Textualinteractive Grammar, and we try to demonstrate that Vocatives can work as Discourse Markers.

  6. On the Phenomenological Approach to Grammar

    Directory of Open Access Journals (Sweden)

    Volodymyr Shyrokov

    2015-12-01

    Full Text Available On the Phenomenological Approach to Grammar Phenomenological foundations for grammar description of the natural language are under considerations. The picture of language world based on the factorization of communication and cognitivity is proposed. The problem of observability-unobservability in linguistics is discussed. The concept of the states of language units is formulated both with its interpretation in the formal definition of the noun's case. System analysis of the complexity in cognitive processes is considered.

  7. On the Phenomenological Approach to Grammar

    OpenAIRE

    Volodymyr Shyrokov; Igor Shevchenko

    2015-01-01

    On the Phenomenological Approach to Grammar Phenomenological foundations for grammar description of the natural language are under considerations. The picture of language world based on the factorization of communication and cognitivity is proposed. The problem of observability-unobservability in linguistics is discussed. The concept of the states of language units is formulated both with its interpretation in the formal definition of the noun's case. System analysis of the complexity in ...

  8. Encoding Frequency Information in Lexicalized Grammars

    CERN Document Server

    Carroll, J; Carroll, John; Weir, David

    1997-01-01

    We address the issue of how to associate frequency information with lexicalized grammar formalisms, using Lexicalized Tree Adjoining Grammar as a representative framework. We consider systematically a number of alternative probabilistic frameworks, evaluating their adequacy from both a theoretical and empirical perspective using data from existing large treebanks. We also propose three orthogonal approaches for backing off probability estimates to cope with the large number of parameters involved.

  9. The elements of grammar in 90 minutes

    CERN Document Server

    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.

  10. Continuation Passing Combinators for Parsing Precedence Grammars

    OpenAIRE

    Hill, Steve

    1994-01-01

    We describe a scheme for constructing parsers for precedence grammars based on the combinators described by Hutton. The new combinators provide a robust method for building parsers and help avoid the possibility of a non-terminating parser. Efficiency is improved via an optimisation to the grammar. A number of approaches to the problem are described - the most elegant and efficient method is based on continuation passing. A parser for the expression part of the C programming language is prese...

  11. Incremental Parser Generation for Tree Adjoining Grammars

    OpenAIRE

    Sarkar, Anoop

    1998-01-01

    This paper describes the incremental generation of parse tables for the LR-type parsing of Tree Adjoining Languages (TALs). The algorithm presented handles modifications to the input grammar by updating the parser generated so far. In this paper, a lazy generation of LR-type parsers for TALs is defined in which parse tables are created by need while parsing. We then describe an incremental parser generator for TALs which responds to modification of the input grammar by updating parse tables b...

  12. Vocabulary Constraint on Texts

    Directory of Open Access Journals (Sweden)

    C. Sutarsyah

    2008-01-01

    Full Text Available This case study was carried out in the English Education Department of State University of Malang. The aim of the study was to identify and describe the vocabulary in the reading text and to seek if the text is useful for reading skill development. A descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used to find the description of vocabulary in the texts. It was found that the 20 texts containing 7,945 words are dominated by low frequency words which account for 16.97% of the words in the texts. The high frequency words occurring in the texts were dominated by function words. In the case of word levels, it was found that the texts have very limited number of words from GSL (General Service List of English Words (West, 1953. The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL. These words account for 26.44% of the running words in the texts.  It is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts. This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. It could also defeat the development of students' reading skills and vocabulary enrichment.

  13. Tectonic Vocabulary & Materialization

    DEFF Research Database (Denmark)

    Hvejsel, Marie Frier; Beim, Anne; Bundgaard, Charlotte

    2015-01-01

    By referring to the fundamental question of how we unite aesthetics and technology – tectonic theory is necessarily a focal point in the development of the architectural discipline. However, a critical reconsideration of the role of tectonic theory seems necessary when facing the present everyday...... architectural practice. In this matter the paper focuses on the need to juxtapose theoretical studies, to bring the present vocabulary of the tectonic further, as well as to spur further practical experiments enabling theory to materialize in the everyday of the current practice....

  14. Nuclear engineering vocabulary

    Energy Technology Data Exchange (ETDEWEB)

    Dumont, X. [FRAMATOME, Dept. Corporate R and D, 92 - Paris-La-Defence (France); Andrieux, C. [CEA Saclay, Direction des Technologies de l' Information, DTI, 91 - Gif sur Yvette (France)

    2001-07-01

    The members of the CSTNIN - the Special Commission for Nuclear Engineering Terminology and Neology - have just produced a Nuclear Engineering Vocabulary, published by SFEN. A 120-page document which, to date, includes 400 nuclear engineering terms or expressions. For each term or expression, this Glossary gives: the primary and secondary subject field in which it is applied, a possible abbreviation, its definition, a synonym if appropriate, any relevant comments, any associated word(s), the English equivalent, its status on the date of publication of the Glossary. (author)

  15. Mr. Blademan. Macrolithic technology – Eneolithic vocabulary and metaphors

    Directory of Open Access Journals (Sweden)

    Aleksander Dzbyński

    2011-12-01

    Full Text Available The Eneolithic period witnessed a technological breakthrough of a significance comparable to that of the technological revolution in historical times, accompanied by a matching revolution in social and economic relationships. This transition no doubt led also to the creation of new and momentous metaphors, which in their turn triggered new senses and planes of communication. It goes without saying that the Eneolithic technology that had the greatest potential for metaphors promoting new ways of looking at the world was metallurgy. Nevertheless, before Eneolithic communities came to fully appreciate the properties of metal, many of their number resorted to an idiosyncratic flint technology to produce macrolithic implements. It seems that the production and exchange of macrolithic artefacts led to the development of a new vocabulary and grammar that served, among other things, to describe the social inequalities discernible in Eneolithic communities.

  16. Essential French Vocabulary Teach Yourself

    CERN Document Server

    Saint-Thomas, Noel

    2010-01-01

    Essential French Vocabulary is the course for you if you need help with your study of French. This fully revised edition of our best-selling course now comes with free downloadable audio support containing hints on how to learn vocabulary effectively.

  17. The State of Vocabulary Research

    Science.gov (United States)

    Hairrell, Angela; Rupley, William; Simmons, Deborah

    2011-01-01

    Twenty-four studies were included in this systematic review of vocabulary research literature. The review corroborates the findings of past studies that several strategies have emerged that increase students' vocabulary knowledge. Findings further reinforce the National Reading Panel's recommendations regarding the context and magnitude of studies…

  18. Profiling Vocabulary Acquisition in Irish

    Science.gov (United States)

    O'Toole, Ciara; Fletcher, Paul

    2012-01-01

    Investigations into early vocabulary development, including the timing of the acquisition of nouns, verbs and closed-class words, have produced conflicting results, both within and across languages. Studying vocabulary development in Irish can contribute to this area, as it has potentially informative features such as a VSO word order, and…

  19. Vocabulary Development Using Visual Displays

    Science.gov (United States)

    McKenzie, Ellen

    2014-01-01

    Kindergarten teachers use a variety of strategies that focus on vocabulary development. A common and effective practice to introduce new vocabulary to kindergarteners is reading storybooks to children, what is commonly known as "read-alouds" (Bus, van Ijzendoorn, & Pelligrini, 1995; Christ & Wang, 2010; Newton, Padak &…

  20. Vocabulary Demands of Television Programs

    Science.gov (United States)

    Webb, Stuart; Rodgers, Michael P. H.

    2009-01-01

    This study investigated vocabulary coverage and the number of encounters of low-frequency vocabulary in television programs. Eighty-eight television programs consisting of 264,384 running words were categorized according to genre. Television shows were classified as either British or American and then put into the following genres: news, drama,…

  1. Implementing a Description Grammar Interpreter : A Notation for Descriptions and Description Rules

    NARCIS (Netherlands)

    Stouffs, R.M.F.

    2015-01-01

    Description grammars represent a formalism for generating verbal descriptions of designs, used in conjunction with shape grammars. A description grammar constitutes a set of description rules that define a language of descriptions. A description grammar interpreter implements the mechanisms to

  2. Strategies for teaching and learning vocabulary

    Directory of Open Access Journals (Sweden)

    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  3. The Typical Different Features of Grammar of the British English (BrE and American English (AmE

    Directory of Open Access Journals (Sweden)

    I Wayan Dirgeyasa

    2016-08-01

    Full Text Available There are a number of varieties of English all over the world such as American, British, Australian, Indian, Singaporean, Philippine English, etc. However, there are only two varieties of English which are most widely and dominantly taught, learned, and used both spoken and printed around the world namely British English (BrE and American English (AmE. In real sense, the two are often confusing for the non-native learners because they have some differences and uniqueness in some aspects such as spelling, pronunciation, vocabulary, and grammar. Therefore, it is really important for students, teachers and speakers as well to be aware of the major differences between the two. This paper is trying to review some striking unique and different features of grammar of British English (BrE and American English (AmE.

  4. Problem-Based Learning to Improve Students’ Grammar Competence

    OpenAIRE

    Mukminatus Zuhriyah

    2017-01-01

    Grammar becomes one of the subjects studied in all Indonesian English Department. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Proble...

  5. Syntactic Functions in Functional Discourse Grammar and Role and Reference Grammar: An Evaluative Comparison

    Science.gov (United States)

    Butler, Christopher S.

    2012-01-01

    The aim of this paper is to compare the treatment of syntactic functions, and more particularly those traditionally labelled as Subject and Object, in Functional Discourse Grammar and Role and Reference Grammar. Relevant aspects of the overall structure of the two theories are briefly described. The concept of alignment between levels of the…

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

    NARCIS (Netherlands)

    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

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

    Science.gov (United States)

    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…

  8. Pronominal expression rule ordering in Danish and the question of a discourse grammar

    DEFF Research Database (Denmark)

    Jakobsen, Lisbeth Falster

    2005-01-01

    Dansk, funktionel grammatik, discourse grammar, personlige pronominer, modtageorientering, referens......Dansk, funktionel grammatik, discourse grammar, personlige pronominer, modtageorientering, referens...

  9. Towards a Reduction of Grammar Teaching a Lexical Analysis

    Directory of Open Access Journals (Sweden)

    Priyono Priyono

    1999-01-01

    Full Text Available Learning a language is essensially learning vocabulary, and it is the lexical competence that enables the learners to use the language with ease. It will be argued that such an ability includes, among the important ones, the knowledge of semantic properties and syntactic behaviour of the lexical item as well as its collocation. The acquisition of the semantic properties of a lexical item is necessary to support the learner's ability to distinguish different senses encoded in the lexical item, and the knowledge of syntactic behaviour reflects the learner's ability to recognize and produce the syntactic variants into which a lexical item can enter. The collocational competence is the knowledge of the lexical behaviour in particular that enables the learner to envisage the possible cooccurrence of other words with the given lexical item. Thus, the acquisition of lexical competence would cover a large part of syntax. This understanding of the nature and characteristics of lexicon would raise some questions on the relevance of putting great emphasis on the teaching of grammar only.

  10. The Mechanical Performance of Subscale Candidate Elastomer Docking Seals

    Science.gov (United States)

    Bastrzyk, Marta B.; Daniels, Christopher C.

    2010-01-01

    The National Aeronautics and Space Administration is developing a Low Impact Docking System (LIDS) for future exploration missions. The mechanism is a new state-of-the-art device for in-space assembly of structures and rendezvous of vehicles. At the interface between two pressurized modules, each with a version of the LIDS attached, a composite elastomer-metal seal assembly prevents the breathable air from escaping into the vacuum of space. Attached to the active LIDS, this seal mates against the passive LIDS during docking operation. The main interface seal assembly must exhibit low leak and outgas values, must be able to withstand various harsh space environments, must remain operational over a range of temperatures from -50 C to 75 C, and perform after numerous docking cycles. This paper presents results from a comprehensive study of the mechanical performance of four candidate subscale seal assembly designs at -50, 23, 50, and 75 C test temperatures. In particular, the force required to fully compress the seal during docking, and that which is required for separation during the undocking operation were measured. The height of subscale main interface seal bulbs, as well as the test temperature, were shown to have a significant effect on the forces the main interface seal of the LIDS may experience during docking and undocking operations. The average force values required to fully compress each of the seal assemblies were shown to increase with test temperature by approximately 50% from -50 to 75 C. Also, the required compression forces were shown to increase as the height of the seal bulb was increased. The seal design with the tallest elastomer seal bulb, which was 31% taller than that with the shortest bulb, required force values approximately 45% higher than those for the shortest bulb, independent of the test temperature. The force required to separate the seal was shown to increase with decreasing temperature after 15 hours of simulated docking. No adhesion

  11. The Tower of Babel and the Teaching of Grammar: Writing Instruction for a New Century.

    Science.gov (United States)

    Martinsen, Amy

    2000-01-01

    Considers the teaching of grammar and its importance in the writing classroom. Examines what grammar is; why writing instruction has moved away from grammar; differing opinions regarding grammar and writing instruction; and grammar's place in the writing classroom of the new century. Argues that grammar must be applied to students' own writing.…

  12. Unsupervised grammar induction of clinical report sublanguage

    Directory of Open Access Journals (Sweden)

    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.

  13. Effective Strategies for Turning Receptive Vocabulary into Productive Vocabulary in EFL Context

    Science.gov (United States)

    Faraj, Avan Kamal Aziz

    2015-01-01

    Vocabulary acquisition has been a main concern of EFL English teachers and learners. There have been tons of research to examine the student's level of receptive vocabulary and productive vocabulary, but no research has conducted on how turning receptive vocabulary into productive vocabulary. This study has reported the impact of the teaching…

  14. Vocabulary Learning Strategies and Arabic Vocabulary Size among Pre-University Students in Malaysia

    Science.gov (United States)

    Baharudin, Harun; Ismail, Zawawi

    2014-01-01

    Vocabulary learning strategies and vocabulary size are among the main factors that help determine how students learn second language vocabulary. The present study was an attempt to exploring the relationship between vocabulary learning strategies and Arabic vocabulary size of 742 pre-university in "Religious High School" (SMKA) and…

  15. FL Vocabulary Learning of Undergraduate English Majors in Western China: Perspective, Strategy Use and Vocabulary Size

    Science.gov (United States)

    Zhang, Baicheng

    2009-01-01

    The present study, by use of questionnaire and vocabulary tests, has investigated the foreign language vocabulary learning situation of 481 undergraduates in terms of their perspective of vocabulary learning, strategy use and vocabulary size. Based on the questionnaire investigation and vocabulary level tests, the characteristics of the subjects'…

  16. The Challenge of Effective Vocabulary Teaching

    Directory of Open Access Journals (Sweden)

    Cárdenas B. Melba Libia

    2001-08-01

    Full Text Available Helping students develop vocabulary competence is one of the main challenges English language teachers face. This paper addresses the main aspects we should consider when planning and developing lessons in terms of vocabulary improvement. To achieve that objective, we will analyse the linguistic background and principles of vocabulary teaching and learning, as well as some ways of opening up vocabulary.

  17. Second Language Vocabulary Growth at Advanced Level

    Science.gov (United States)

    Ozturk, Meral

    2016-01-01

    This study investigated the receptive vocabulary growth of advanced EFL learners in an English-medium degree programme. The study used the Vocabulary Size Test in a cross-sectional design to measure the vocabulary size of learners at various stages of study. The effect of word frequency on vocabulary development and the presence of an…

  18. For ELLs: Vocabulary beyond the Definitions

    Science.gov (United States)

    Roberts, Nancy S.; Truxaw, Mary P.

    2013-01-01

    In this article, a classroom teacher discusses ambiguities in mathematics vocabulary and strategies for ELL students in building understanding. The authors note that mathematics vocabulary may be more difficult to learn than other academic vocabulary for several reasons: (1) definitions are filled with technical vocabulary, symbols, and diagrams;…

  19. Vocabulary Knowledge of Adult ESL Learners

    Science.gov (United States)

    Mokhtar, Ahmad Azman; Rawian, Rafizah Mohd; Yahaya, Mohamad Fadhili; Abdullah, Azaharee; Mansor, Mahani; Osman, Mohd Izwan; Zakaria, Zahrullaili Ahmad; Murat, Aminarashid; Nayan, Surina; Mohamed, Abdul Rashid

    2010-01-01

    This study assessed Malaysian tertiary students' levels of passive and controlled active vocabulary knowledge. Two tests from the Vocabulary Levels Test were used to collect the data namely the Passive Vocabulary Test and Controlled Active Vocabulary Test. When using the test, the researchers were not particularly interested in the students' total…

  20. Simulation of a GOX-kerosene subscale rocket combustion chamber

    Science.gov (United States)

    Höglauer, Christoph; Kniesner, Björn; Knab, Oliver; Kirchberger, Christoph; Schlieben, Gregor; Kau, Hans-Peter

    2011-12-01

    In view of future film cooling tests at the Institute for Flight Propulsion (LFA) at Technische Universität München, the Astrium in-house spray combustion CFD tool Rocflam-II was validated against first test data gained from this rocket test bench without film cooling. The subscale rocket combustion chamber uses GOX and kerosene as propellants which are injected through a single double swirl element. Especially the modeling of the double swirl element and the measured wall roughness were adapted on the LFA hardware. Additionally, new liquid kerosene fluid properties were implemented and verified in Rocflam-II. Also the influences of soot deposition and hot gas radiation on the wall heat flux were analytically and numerically estimated. In context of reviewing the implemented evaporation model in Rocflam-II, the binary diffusion coefficient and its pressure dependency were analyzed. Finally simulations have been performed for different load points with Rocflam-II showing a good agreement compared to test data.

  1. A new variant of Petri net controlled grammars

    Science.gov (United States)

    Jan, Nurhidaya Mohamad; Turaev, Sherzod; Fong, Wan Heng; Sarmin, Nor Haniza

    2015-10-01

    A Petri net controlled grammar is a Petri net with respect to a context-free grammar where the successful derivations of the grammar can be simulated using the occurrence sequences of the net. In this paper, we introduce a new variant of Petri net controlled grammars, called a place-labeled Petri net controlled grammar, which is a context-free grammar equipped with a Petri net and a function which maps places of the net to productions of the grammar. The language consists of all terminal strings that can be obtained by parallelly applying multisets of the rules which are the images of the sets of the input places of transitions in a successful occurrence sequence of the Petri net. We study the effect of the different labeling strategies to the computational power and establish lower and upper bounds for the generative capacity of place-labeled Petri net controlled grammars.

  2. Vocabularies of happiness

    Directory of Open Access Journals (Sweden)

    Roxana Bratu

    2013-12-01

    Full Text Available This paper seeks to explore through interviews the vocabularies of happiness that interviewees invoke in face-to-face interactions to account for their happiness or lack thereof and, especially, for the (unhappiness of others. In other words, how do respondents present their own or others’ happiness – be they close or distant acquaintances, or people in general, in an interview conversation? Also, what understanding of others do these accounts make visible? This work embraces a discursive psychological (DP perspective, focusing on how different versions of happiness are being put together by respondents presenting themselves as competent and credible individuals, while at the same time positioning themselves in a moral order of happiness.

  3. Computer Multimedia Assisted English Vocabulary Teaching Courseware

    OpenAIRE

    Nan Yue

    2017-01-01

    English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in mor...

  4. SPE5 Sub-Scale Test Series Summary Report

    Energy Technology Data Exchange (ETDEWEB)

    Vandersall, Kevin S. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Reeves, Robert V. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); DeHaven, Martin R. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Strickland, Shawn L. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)

    2016-01-14

    A series of 2 SPE5 sub-scale tests were performed to experimentally confirm that a booster system designed and evaluated in prior tests would properly initiate the PBXN-110 case charge fill. To conduct the experiments, a canister was designed to contain the nominally 50 mm diameter booster tube with an outer fill of approximately 150 mm diameter by 150 mm in length. The canisters were filled with PBXN-110 at NAWS-China Lake and shipped back to LLNL for testing in the High Explosives Applications Facility (HEAF). Piezoelectric crystal pins were placed on the outside of the booster tube before filling, and a series of piezoelectric crystal pins along with Photonic Doppler Velocimetry (PDV) probes were placed on the outer surface of the canister to measure the relative timing and magnitude of the detonation. The 2 piezoelectric crystal pins integral to the booster design were also utilized along with a series of either piezoelectric crystal pins or piezoelectric polymer pads on the top of the canister or outside case that utilized direct contact, gaps, or different thicknesses of RTV cushions to obtain time of arrival data to evaluate the response in preparation for the large-scale SPE5 test. To further quantify the margin of the booster operation, the 1st test (SPE5SS1) was functioned with both detonators and the 2nd test (SPE5SS2) was functioned with only 1 detonator. A full detonation of the material was observed in both experiments as observed by the pin timing and PDV signals. The piezoelectric pads were found to provide a greater measured signal magnitude during the testing with an RTV layer present, and the improved response is due to the larger measurement surface area of the pad. This report will detail the experiment design, canister assembly for filling, final assembly, experiment firing, presentation of the diagnostic results, and a discussion of the results.

  5. Bottom-up grammar analysis : a functional formulation

    NARCIS (Netherlands)

    Jeuring, J.T.; Swierstra, D.

    1994-01-01

    This paper discusses bottom-up grammar analysis problems such as te EMPTY problem and the FIRST problem. It defines a general class of bottom-up grammar analysis problems, and from this definition it derives a functional program for performing bottom-up grammar analysis. The derivation is purely

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  8. The structure of modern standard French a student grammar

    CERN Document Server

    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.

  9. LR-parsing of Extended Context-free Grammars

    DEFF Research Database (Denmark)

    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...

  10. Pupils' Word Choices and the Teaching of Grammar

    Science.gov (United States)

    Wyse, Dominic

    2006-01-01

    The idea that formal grammar teaching leads to improvements in school pupils' writing has been a popular one. However, the robust and extensive evidence base shows that this is not the case. Despite this, policy initiatives have continued to suggest that grammar teaching does improve pupils' writing: the "Grammar for Writing" resource is…

  11. Structure preserving transformations on non-left-recursive grammars

    NARCIS (Netherlands)

    Maurer, H.A.; Nijholt, Antinus

    We will be concerned with grammar covers, The first part of this paper presents a general framework for covers. The second part introduces a transformation from nonleft-recursive grammars to grammars in Greibach normal form. An investigation of the structure preserving properties of this

  12. When Is a Verb? Using Functional Grammar to Teach Writing

    Science.gov (United States)

    Fearn, Leif; Farnan, Nancy

    2007-01-01

    While evidence shows that grammar study focused on identification, description, and definition (IDD) fails to enhance writing performance, the grammar most students study remains focused on the IDD tradition. We taught a functional grammar that featured what words do in sentences, rather than what words are called and how they are defined, to two…

  13. Ways of Knowing: Writing with Grammar in Mind

    Science.gov (United States)

    Myhill, Debra

    2005-01-01

    In the international context of concerns about standards in writing, this article addresses the role of grammar in the teaching of writing. It considers both current and historical perspectives on the teaching of grammar and offers a critique of research which attempts to determine the impact of grammar teaching on writing, but which does not…

  14. Linearly Ordered Attribute Grammar Scheduling Using SAT-Solving

    NARCIS (Netherlands)

    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

  15. Adaptable Grammars for Non-Context-Free Languages

    DEFF Research Database (Denmark)

    Christiansen, Henning

    2009-01-01

    We consider, as an alternative to traditional approaches for describing non-context-free languages, the use of grammars in which application of grammar rules themselves control the creation or modification of grammar rules. This principle is shown to capture, in a concise way, standard example la...

  16. On the Generating Power of Regularly Controlled Bidirectional Grammars

    NARCIS (Netherlands)

    Asveld, P.R.J.; Hogendorp, J.A.; Hogendorp, J.A.

    1991-01-01

    RCB-grammars or regularly controlled bidirectional grammars are context-free grammars of which the rules can be used in a productive and in a reductive fashion. In addition, the application of these rules is controlled by a regular language. Several modes of derivation can be distinguished for this

  17. On the Generating Power of Regularly Controlled Bidirectional Grammars

    NARCIS (Netherlands)

    Asveld, P.R.J.; Hogendorp, Jan Anne

    1989-01-01

    RCB-grammars or regularly controlled bidirectional grammars are context-free grammars of which the rules can be used in a productive and in a reductive fashion. In addition, the application of these rules is controlled by a regular language. Several modes of derivation can be distinguished for this

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

    Science.gov (United States)

    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…

  19. Playful Explicitness with Grammar: A Pedagogy for Writing

    Science.gov (United States)

    Myhill, Debra; Jones, Susan; Watson, Annabel; Lines, Helen

    2013-01-01

    The place of grammar within the teaching of writing has long been contested and successive research studies have indicated no correlation between grammar teaching and writing attainment. However, a recent study has shown a significant positive impact on writing outcomes when the grammar input is intrinsically linked to the demands of the writing…

  20. 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)

    Science.gov (United States)

    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…

  1. Web Exclusive--The Case for Not Teaching Grammar

    Science.gov (United States)

    Zwagerman, Sean

    2012-01-01

    The value of grammar instruction in improving students' writing has been debated for at least 150 years, and is showing no signs of tiring. But would teaching grammar actually improve writing? In fact, study after study has shown that the study of grammar does not translate to improved student writing. Indeed, the basic skills of writing are not…

  2. Human Vocabulary Use as Display

    Directory of Open Access Journals (Sweden)

    Jeremy Rosenberg

    2008-07-01

    Full Text Available The average human vocabulary consists of approximately 20,000 word families, yet only 6000-7000 word families are required to understand most communication. One possible explanation for this level of redundancy is that vocabulary size is selected as a fitness indicator and is used for display. Human vocabulary size correlates highly with measurable intelligence and when choosing potential mates individuals actively prefer other correlates of intelligence, such as education. Here we show that males used more low frequency words after an imaginary romantic encounter with a young female shown in a photograph relative to when they viewed photographs of older females. Females used fewer low frequency words when they imagined a romantic encounter with a young male shown in a photograph relative to when they viewed photographs of older males. These differences in male and female vocabulary displays may be related to sex differences in investment costs in offspring.

  3. Grammars with two-sided contexts

    Directory of Open Access Journals (Sweden)

    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.

  4. Modularity and derivation in Functional Discourse Grammar

    Directory of Open Access Journals (Sweden)

    Daniel GARCÍA VELASCO

    Full Text Available ABSTRACT Functional Discourse Grammar (FDG is a typologically-based theory of language structure which is organized in levels, layers and components. In this paper, I will claim that FDG is modular in Sadock’s sense, as it presents four independent levels of representation with their own linguistic primitives each. For modular grammars, the relation between the different levels (more technically, the nature of the interfaces is a central issue. It will be shown that FDG is a top-down grammar which follows two basic principles in its dynamic implementation: Depth-first and Maximal depth. Together with external constraints, these principles conspire to create linguistic representations which are psychologically adequate and which allow levels to be circumvented if necessary, thus simplifying representations and creating mismatches among them.

  5. The autonomy of grammar and semantic internalism

    Directory of Open Access Journals (Sweden)

    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.

  6. Reading and grammar learning through mobile phones

    Directory of Open Access Journals (Sweden)

    Shudong Wang

    2016-08-01

    Full Text Available 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 or took part in any aspect of the materials that appealed to them. Information gathered from participants and server logs indicate that reading and learning grammar using mobile devices is regarded as a positive language experience. However, the data also indicate that the success of any mobile learning project could be limited unless certain criteria are applied. This includes (a providing engaging learning materials that are neither too long nor overly-demanding; (b a proper degree of teacher monitoring; (c student involvement; (d the need for incentives; (e a respect for privacy; and (f a safe and secure mobile-learning technical environment.

  7. “I prefer to think for myself”: Upper Secondary School Pupils’ Attitudes towards Computer- based Spanish Grammar Exercises.

    Directory of Open Access Journals (Sweden)

    Kent Fredholm

    2014-02-01

    Full Text Available There is an increasing pressure from school leaders in many countries for teaching to be based solely on ICT tools. The present study is interested in what this does to pupils’ attitudes towards ICT in language classrooms. Is a digital monopoly a good way for pupils to learn languages? Is it what they want? To understand for which tasks students feel that computers are an appropriate tool, a qualitative survey mapping upper secondary school pupils’ attitudes towards the ICT use for learning Spanish has been conducted. The study looks at ICT use for grammar practice. A group of pupils have completed lesson diaries, reflecting upon web-based grammar exercises, comparing them to paper-based exercises, and a questionnaire survey on general attitudes towards ICT in language learning. The results indicate that the majority of participating pupils ask for a greater variety of tasks and see a need also for traditional forms of grammar practice, especially written exercises which give time to reflect upon grammar, syntax and vocabulary. They want ICT use to be an option, not a constraint. Many complain on flaws in the design of web-based grammar exercises. This shows a need for more research into the effects of different designs of web-based tools. It also becomes clearer that decision-makers and teachers must focus more on the pedagogical purpose of learning tasks and that the first question to ask is: “How can I teach this in a way that suits my pupils?” rather than: “How can I add more ICT to my teaching?”.

  8. TOEFL IBT vocabulary flash review

    CERN Document Server

    Llc, Learning Express

    2014-01-01

    The Test of English as a Foreign Language (TOEFL) measures the English proficiency of people whose native language isn't English. This portable guide features 600 essential TOEFL vocabulary flashcards, bound in a convenient book format, with definitions, sample sentences, synonyms, and pronunciation. The cards include the most-tested vocabulary on the exam. The perfect companion to any TOEFL study plan, this book is pocket-sized for portability and great for study anywhere, anytime!

  9. Vocabulary Maintenance Task Group Report

    OpenAIRE

    Baskauf, Steve

    2016-01-01

    This was a presentation at the TDWG Annual Meeting in Costa Rica, 2016-12-08 in a Task Group report session.  Abstract: The Vocabulary Maintenance Task Group has completed drafts of a Standards Documentation Specification and a Vocabulary Management Specification (https://github.com/tdwg/vocab). This session will outline the important aspects of the specifications and answer questions about their content and implementation.

  10. Vocabulary of Beauty Product Advertisements

    OpenAIRE

    Melbārde, Ieva

    2016-01-01

    Advertising is a powerful tool that is used to manipulate with people’s minds and influence the consumer behaviour. The focus of the present Bachelor Thesis is the vocabulary and lexical stylistic devices in hair and lip product advertisements. The research investigates the instruments used in advertisements serving to convince the customer to buy a certain product. The goal is to analyse and compare the vocabulary of hair and lip products and to find out whether there are differences from a ...

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

    Directory of Open Access Journals (Sweden)

    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.

  12. Transition-based combinatory categorial grammar parsing for English and Hindi

    OpenAIRE

    Ambati, Bharat Ram

    2016-01-01

    Given a natural language sentence, parsing is the task of assigning it a grammatical structure, according to the rules within a particular grammar formalism. Different grammar formalisms like Dependency Grammar, Phrase Structure Grammar, Combinatory Categorial Grammar, Tree Adjoining Grammar are explored in the literature for parsing. For example, given a sentence like “John ate an apple”, parsers based on the widely used dependency grammars find grammatical relations, such as ...

  13. A Unified Framework to Compute over Tree Synchronized Grammars and Primal Grammars

    Directory of Open Access Journals (Sweden)

    Frédéric Saubion

    2002-12-01

    Full Text Available Tree languages are powerful tools for the representation and schematization of infinite sets of terms for various purposes (unification theory, verification and specification .... In order to extend the regular tree language framework, more complex formalisms have been developed. In this paper, we focus on Tree Synchronized Grammars and Primal Grammars which introduce specific control structures to represent non regular sets of terms. We propose a common unified framework in order to achieve the membership test for these particular languages. Thanks to a proof system, we provide a full operational framework, that allows us to transform tree grammars into Prolog programs (as it already exists for word grammars with DCG whose goal is to recognize terms of the corresponding language.

  14. Applying posttraumatic stress disorder MMPI subscale to World War II POW veterans.

    Science.gov (United States)

    Query, W T; Megran, J; McDonald, G

    1986-03-01

    In order to determine whether the MMPI-PTSD subscale has application for assessing DSM-III diagnosed PTSD among populations other than Vietnam veterans, a group of WWII POWs (N = 69) were given the subscale. Results indicated that the use of the PTSD subscale can be generalized to older veterans; in a small sample of Pacific POWs, PTSD is more common among those from the Pacific theater than those from Europe. However, the subscale fails to distinguish between Pacific and European POW veterans. Difficulties in sampling and confounding stressors are discussed, as well as implications for treatment of WWII veterans.

  15. A Grammar Correction Algorithm – Deep Parsing and Minimal Corrections for a Grammar Checker

    OpenAIRE

    Clément, Lionel; Gerdes, Kim; Marlet, Renaud

    2009-01-01

    International audience; This article presents the central algorithm of an open system for grammar checking, based on deep parsing. The grammatical specification is a context-free grammar with flat feature structures. After a shared-forest analysis where feature agreement constraints are relaxed, error detection globally minimizes the number of corrections and alternative correct sentences are automatically proposed in an order of plausibility reflecting the number of changes made to the origi...

  16. Effects of individualized word retrieval in kindergarten vocabulary intervention

    NARCIS (Netherlands)

    Damhuis, C.M.P.; Segers, P.C.J.; Scheltinga, F.; Verhoeven, L.T.W.

    2016-01-01

    We examined the effects of adaptive word retrieval intervention on a classroom vocabulary program on children's vocabulary acquisition in kindergarten. In the experimental condition, word retrieval was provided in a classroom vocabulary program, combining implicit and explicit vocabulary

  17. A Glossary of Grammar and Linguistics.

    Science.gov (United States)

    MacLeish, Andrew

    A guide to linguistic analysis and to the three co-existing grammars--conventional, structural, and transformational--this glossary, which is directed to the beginning student, provides descriptions of terms and topics as they are used in their most frequent and familiar senses. Encyclopedic descriptions and information about the referent are…

  18. Ambiguity Detection for Programming Language Grammars

    NARCIS (Netherlands)

    H.J.S. Basten (Bas)

    2011-01-01

    textabstractContext-free grammars are the most suitable and most widely used method for describing the syntax of programming languages. They can be used to generate parsers, which transform a piece of source code into a tree-shaped representation of the code's syntactic structure. These parse

  19. Assessing Primary Literacy through Grammar Tests

    Science.gov (United States)

    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.

  20. Workspace theorems for regular-controlled grammars

    National Research Council Canada - National Science Library

    Meduna, Alexander; Zemek, Petr

    2011-01-01

    ... grammar H , there is a positive integer k such that H generates every sentence y ∈ L(H) by a derivation in which every sentential form x contains atmost (k−1)|x|/k occurrences of nontermina...

  1. Ontological semantics in modified categorial grammar

    DEFF Research Database (Denmark)

    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...

  2. Grammar Schools: Brief Flowering of Social Mobility?

    Science.gov (United States)

    Barker, Bernard

    2012-01-01

    Grammar schools are increasingly remembered, especially by right-wing ideologues, as the agents of a "brief flowering" of post-war social mobility. This article presents statistical, documentary and interview evidence of secondary education in the eleven plus era, and finds nothing to justify the claim that selective schools produced a general…

  3. A Grammar of Spoken Brazilian Portuguese.

    Science.gov (United States)

    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…

  4. A Basic Reference Grammar of Slovene.

    Science.gov (United States)

    Derbyshire, William W.

    This reference grammar is intended for adult speakers of English who are at the elementary through the intermediate levels of acquisition of the Slovene language. It begins with a brief description of the Slovene language, its major dialects and its place among the Slavic languages. Information on the alphabet, pronunciation, and spelling rules…

  5. A DESCRIPTIVE INDONESIAN GRAMMAR--PRELIMINARY EDITION.

    Science.gov (United States)

    DYEN, ISIDORE

    THIS PRELIMINARY EDITION COMPRISES A DESCRIPTIVE GRAMMAR OF INDONESIAN (BAHASA INDONESIA), THE OFFICIAL LANGUAGE OF THE REPUBLIC OF INDONESIA. THE THREE SECTIONS--PHONOLOGY, SYNTAX, AND MORPHOLOGY--PRESENT A COMPREHENSIVE LINGUISTIC ANALYSIS OF INDONESIAN, WITH OCCASIONAL CONTRASTIVE REFERENCE TO MALAY, JAVANESE, SUNDANESE, AND SUMATRAN. THIS…

  6. On defining semantics of extended attribute grammars

    DEFF Research Database (Denmark)

    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...

  7. What Is a Rule of Grammar?

    Science.gov (United States)

    Lardiere, Donna

    2014-01-01

    This article offers commentary on the Multiple Grammars (MG) language acquisition theory proposed by Luiz Amaral and Tom Roeper in this issue. It argues that more precise definitions are needed for the terms "rule," "simple," and "productive." Topics discussed include Amaral and Roeper's verb second (V2) rule,…

  8. A Grammar Library for Information Structure

    Science.gov (United States)

    Song, Sanghoun

    2014-01-01

    This dissertation makes substantial contributions to both the theoretical and computational treatment of information structure, with an eye toward creating natural language processing applications such as multilingual machine translation systems. The aim of the present dissertation is to create a grammar library of information structure for the…

  9. Interpretation and reduction of attribute grammars

    NARCIS (Netherlands)

    Filè, Gilberto

    1983-01-01

    An attribute grammar (AG) is in reduced form if in all its derivation trees every attribute contributes to the translation. We prove that, eventhough AG are generally not in reduced form, they can be reduced, i.e., put into reduced form, without modifying their translations. This is shown first for

  10. Grammar success in 20 minutes a day

    CERN Document Server

    Express, Learning

    2013-01-01

    Thorough and concise, Grammar Success in 20 Minutes a Day, covers all the essentials, including common and proper nouns; personal, reflexive, and demonstrative pronouns; regular and irregular verbs; adjectives, adverbs, misplaced modifiers, prepositions, subordinate and insubordinate clauses; coordinating and correlating conjunctions; compound sentences; and punctuation.

  11. Commentary: Revealing the workings of universal grammar

    Indian Academy of Sciences (India)

    Home; Journals; Journal of Biosciences; Volume 28; Issue 5. Commentary: Revealing the workings of universal grammar. Mohinish Shukla. Volume 28 Issue 5 September 2003 pp 535-537. Fulltext. Click here to view fulltext PDF. Permanent link: http://www.ias.ac.in/article/fulltext/jbsc/028/05/0535-0537. Author Affiliations.

  12. What Research Tells Us about Teaching Grammar

    Science.gov (United States)

    Smith, Michael W.; Wilhelm, Jeff

    2006-01-01

    The authors offer research studies and other documented evidence that teaching grammar without a meaningful context does not improve student writing, largely because that approach does not address the root causes of errors. Several resources that support this position and offer more productive strategies are summarized, including the authors'…

  13. Eye Movements in Implicit Artificial Grammar Learning

    Science.gov (United States)

    Silva, Susana; Inácio, Filomena; Folia, Vasiliki; Petersson, Karl Magnus

    2017-01-01

    Artificial grammar learning (AGL) has been probed with forced-choice behavioral tests (active tests). Recent attempts to probe the outcomes of learning (implicitly acquired knowledge) with eye-movement responses (passive tests) have shown null results. However, these latter studies have not tested for sensitivity effects, for example, increased…

  14. Enriching a Descriptive Grammar with Treebank Queries

    NARCIS (Netherlands)

    Bouma, G.; van Koppen, J.M.; Landsbergen, Frank; Odijk, J.E.J.M.; van der Wouden, Ton; van de Camp, Matje

    2015-01-01

    The Syntax of Dutch (SoD) is a descriptive and detailed grammar of Dutch, that provides data for many issues raised in linguistic theory. We present the results of a pilot project that investigated the possibility of enriching the online version of the text with links to queries that provide

  15. Interactive Russian Grammar: The Case System

    Directory of Open Access Journals (Sweden)

    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.

  16. INCIDENTAL VOCABULARY LEARNING THROUGH READING

    Directory of Open Access Journals (Sweden)

    Holly Warzecha, M.A. TESOL

    2017-04-01

    Full Text Available The purpose of the following paper is to take a closer look at the benefits of incidental learning through reading, with a specific focus on vocabulary acquisition. The teaching of vocabulary has traditionally been an explicit process where the target vocabulary is taken out of context and taught separately. However, this kind of explicit teaching and learning may only take into account a form-meaning connection. Therefore, this paper explores research on incidental learning and specifically looks at what it takes to acquire new vocabulary incidentally through reading while considering the coverage rates of texts, how many words must be known already from the text, how many repetitions it takes to learn a word, types of texts that promote learning, and the effects of pairing students‘ reading with learner tasks. After reviewing many studies, it can be concluded that more reading is better. More specifically, extensive reading of chosen novels at an appropriate level and interest to the students showed important gains in vocabulary. In addition, readings that were supplemented with additional activities that focused on both form and meaning showed an even higher increase in word retention.

  17. Making Vocabulary Corporeal: Arabic Learners, Vocabulary Development, & arabiCorpus

    Directory of Open Access Journals (Sweden)

    Amy Johnson

    2013-01-01

    Full Text Available Recent years have seen increasing integration of language corpora into second language instruction. Arabic’s rich polysemy and multiglossic spectrum can complicate vocabulary development for learners. Corpora thus offer great potential as complementary tools for Arabic learners. This study examines two variants of a corpusbased exercise used with fourth-semester adult Arabic learners. Learners analyzed data for select Arabic vocabulary items in the online arabiCorpus. Students in both variant groups proved themselves adept at using the corpus, interpreting data, and articulating metalinguistic hypotheses about nuances of meaning.

  18. Teaching Vocabulary in Storybooks: Embedding Explicit Vocabulary Instruction for Young Children

    Science.gov (United States)

    Spencer, Elizabeth J.; Goldstein, Howard; Kaminski, Ruth

    2012-01-01

    Vocabulary instruction is a critical component of early language and literacy programs. Vocabulary skills in the early elementary school years are strong predictors of later reading achievement and there is a correlation between vocabulary knowledge and reading comprehension. Children who have limited vocabulary in kindergarten are at high risk of…

  19. Breadth and Depth of Vocabulary Knowledge and Their Effects on L2 Vocabulary Profiles

    Science.gov (United States)

    Bardakçi, Mehmet

    2016-01-01

    Breadth and depth of vocabulary knowledge have been studied from many different perspectives, but the related literature lacks serious studies dealing with their effects on vocabulary profiles of EFL learners. In this paper, with an aim to fill this gap, the relative effects of breadth and depth of vocabulary knowledge on L2 vocabulary profiles…

  20. The Relationship between Vocabulary Learning Strategies and Breadth and Depth of Vocabulary Knowledge

    Science.gov (United States)

    Zhang, Xian; Lu, Xiaofei

    2015-01-01

    This study investigated the relationship between vocabulary learning strategies and vocabulary breadth and depth knowledge. One hundred and fifty first-year university students in China took the Vocabulary Levels Test, a meaning recall task, and the Depth of Vocabulary Knowledge Test. The first two tests were used to elicit two types of vocabulary…

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

    NARCIS (Netherlands)

    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)

  2. Increasing the Precision of Subscale Scores by Using Out-of-Scale Information

    Science.gov (United States)

    Kahraman, Nilufer; Kamata, Akihito

    2004-01-01

    In this study, the precision of subscale score estimates was evaluated when out-of-scale information was incorporated. Procedures that incorporated out-of-scale information and only information within a subscale were compared through a series of simulations. It was revealed that more information (i.e., more precision) was always provided for…

  3. Using Mnemonic Techniques In Vocabulary Learning

    OpenAIRE

    Purnama, Ita

    2016-01-01

    This paper aims to find out how to apply the mnemonic techniques in vocabulary learning. Many methods, strategies, approaches and techniques are created to improve vocabulary master in learning process. Mnemonic is one of technique to train good vocabulary because mnemonic techniques are focus on memorizing things and it's really suitable for vocabulary learning. Mnemonic techniques consist of: a) acronyms, b) sentences/acrostics, c) peg method, d) image mnemonic, f) chunking, and g) mind map...

  4. Input-Based Tasks and the Acquisition of Vocabulary and Grammar: A Process-Product Study

    Science.gov (United States)

    Shintani, Natsuko

    2012-01-01

    The study reported in this article investigated the use of input-based tasks with young, beginner learners of English as a second language by examining both learning outcomes (i.e. acquisition) and the interactions that resulted from implementing the tasks. The participants were 15 learners, aged six, with no experience of second language (L2)…

  5. CHUVASH MANUAL--INTRODUCTION, GRAMMAR, READER, AND VOCABULARY. URALIC AND ALTAIC SERIES, VOLUME 7.

    Science.gov (United States)

    KRUEGER, JOHN R.

    PART ONE OF THIS COMPREHENSIVE MANUAL OF CHUVASH COMPRISES A BRIEF SURVEY OF THE HISTORY, CUSTOMS, AND SOME IMPORTANT ASPECTS OF THE CHUVASH ECONOMIC AND POLITICAL SYSTEMS. A MAP AND GAZETTEER OF THE PLACE NAMES OF CHUVASHIA (CHUVASH AUTONOMOUS SOVIET SOCIALIST REPUBLIC OF THE USSR), BASED ON THE MAP IN THE "GREAT SOVIET ENCYCLOPEDIA," NOVEMBER…

  6. Practice on Assessing Grammar and Vocabulary: The Case of the TOEFL

    Science.gov (United States)

    Zhuang, Xin

    2008-01-01

    The Test of English as a Foreign Language (TOEFL) brings tremendous influence to EFL (English as a Foreign Language) learners worldwide. TOEFL 2000 project claims that TOEFL, as a more reflective of communicative model, could provide more information about international students' language ability that it is supposed to measure. However, after…

  7. Combined Grammar for the Modeling of Building Interiors

    Science.gov (United States)

    Becker, S.; Peter, M.; Fritsch, D.; Philipp, D.; Baier, P.; Dibak, C.

    2013-11-01

    As spatial grammars have proven successful and efficient to deliver LOD3 models, the next challenge is their extension to indoor applications, leading to LOD4 models. Therefore, a combined indoor grammar for the automatic generation of indoor models from erroneous and incomplete observation data is presented. In building interiors where inaccurate observation data is available, the grammar can be used to make the reconstruction process robust, and verify the reconstructed geometries. In unobserved building interiors, the grammar can generate hypotheses about possible indoor geometries matching the style of the rest of the building. The grammar combines concepts from L-systems and split grammars. It is designed in such way that it can be derived from observation data fully automatically. Thus, manual predefinitions of the grammar rules usually required to tune the grammar to a specific building style, become obsolete. The potential benefit of using our grammar as support for indoor modeling is evaluated based on an example where the grammar has been applied to automatically generate an indoor model from erroneous and incomplete traces gathered by foot-mounted MEMS/IMU positioning systems.

  8. Perfecting Language: Experimenting with Vocabulary Learning

    Science.gov (United States)

    Absalom, Matthew

    2014-01-01

    One of the thorniest aspects of teaching languages is developing students' vocabulary, yet it is impossible to be "an accurate and highly communicative language user with a very small vocabulary" (Milton, 2009, p. 3). Nation (2006) indicates that more vocabulary than previously thought is required to function well both at spoken and…

  9. Vocabulary of Toddlers Who Are Late Talkers

    Science.gov (United States)

    MacRoy-Higgins, Michelle; Shafer, Valerie L.; Fahey, Katlin J.; Kaden, Elyssa R.

    2016-01-01

    The purpose of this study was to understand vocabulary characteristics in toddlers who are late talkers (LT) as compared with age-matched (AM) and vocabulary-matched (VM) peers. The semantic categories (e.g., animals, foods, toys) and the percentage of nouns, verbs, and closed-class words in the vocabularies of 36 toddlers (12 LT, 12 AM, 12 VM)…

  10. Listening Vocabulary: Embracing Forgotten Aural Features

    Science.gov (United States)

    Siegel, Joseph

    2016-01-01

    This article describes an innovation in the teaching and learning of vocabulary in English as a Foreign Language classes. Whereas vocabulary coverage in classrooms and textbooks traditionally focuses on lists of target words in printed form, this article promotes the notion of "aural vocabulary" as an important part of…

  11. Pruning the vocabulary for better context recognition

    DEFF Research Database (Denmark)

    Madsen, Rasmus Elsborg; Sigurdsson, Sigurdur; Hansen, Lars Kai

    2004-01-01

    of term relevancy, when pruning the vocabularies. With reduced vocabularies, documents are classified using a latent semantic indexing representation and a probabilistic neural network classifier. Reducing the bag-of-words vocabularies with 90%-98%, we find consistent classification improvement using two...

  12. Vocabulary Pruning for Improved Context Recognition

    DEFF Research Database (Denmark)

    Madsen, Rasmus Elsborg; Sigurdsson, Sigurdur; Hansen, Lars Kai

    2004-01-01

    of term relevancy, when pruning the vocabularies. With reduced vocabularies documents are classified using a latent semantic indexing representation and a probabilistic neural network classifier. Reducing the bag-of-words vocabularies with 90%-98%, we find consistent classification improvement using two...

  13. Vocabulary Instruction: Software Flashcards vs. Word Clouds

    Science.gov (United States)

    Mansouri, Vahid

    2015-01-01

    When it comes to language learning, vocabulary learning is the main activity focused on. Vocabulary learning is the main problem and also the goal of new language learners. It is one of the major problems that language learners encounter during learning a new language. Krashen (1989) (cited in Tokac, 2005) points out the role of vocabulary in a…

  14. Influence of Contexts on Vocabulary Testing

    Science.gov (United States)

    Gao, Chun-mei

    2007-01-01

    In vocabulary testing, whether to adopt context is a heat-debated topic. In the article, an experiment is designed to investigate what is the effect of zero context and sentence context on the vocabulary testing? And how do the different kinds of context in vocabulary affect the subjects' performance? The experimental result demonstrates that…

  15. Vocabulary Levels and Size of Malaysian Undergraduates

    Science.gov (United States)

    Harji, Madhubala Bava; Balakrishnan, Kavitha; Bhar, Sareen Kaur; Letchumanan, Krishnaveni

    2015-01-01

    Vocabulary is a fundamental requirement of language acquisition, and its competence enables independent reading and effective language acquisition. Effective language use requires adequate level of vocabulary knowledge; therefore, efforts must be made to identify students' vocabulary base for greater efficiency and competency in the language.…

  16. Vocabulary Constraint on Reading Materials

    OpenAIRE

    Sutarsyah, Cucu

    2008-01-01

    The aim of the study is to identify and describe the vocabulary in reading materials and to seek if the texts are useful for reading skill development. A descriptive qualitative design was applied to obtain the data. Some available computer programs were used to find the description of vocabulary in the texts. It was found that the texts are dominated by low frequency words which compose 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words ...

  17. Vocabulary Learning Strategy Preferences and Vocabulary Size of Pre-service English Teachers

    OpenAIRE

    Şener, Sabriye

    2015-01-01

    The present study examined the vocabulary learning strategy preferences and vocabulary size of pre-service English teachers at a state university in Turkey. It also investigated the relationship between their strategy use and vocabulary size. To this end, 304 pre-service teachers constituted the working group of the research. In this study, a quantitative research design was employed. For data collection, an adapted version of the Vocabulary Learning Strategy Inventory and Vocabulary Levels T...

  18. Reading comprehension and vocabulary:is vocabulary more important for some aspects of comprehension?

    OpenAIRE

    Cain, Kate; Oakhill, Jane

    2014-01-01

    The influence of vocabulary breadth (number of words known) and vocabulary depth (what is known about those words) on different aspects of text comprehension was examined in 83 10- to 11-year-olds. Vocabulary was not an important predictor of comprehension for details explicitly stated in the text. In contrast, vocabulary was related to inference making and, in particular, measures of vocabulary that assessed what was known about individual words predicted unique variance in global coherence ...

  19. Interactive Approaches for Vocabulary Teaching

    Science.gov (United States)

    Lin, Grace Hui Chin

    2009-01-01

    Vocabulary acquisition research has been paid attention these years (e.g. Beck, McKeown & McCaslin, 1983; Harley, 1996; Huckin, Haynes, & Coady, 1993; Zahar, Cobb & Spada, 2001). A serious methodologies had been reported, including applying learner dictionaries (Nesi, 1999; Tribble, 2003), using forms of visual glossing (Al-Seghayer,…

  20. Suri-English basic vocabulary

    NARCIS (Netherlands)

    Abbink, J.

    1993-01-01

    The Suri, also known as Surma, are agropastoralists living in the semiarid lowland area of the Kafa Administrative Region of Ethiopia. The Suri language belongs to the South-East Surmic (SES) language group within the Eastern Sudanic family of Nilo-Saharan. The Suri-English vocabulary presented here

  1. BUILDING VOCABULARY USING POP SONGS

    Directory of Open Access Journals (Sweden)

    author Rahmatika Kayyis

    2015-01-01

    Full Text Available The objective of the study is to find out whether there is a significant difference between the vocabulary mastery of first semester students taughtusing English pop songs and that taught without using English pop songs as a medium. This study involved 64 students of first semesterof STKIP Muhammadiyah Pringsewu Lampung in the academic year of 2012/2013 as the objects of the study. The result of the study shows there is a significant difference in the student’s vocabulary mastery between the experimental group who are taughtusing English pop songs and that taught without using English pop songs as a medium.The mean of post test score of the experimental group is 16.93 while the mean score of the control group is 14.54. The result of t-test shows that t-observed value which is higher than the t-value of the table (2.572>1.99, with a probability value of 0.008 which is lower than the significance level (0.008 < 0.05. In conclusion, the use of English pop songscould improve the students’ vocabulary mastery.Keywords: Vocabulary, English Pop Songs

  2. Financial Literacy of Pupils at Grammar School

    OpenAIRE

    Nováková, Kateřina

    2013-01-01

    The diploma thesis "Financial literacy of pupils at grammar school" deals with the attitudes of students to the issue of financial literacy and the level of their knowledge. It focuses on individual components of financial literacy and key factors which influence and shape the students' knowledge and attitudes. Comparing available literature sources the definition of financial literacy is discussed in the theoretical part. The theoretical part also includes the way financial education is regu...

  3. Nigel: A Systemic Grammar for Text Generation.

    Science.gov (United States)

    1983-02-01

    in the logical component). Henrici [ Henrici 811 observes that "linear recursion is rather more troublesome" than recursion through embedding (which...notation defined by Henrici [ Henrici 81]. However, we have neither exhausted the grammar nor reached the lexicon. This section will present how the...Halliday, M. A. K., Language as Social Semiotic, University Park Press, Baltimore, 1978 [ Henrici 81] Henrici , A., "Some notes on the systemic generation of

  4. Astronomy at Torquay Boys' Grammar School

    Science.gov (United States)

    Reid, David; Lintott, Chris

    1996-10-01

    TBGS Observatory is owned and run by Torquay Boys' Grammar School in South Devon. The school itself encompasses a wide curriculum from sports to academic studies, ranging from the arts to humanities and science. Due to a high interest from pupils and staff the school has a special focus upon Astronomy. Resulting from this TBGS owns one of the largest, best equipped school observatories in the UK. It is now a minor centre for research and studies at GCSE and higher levels.

  5. Experimental functional realization of attribute grammar system

    Directory of Open Access Journals (Sweden)

    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.

  6. Handbook of graph grammars and computing by graph transformation

    CERN Document Server

    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

  7. Bottom-up grammar analysis : a functional formulation

    OpenAIRE

    Jeuring, J.T.; Swierstra, D.

    1994-01-01

    This paper discusses bottom-up grammar analysis problems such as te EMPTY problem and the FIRST problem. It defines a general class of bottom-up grammar analysis problems, and from this definition it derives a functional program for performing bottom-up grammar analysis. The derivation is purely calculational, using theorems from lattice therory, the Bird-Meertens calculus, and laws for list-comprehensions. Sufficient conditions guaranteeing the existence of a solution emerge as a byproduct o...

  8. GramCheck: A Grammar and Style Checker

    OpenAIRE

    Bustamante, Flora Ramírez; León, Fernando Sánchez

    1996-01-01

    This paper presents a grammar and style checker demonstrator for Spanish and Greek native writers developed within the project GramCheck. Besides a brief grammar error typology for Spanish, a linguistically motivated approach to detection and diagnosis is presented, based on the generalized use of PROLOG extensions to highly typed unification-based grammars. The demonstrator, currently including full coverage for agreement errors and certain head-argument relation issues, also provides correc...

  9. Problem-Based Learning to Improve Students’ Grammar Competence

    Directory of Open Access Journals (Sweden)

    Mukminatus Zuhriyah

    2017-06-01

    Full Text Available Grammar becomes one of the subjects studied in all Indonesian English Department. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students’ grammar competence. Meanwhile, the specific purposes were to know the lecturer’s activities, the students’ activities, and the students’ responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy’ari University (UNHASY Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an improvement on students’ grammar competence from cycle one to cycle two. It was proven by their mean score from 66.7 in cycle one to 72.8 in cycle two. Meanwhile, the percentage of students passing the minimum mastery criteria was from 44.4 in cycle one and 88.9 in cycle two. So that it can be concluded that problem-based learning could improve students’ grammar competence.

  10. Completeness of Compositional Translation for Context-Free Grammars

    CERN Document Server

    Huijsen, W O

    1996-01-01

    A machine translation system is said to be *complete* if all expressions that are correct according to the source-language grammar can be translated into the target language. This paper addresses the completeness issue for compositional machine translation in general, and for compositional machine translation of context-free grammars in particular. Conditions that guarantee translation completeness of context-free grammars are presented.

  11. Computer Multimedia Assisted English Vocabulary Teaching Courseware

    Directory of Open Access Journals (Sweden)

    Nan Yue

    2017-12-01

    Full Text Available English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

  12. Human kinship, from conceptual structure to grammar.

    Science.gov (United States)

    Jones, Doug

    2010-10-01

    Research in anthropology has shown that kin terminologies have a complex combinatorial structure and vary systematically across cultures. This article argues that universals and variation in kin terminology result from the interaction of (1) an innate conceptual structure of kinship, homologous with conceptual structure in other domains, and (2) principles of optimal, "grammatical" communication active in language in general. Kin terms from two languages, English and Seneca, show how terminologies that look very different on the surface may result from variation in the rankings of a universal set of constraints. Constraints on kin terms form a system: some are concerned with absolute features of kin (sex), others with the position (distance and direction) of kin in "kinship space", others with groups and group boundaries (matrilines, patrilines, generations, etc.). Also, kin terms sometimes extend indefinitely via recursion, and recursion in kin terminology has parallels with recursion in other areas of language. Thus the study of kinship sheds light on two areas of cognition, and their phylogeny. The conceptual structure of kinship seems to borrow its organization from the conceptual structure of space, while being specialized for representing genealogy. And the grammar of kinship looks like the product of an evolved grammar faculty, opportunistically active across traditional domains of semantics, syntax, and phonology. Grammar is best understood as an offshoot of a uniquely human capacity for playing coordination games.

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

    CERN Document Server

    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

  14. The role of primary caregiver vocabulary knowledge in the development of bilingual children's vocabulary skills.

    Science.gov (United States)

    Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

    2014-10-01

    The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Vocabulary skills were measured in 58 bilingual children between the ages of 5 and 7 who spoke Spanish as their native language and English as their second language. Data related to language environment in the home, specifically, the percent of language exposure to each language and SES, were obtained from primary caregiver interviews. Primary caregivers' vocabulary knowledge was measured directly using expressive and receptive vocabulary assessments in both languages. Multiple regression analyses indicated that primary caregivers' vocabulary knowledge, the child's percent exposure to each language, and SES were robust predictors of children's English, but not Spanish, vocabulary skills. These findings indicate that in the early school ages, primary caregiver vocabulary skills have a stronger impact on bilingual children's second-language than native-language vocabulary.

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

    Directory of Open Access Journals (Sweden)

    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.

  16. ULTRA: Universal Grammar as a Universal Parser.

    Science.gov (United States)

    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

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

    Science.gov (United States)

    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.

  18. Grammars Preceding the 16th-Century Bohorič Grammar in Some European Countries Relevant to Slovenia

    Directory of Open Access Journals (Sweden)

    Kozma Ahačič

    2006-12-01

    Full Text Available The paper describes the grammars of European vernacular languages as possible indirect and (partly direct sources for the first grammar of the Slovene language, Arcticae Horulae Succisivae de Latinocarniolana Literatura [Free Winter Hours on Latin-Carniolian Grammar], written in 1584 by Adam Bohorič. Within this framework, the situation in the field of grammar writing is outlined for Germany (Ickelsamer, Albertus, Ölinger, Clajus, France (de Bovelles, Dubois, Drosée, Meigret, R. Estienne, de la Ramée , Pillot, Garnier, Cauchie, Italy (Alberti, Fortunio, Bembo, Corso, Dolce, Castelvetro, Ruscelli, Salviati, Giambullari, Trissino, Bohemia (Optát, Gzel, Philomates, Blahoslav, and Poland (Statorius. The grammar works of the individual authors are described in detail, put into the context of European production, and commented on from the viewpoint of their possible influence on the Bohorič grammar. Particular emphasis is placed on the German grammar by Johannes Clajus (1578, which may have served as its direct source, and on the Polish grammar by Statorius (1568, which shows similarities to the Bohorič grammar in both development and sources.

  19. "Moved by the spirit": does spirituality moderate the interrelationships between subjective well-being subscales?

    Science.gov (United States)

    Schuurmans-Stekhoven, James

    2010-07-01

    Despite the recent escalation of research into the spirituality and well-being link, past efforts have been plagued by methodological problems. However, the potential for measurement error within psychometric instruments remains largely unexplored. After reviewing theory and evidence suggesting spirituality might represent an affective misattribution, moderation modeling-with each subjective well-being (SWB) subscale as a dependent variable as predicted by the remaining SWB subscales-is utilized to test the assumption of scale invariance. These interrelationships were shown to vary in conjunction with spirituality; that is the analysis revealed significant spirituality x subscale interactions. Importantly, in all models the spirituality main effect was either nonsignificant or accounted for by other predictors. In combination, the findings suggest the interrelationship between the subscales rather than the level of SWB varies systematically with spirituality and casts considerable doubt on the previously reported "belief-as-benefit" effect.

  20. The Correlation of SCL-90-R Anxiety, Depression, Somatization Subscale Scores with Chronic Low Back Pain.

    Science.gov (United States)

    Adilay, Utku; Guclu, Bulent; Goksel, Murat; Keskil, Semih

    2017-02-07

    The aim of this study was to investigate the correlation of the Symptom Checklist-90-R (SCL-90-R) anxiety, depression, and somatization subscale scores with chronic low back pain. In this study, 75 patients admitted with the complaint of chronic low back pain (patient group) and 75 healthy persons (control group) were evaluated. SCL-90-R anxiety, depression, and somatization subscale scores of patients having chronic low back pain and healthy persons were measured. The mean values were paired and using two tailed t test they were statistically evaluated. The difference between SCL-90-R anxiety subscale subscores of patients having choronic low back pain and healthy persons was statistically non significant (p 0.05).The difference betweenSCL-90-R depression subscale subscores of patients having chronic low back pain and healthy persons was statistically non significant (p 0.05). The difference between SCL-90-R somatization subscale subscores of patients having chronic low back pain and healthy persons was statistically significant (p 0.05). Our data show that SCL-90-R somatization subscale subscores were higher in patients with low back pain. The treatment of low back pain can be more successful when combined with the treatment of somatization.

  1. The Subjective Index for Physical and Social Outcome (SIPSO in Stroke: investigation of its subscale structure

    Directory of Open Access Journals (Sweden)

    George Steve

    2010-04-01

    Full Text Available Abstract Background Short and valid measures of the impact of a stroke on integration are required in health and social settings. The Subjective Index of Physical and Social Outcome (SIPSO is one such measure. However, there are questions whether scores can be summed into a total score or whether subscale scores should be calculated. This paper aims to provide clarity on the internal construct validity of the subscales and the total scale. Methods SIPSO data were collected as part of two parallel surveys of the met and unmet needs of 445 younger people (aged 18-65 with non-recent stroke (at least one year and living at home. Factor, Mokken and Rasch analysis were used. Results Factor analysis supported a two factor structure (explaining 68% of the variance as did the Mokken analysis (overall Loevinger coefficient 0.77 for the Physical Integration subscale; 0.51 for the Social Integration subscale. Both subscales fitted the Rasch model (P > 0.01 after adjusting for some observed differential item functioning. The 10-items together did not fit the Rasch model. Conclusions The SIPSO subscales are valid for use with stroke patients of working age but the total SIPSO is not. The conversion table can be used by clinicians and researchers to convert ordinal data to interval level prior to mathematical operations and other parametric procedures. Further work is required to explore the occurrence of bias by gender for some of the items.

  2. Small Vocabulary with Saliency Matching for Video Copy Detection

    DEFF Research Database (Denmark)

    Ren, Huamin; Moeslund, Thomas B.; Tang, Sheng

    2013-01-01

    of vocabulary. BoW descriptors under a small vocabulary can be both robust and efficient, while keeping high recall rate compared with large vocabulary. However, the high false positives exists in small vocabulary also limits its application. To address this problem in small vocabulary, we propose a novel...

  3. The Multiple Grammars Theory and the Nature of L2 Grammars

    Science.gov (United States)

    Liceras, Juana M.

    2014-01-01

    This article offers the author's commentary on the Multiple Grammar (MG) language acquisition theory proposed by Luiz Amaral and Tom Roeper in the present issue and touches on other second language acquisition research. Topics discussed include the concept of second language (L2) optionality, a hypothesis regarding the acquisition of the…

  4. ncRNA consensus secondary structure derivation using grammar strings.

    Science.gov (United States)

    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.

  5. Developments in generative grammar and their applications to the ...

    African Journals Online (AJOL)

    The aim of this paper is to highlight how developments in generative grammar have been applied to the study of Nigerian languages. Serious attempts to incorporate developments in generative grammar in the analysis of Nigerian languages started in the 1970s. The trend has been progressive. Indeed, very recent ...

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

    Science.gov (United States)

    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…

  7. Construction Morphology and the Parallel Architecture of Grammar

    Science.gov (United States)

    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…

  8. Effect of Direct Grammar Instruction on Student Writing Skills

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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,…

  11. Systemic Approach in Teaching Grammar to Adult Learners.

    Science.gov (United States)

    Meskhi, Anna

    This article addresses difficulty in English-as-a-Second-Language grammar instruction, offering the systemic approach as an alternative method of teaching grammar. Observation of the process of learning various grammatical rules reveals a tendency to make two types of errors (formational and functional). Analysis of grammatical errors made by…

  12. The Effect of Grammar Teaching on Writing Development

    Science.gov (United States)

    Andrews, Richard; Torgerson, Carole; Beverton, Sue; Freeman, Allison; Locke, Terry; Low, Graham; Robinson, Alison; Zhu, Die

    2006-01-01

    This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5-16-year-olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching…

  13. Second Language Learners' Beliefs about Grammar Instruction and Error Correction

    Science.gov (United States)

    Loewen, Shawn; Li, Shaofeng; Fei, Fei; Thompson, Amy; Nakatsukasa, Kimi; Ahn, Seongmee; Chen, Xiaoqing

    2009-01-01

    Learner beliefs are an important individual difference in second language (L2) learning. Furthermore, an ongoing debate surrounds the role of grammar instruction and error correction in the L2 classroom. Therefore, this study investigated the beliefs of L2 learners regarding the controversial role of grammar instruction and error correction. A…

  14. GRAMMAR--THE PROTEUS OF THE ENGLISH CURRICULUM.

    Science.gov (United States)

    ASTON, KATHARINE O.

    THE ENGLISH CURRICULUM CAN BE MADE MORE EFFECTIVE BY CONSIDERING THE SIGNIFICANT PART PLAYED BY THE COMPONENT OF GRAMMAR. THE NATIVE SPEAKER OF ENGLISH POSSESSES AN INTUITIVE KNOWLEDGE OF THE RULES OF GRAMMAR AND YET CANNOT EXPLAIN WHAT HIS INTUITION KNOWS. THEREFORE, A PRECISE, ECONOMICAL DESCRIPTION OF THE LANGUAGE MECHANISM AND HOW IT FUNCTIONS…

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

    Science.gov (United States)

    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…

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

    NARCIS (Netherlands)

    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

  17. Pair Counting to Improve Grammar and Spoken Fluency

    Science.gov (United States)

    Hanson, Stephanie

    2017-01-01

    English language learners are often more grammatically accurate in writing than in speaking. As students focus on meaning while speaking, their spoken fluency comes at a cost: their grammatical accuracy decreases. The author wanted to find a way to help her students improve their oral grammar; that is, she wanted them to focus on grammar while…

  18. Constraints and Logic Programming in Grammars and Language Analysis

    DEFF Research Database (Denmark)

    Christiansen, Henning

    2014-01-01

    analysis. With a tool such as Constraint Handling Rules, CHR, to be ex- plained below, the grammar writer or programmer working with language analysis can define his or her own constraint solvers specifically tailored for the linguistic problems at hand. We concentrate on grammars and lan- guage analysis...

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

    Science.gov (United States)

    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. Effectiveness of Inductive and Deductive Methods in Teaching Grammar

    Science.gov (United States)

    Alzu'bi, Mohammad Akram

    2015-01-01

    The study investigates the comparative effectiveness of teaching English grammar by using deductive and inductive teaching models. The study also attempts to see which of these two methods has a positive effect on the grammar academic achievement of the university students and elementary school students in Jordan so it answers the following…

  1. Researching the effects of teaching grammar rules to English ...

    African Journals Online (AJOL)

    This article describes the effects of an interventionist form-focused course on the written English of first-year second language university learners. For two semester courses the form (or grammar) of the language was concentrated upon. During the first semester the use of correct grammar was focussed on intensively, while ...

  2. Grammar Teaching and Learning in L2: Necessary, but Boring?

    Science.gov (United States)

    Jean, Gladys; Simard, Daphnee

    2011-01-01

    This descriptive inquiry-based study targeted second language (L2) high school students' (n = 2321) and teachers' (n = 45) beliefs and perceptions about grammar instruction, specifically about grammatical accuracy, corrective feedback, and diverse forms of grammar teaching and learning. Results showed only slight discrepancies between students'…

  3. Effect of Jigsaw I Technique on Teaching Turkish Grammar

    Science.gov (United States)

    Arslan, Akif

    2016-01-01

    The purpose of this study is to find out the effect of Jigsaw I technique on students' academic success and attitude towards the course in teaching Turkish grammar. For that purpose, three grammar topics (spelling and punctuation marks rules) were determined and an experimental study conforming to "control group preliminary-testing final…

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

    Science.gov (United States)

    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. Yemeni Teachers' Beliefs of Grammar Teaching and Classroom Practices

    Science.gov (United States)

    Ezzi, Nemah Abdullah Ayash

    2012-01-01

    Beliefs of in-service English teachers about grammar learning/teaching and the influence of such beliefs on their classroom practices remain relatively unexplored. More precisely, this study explores English teachers' beliefs about grammar learning and teaching. It throws light on the teachers' actual practices in the classrooms of 7th -12th…

  6. The Role of Teaching Grammar in First Language Education

    Science.gov (United States)

    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. English spelling performance of Dutch grammar school students

    NARCIS (Netherlands)

    Hoeijmakers, M.; de Bree, E.; Keijzer, M.

    2013-01-01

    The present study investigates English spelling performance of Dutch grammar school students to establish whether Dutch grammar school students are able to spell words differing in complexity, as well as whether they are sensitive to the information available in the spellings (phonological,

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

    African Journals Online (AJOL)

    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 ...

  9. A Unifying Framework for Concatenation-based Grammar Formalisms

    NARCIS (Netherlands)

    A.V. Groenink (Annius); S.T. Fischer (Sarah); M.H. Trautwein

    1995-01-01

    htmlabstractLinear Context Free Rewriting Systems (LCFRS, [Wei88]) are a general class of trans-context-free grammar systems; it is the largest well-known class of mildly context sensitive grammar; languages recognized by LCFRS strictly include those generated by the HG, TAG, LIG, CCG family.

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

    Science.gov (United States)

    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. VOCABULARY CONSTRAINT ON READING MATERIALS

    Directory of Open Access Journals (Sweden)

    Cucu Sutarsyah

    2016-02-01

    Full Text Available The aim of the study is to identify and describe the vocabulary in reading materials and to seek if the texts are useful for reading skill development. A descriptive qualitative design was applied to obtain the data. Some available computer programs were used to find the description of vocabulary in the texts. It was found that the texts are dominated by low frequency words which compose 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. In the case of word levels, it was found that the texts being used have very limited number of words from GSL (West, 1953. The proportion of the first 1,000 words of GSL only comprises 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL. These words constitute account for 26.44% of the running words in the texts.  It is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts. This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. It could also impede the development of students' reading skills and vocabulary enrichment.

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

    Directory of Open Access Journals (Sweden)

    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.

  13. Introduction (of 'The Noun Phrase in Functional Discourse Grammar')

    DEFF Research Database (Denmark)

    García Velasco, Daniel; Rijkhoff, Jan

    2008-01-01

    are handled in FDG. Moreover, to analyse a major linguistic construction from various perspectives (textual, typological, logical, semantic, morphosyntactic, etc.) is an excellent way to test a new model of grammar with regard to some of the standards of adequacy for linguistic theories (see also section 1......The articles in this volume analyse the noun phrase within the framework of Functional Discourse Grammar (FDG), the successor to Simon C. Dik’s Functional Grammar (FG). The Noun Phrase was the main conference theme of the 11th International Conference on Functional Grammar, which took place......, the most recent treatment of NPs by Dik in terms of “classical FG” was published (posthumously) in 1997, in the first volume of The Theory of Functional Grammar. Given the fact that FDG presents a strongly revised version of Dikkian FG with respect to rules, variables, representations and overall design...

  14. Finite-State Approximation of Phrase-Structure Grammars

    CERN Document Server

    Pereira, F C N; Pereira, Fernando C. N.; Wright, Rebecca N.

    1996-01-01

    Phrase-structure grammars are effective models for important syntactic and semantic aspects of natural languages, but can be computationally too demanding for use as language models in real-time speech recognition. Therefore, finite-state models are used instead, even though they lack expressive power. To reconcile those two alternatives, we designed an algorithm to compute finite-state approximations of context-free grammars and context-free-equivalent augmented phrase-structure grammars. The approximation is exact for certain context-free grammars generating regular languages, including all left-linear and right-linear context-free grammars. The algorithm has been used to build finite-state language models for limited-domain speech recognition tasks.

  15. The Impact of Gloss Types on Reading Comprehension, Vocabulary Gain and Vocabulary Retention: A Comparative Study

    OpenAIRE

    Atefeh Elekaei; Sajad Faramarzi; Mansour Koosha

    2015-01-01

    The significance and impact of vocabulary learning in reading comprehension and L2 language learning are apparent to teachers, researchers and language learners. Moreover, glosses are found as one of the most effective strategies regarding vocabulary retention. Therefore, the present study attempted to investigate the effect of different types of glosses on reading comprehension, vocabulary gain and vocabulary retention. To this end, 140 Iranian EFL learners learning English were selected and...

  16. Improving Students' Vocabulary Mastery Using Flashcards

    OpenAIRE

    Setyo Nugroho, Yosephus; Joko NURKAMTO; Sulistyowati, Hefy

    2012-01-01

    Vocabulary is one of the important elements in teaching English. Based on pre-research, the fourth grade students of SD Negeri II Watuagung in the academic year of 2011/2012 had problems in mastering vocabulary. It could be seen from two indicators: first, their vocabulary score was low. Second, the students did not have motivation during teaching-learning process. To overcome the problems, classroom action research is used. It implemented flashcards as the media. The aim of this research is ...

  17. Using Song to Improve Students’ Vocabulary Mastery

    OpenAIRE

    Muflihah, Tatik

    2017-01-01

    Vocabulary mastery is one of the requirements for students to be able to communicate both in spoken and written. There are many ways to improve students’ vocabulary mastery used by the language teacher. This paper aims to examine the use of English song to motivate students in learning English. In addition, this concerns on the use of English song to improve students’ vocabulary mastery. The respondents were fifteen elementary students of community groups of orphans An-nur Surabaya. The data ...

  18. Improving Students' Vocabulary Mastery by Using Realia

    OpenAIRE

    Sukrina, Vina

    2013-01-01

    This study was attempted to discover the improvement students' vocabulary mastery by using realia for elementary students' Grade IV. The objective of this study was to find out whether realia can significantly improve students' vocabulary or not. In this study, the writer was conducted by Applying Classroom Research. The subject of this study was one class of the grade IV students' of SD Negeri 060811 Medan which consisted of 36 students'. The quantitative data were taken from vocabulary test...

  19. Bookmarks in Grammar-Compressed Strings

    DEFF Research Database (Denmark)

    Cording, Patrick Hagge; Gawrychowski, Pawel; Weimann, Oren

    2016-01-01

    We consider the problem of storing a grammar of size n compressing a string of size N, and a set of positions {i1, . . . , i } (bookmarks) such that any substring of length l crossing one of the positions can be decompressed in O(l) time. Our solution uses space O((n + b) max{1, log* n − log*( n....../b + b/n)}). Existing solutions for the bookmarking problem either require more space or a super-constant “kick-off” time to start the decompression....

  20. Universal moral grammar: a critical appraisal.

    Science.gov (United States)

    Dupoux, Emmanuel; Jacob, Pierre

    2007-09-01

    A new framework for the study of the human moral faculty is currently receiving much attention: the so-called 'universal moral grammar' framework. It is based on an intriguing analogy, first pointed out by Rawls, between the study of the human moral sense and Chomsky's research program into the human language faculty. To assess UMG, we ask: is moral competence modular? Does it have an underlying hierarchical grammatical structure? Does moral diversity rest on culture-dependant parameters? We review the evidence and argue that formal grammatical concepts are of limited value for the study of moral judgments, moral development and moral diversity.

  1. Grammar for Writing? An Investigation of the Effects of Contextualised Grammar Teaching on Students' Writing

    Science.gov (United States)

    Jones, Susan; Myhill, Debra; Bailey, Trevor

    2013-01-01

    The role of grammar instruction in the teaching of writing is contested in most Anglophone countries, with several robust meta-analyses finding no evidence of any beneficial effect. However, existing research is limited in that it only considers isolated grammar instruction and offers no theorisation of an instructional relationship between…

  2. Making Grammar Instruction More Empowering: An Exploratory Case Study of Corpus Use in the Learning/Teaching of Grammar

    Science.gov (United States)

    Liu, Dilin

    2011-01-01

    Despite a long debate and the accompanying call for changes in the past few decades, grammar instruction in college English classes, according to some scholars, has remained largely "disempowering,""decontextualized," and "remedial" (Micciche, 2004, p. 718). To search for more effective and empowering grammar teaching, this study explores the use…

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

    Science.gov (United States)

    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…

  4. Identifying and Activating Receptive Vocabulary by an Online Vocabulary Survey and an Online Writing Task

    Science.gov (United States)

    Lin, Ivy Chuhui; Kawai, Goh

    2016-01-01

    Seeking to identify and activate the Receptive Vocabulary (RV) of English Language Learners (ELLs), we designed (1) an online five category multiple-choice vocabulary survey that more quickly measures vocabulary knowledge, and (2) an online creative writing task where ELLs chose RV items identified in step (1). While RV items of highly proficient…

  5. The Effects of Small Group Vocabulary Instruction on Second Grade Students' Expressive Vocabularies

    Science.gov (United States)

    Fariss, Laura Lester

    2013-01-01

    The purpose of this study was to investigate the effectiveness of small group vocabulary instruction above and beyond whole group, read aloud vocabulary instruction, on second grade students' expressive vocabularies. This experimental study reflected a between-subjects design as three treatment groups were compared using a pretest, posttest within…

  6. A Longitudinal Study of Receptive Vocabulary Breadth Knowledge Growth and Vocabulary Fluency Development

    Science.gov (United States)

    Zhang, Xian; Lu, Xiaofei

    2014-01-01

    This article reports results of a longitudinal study of vocabulary breadth knowledge growth, vocabulary fluency development, and the relationship between the two. We administered two versions of the Vocabulary Levels Test (VLT; Nation 1983; Nation 1990; Schmitt et al. 2001) to 300 students at a Chinese university at three different time points…

  7. Analyzing the Effectiveness of Vocabulary Knowledge Scale on Learning and Enhancing Vocabulary through Extensive Reading

    Science.gov (United States)

    Iqbal, Syeda Asima; Komal, Syeda Anila

    2017-01-01

    This research is about the effectiveness of Vocabulary Knowledge Scale after extensive reading which helps in the enhancement of global language skills especially their vocabulary. This research is an endeavor to create an awareness of its significance in language acquisition through extensive reading especially focusing on vocabulary. The…

  8. Assessing the Relationship between Vocabulary Learning Strategy Use and Vocabulary Knowledge

    Science.gov (United States)

    Teng, Feng

    2015-01-01

    This study is an attempt to explore the correlation between direct and indirect vocabulary learning strategies along with the depth and breadth of vocabulary knowledge. To this end, a sample of 145 low proficiency students who learn English as a Foreign Language (EFL) completed a questionnaire concerning vocabulary learning strategy use.…

  9. A Corpus Analysis of Vocabulary Coverage and Vocabulary Learning Opportunities within a Children's Story Series

    Science.gov (United States)

    Sun, Yu-Chih

    2016-01-01

    Extensive reading for second language learners have been widely documented over the past few decades. However, few studies, if any, have used a corpus analysis approach to analyze the vocabulary coverage within a single-author story series, its repetition of vocabulary, and the incidental and intentional vocabulary learning opportunities therein.…

  10. Extracting Enterprise Vocabularies Using Linked Open Data

    Science.gov (United States)

    Dolby, Julian; Fokoue, Achille; Kalyanpur, Aditya; Schonberg, Edith; Srinivas, Kavitha

    A common vocabulary is vital to smooth business operation, yet codifying and maintaining an enterprise vocabulary is an arduous, manual task. We describe a process to automatically extract a domain specific vocabulary (terms and types) from unstructured data in the enterprise guided by term definitions in Linked Open Data (LOD). We validate our techniques by applying them to the IT (Information Technology) domain, taking 58 Gartner analyst reports and using two specific LOD sources - DBpedia and Freebase. We show initial findings that address the generalizability of these techniques for vocabulary extraction in new domains, such as the energy industry.

  11. Vocabulary services to support scientific data interoperability

    Science.gov (United States)

    Cox, Simon; Mills, Katie; Tan, Florence

    2013-04-01

    Shared vocabularies are a core element in interoperable systems. Vocabularies need to be available at run-time, and where the vocabularies are shared by a distributed community this implies the use of web technology to provide vocabulary services. Given the ubiquity of vocabularies or classifiers in systems, vocabulary services are effectively the base of the interoperability stack. In contemporary knowledge organization systems, a vocabulary item is considered a concept, with the "terms" denoting it appearing as labels. The Simple Knowledge Organization System (SKOS) formalizes this as an RDF Schema (RDFS) application, with a bridge to formal logic in Web Ontology Language (OWL). For maximum utility, a vocabulary should be made available through the following interfaces: * the vocabulary as a whole - at an ontology URI corresponding to a vocabulary document * each item in the vocabulary - at the item URI * summaries, subsets, and resources derived by transformation * through the standard RDF web API - i.e. a SPARQL endpoint * through a query form for human users. However, the vocabulary data model may be leveraged directly in a standard vocabulary API that uses the semantics provided by SKOS. SISSvoc3 [1] accomplishes this as a standard set of URI templates for a vocabulary. Any URI comforming to the template selects a vocabulary subset based on the SKOS properties, including labels (skos:prefLabel, skos:altLabel, rdfs:label) and a subset of the semantic relations (skos:broader, skos:narrower, etc). SISSvoc3 thus provides a RESTFul SKOS API to query a vocabulary, but hiding the complexity of SPARQL. It has been implemented using the Linked Data API (LDA) [2], which connects to a SPARQL endpoint. By using LDA, we also get content-negotiation, alternative views, paging, metadata and other functionality provided in a standard way. A number of vocabularies have been formalized in SKOS and deployed by CSIRO, the Australian Bureau of Meteorology (BOM) and their

  12. Recommendations for Recognizing Video Events by Concept Vocabularies

    NARCIS (Netherlands)

    Habibian, A.; Snoek, C.G.M.

    2014-01-01

    Representing videos using vocabularies composed of concept detectors appears promising for generic event recognition. While many have recently shown the benefits of concept vocabularies for recognition, studying the characteristics of a universal concept vocabulary suited for representing events is

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

    Science.gov (United States)

    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…

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

    Science.gov (United States)

    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…

  15. The Role of Grammar Teaching in Writing in Second Language Acquisition

    Science.gov (United States)

    Lin, Li-Li

    2008-01-01

    "Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar" (Beverly, 2007, p.1). People who speak the same language are able to communicate with each other because they all know the grammar system and structure of that language, that is, the meaningful rules of…

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

    Science.gov (United States)

    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…

  17. Subscales of the vestibular activities and participation questionnaire could be applied across cultures.

    Science.gov (United States)

    Mueller, Martin; Whitney, Susan L; Alghwiri, Alia; Alshebber, Kefah; Strobl, Ralf; Alghadir, Ahmad; Al-momani, Murad O; Furman, Joseph M; Grill, Eva

    2015-02-01

    The objective of this study was to assess the objectivity, cross-cultural validity, and convergent validity of the Vestibular Activities and Participation (VAP) questionnaire among four countries, Germany, United States, Jordan, and Saudi Arabia. This was a cross-sectional study conducted in four specialized outpatient dizziness clinics in Germany, United States, Jordan, and Saudi Arabia. A total of 453 participants were included in the study. The Rasch analysis revealed two separate subscales. Subscale 1 items included focusing attention, lying down, standing, bending, lifting and carrying objects, and sports. Subscale 2 items included walking long distances, climbing, running, moving around within buildings other than home, using transportation, and driving. The Pearson product-moment correlation between the Dizziness Handicap Inventory and the summary score of the VAP subscale 1 was 0.66 and was 0.64 for subscale 2. Owing to its shortness and intercultural adaptability, the new two-scale version of the VAP questionnaire lends itself to clinical practice and research across countries to estimate the effect of vertigo and dizziness on activity limitation and participation restrictions. Psychometrically sound summary scores can be calculated. More extended versions of the VAP can be used for comprehensive clinical assessment where summary scores are not needed or a more detailed documentation is warranted. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Integrating a Supplemental Vocabulary Instruction Program into an EFL Curriculum

    OpenAIRE

    ヒューバート, ラッセル ポール; ゴーベル, ピーター

    2012-01-01

    This article describes a supplemental vocabulary instruction program piloted in the KSU Faculty of Cultural Studies during the 2011 academic year. The program was created to enhance the depth of vocabulary knowledge and active usage of English vocabulary of first-year students (N=230). Initial student vocabulary knowledge levels were evaluated by a Vocabulary Levels Test (VLT) examination at the beginning of the academic year. A vocabulary textbook series was selected for the required reading...

  19. Finger Search in Grammar-Compressed Strings

    DEFF Research Database (Denmark)

    Bille, Philip; Christiansen, Anders Roy; Cording, Patrick Hagge

    2016-01-01

    the grammar, and let N be the size of the string. For the static variant we give a linear space representation that supports placing the finger in O(log(N)) time and subsequently accessing in O(log(D)) time, where D is the distance between the finger and the accessed index. For the dynamic variant we give...... a linear space representation that supports placing the finger in O(log(N)) time and accessing and moving the finger in O(log(D) + log(log(N))) time. Compared to the best linear space solution to random access, we improve a O(log(N)) query bound to O(log(D)) for the static variant and to O(log(D) + log......(log(N))) for the dynamic variant, while maintaining linear space. As an application of our results we obtain an improved solution to the longest common extension problem in grammar compressed strings. To obtain our results, we introduce several new techniques of independent interest, including a novel van Emde Boas style...

  20. A Contribution Towards A Grammar of Code

    Directory of Open Access Journals (Sweden)

    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.

  1. Information packaging in Functional Discourse Grammar

    Directory of Open Access Journals (Sweden)

    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.

  2. Discovery of a Recursive Principle: An Artificial Grammar Investigation of Human Learning of a Counting Recursion Language.

    Science.gov (United States)

    Cho, Pyeong Whan; Szkudlarek, Emily; Tabor, Whitney

    2016-01-01

    Learning is typically understood as a process in which the behavior of an organism is progressively shaped until it closely approximates a target form. It is easy to comprehend how a motor skill or a vocabulary can be progressively learned-in each case, one can conceptualize a series of intermediate steps which lead to the formation of a proficient behavior. With grammar, it is more difficult to think in these terms. For example, center embedding recursive structures seem to involve a complex interplay between multiple symbolic rules which have to be in place simultaneously for the system to work at all, so it is not obvious how the mechanism could gradually come into being. Here, we offer empirical evidence from a new artificial language (or "artificial grammar") learning paradigm, Locus Prediction, that, despite the conceptual conundrum, recursion acquisition occurs gradually, at least for a simple formal language. In particular, we focus on a variant of the simplest recursive language, a (n) b (n) , and find evidence that (i) participants trained on two levels of structure (essentially ab and aabb) generalize to the next higher level (aaabbb) more readily than participants trained on one level of structure (ab) combined with a filler sentence; nevertheless, they do not generalize immediately; (ii) participants trained up to three levels (ab, aabb, aaabbb) generalize more readily to four levels than participants trained on two levels generalize to three; (iii) when we present the levels in succession, starting with the lower levels and including more and more of the higher levels, participants show evidence of transitioning between the levels gradually, exhibiting intermediate patterns of behavior on which they were not trained; (iv) the intermediate patterns of behavior are associated with perturbations of an attractor in the sense of dynamical systems theory. We argue that all of these behaviors indicate a theory of mental representation in which recursive

  3. VOCABULARY TEACHING AND LEARNING STRATEGIES IN SECOND LANGUAGE ACQUISITION

    National Research Council Canada - National Science Library

    Adriana Teodorescu

    2011-01-01

    This paper aims at presenting various strategies and techniques used in vocabulary teaching and learning while reassessing the importance and role of vocabulary knowledge in second language acquisition...

  4. A harmonized vocabulary for soil observed properties

    Science.gov (United States)

    Simons, Bruce; Wilson, Peter; Cox, Simon; Vleeshouer, Jamie

    2014-05-01

    Interoperability of soil data depends on agreements concerning models, schemas and vocabularies. However, observed property terms are often defined during different activities and projects in isolation of one another, resulting in data that has the same scope being represented with different terms, using different formats and formalisms, and published in various access methods. Significantly, many soil property vocabularies conflate multiple concepts in a single term, e.g. quantity kind, units of measure, substance being observed, and procedure. Effectively, this bundles separate information elements into a single slot. We have developed a vocabulary for observed soil properties by adopting and extending a previously defined water quality vocabulary. The observed property model separates the information elements, based on the Open Geospatial Consortium (OGC) Observations & Measurements model and extending the NASA/TopQuadrant 'Quantities, Units, Dimensions and Types' (QUDT) ontology. The imported water quality vocabulary is formalized using the Web Ontology Language (OWL). Key elements are defined as sub-classes or sub-properties of standard Simple Knowledge Organization System (SKOS) elements, allowing use of standard vocabulary interfaces. For the soil observed property vocabulary, terms from QUDT and water quality are used where possible. These are supplemented with additional unit of measure (Unit), observed property (ScaledQuantityKind) and substance being observed (SubstanceOrTaxon) vocabulary entries required for the soil properties. The vocabulary terms have been extracted from the Australian Soil and Land Survey Field Handbook and Australian Soil Information Transfer and Evaluation System (SITES) vocabularies. The vocabulary links any chemical substances to items from the Chemical Entities of Biological Interest (ChEBI) ontology. By formalizing the model for observable properties, and clearly labelling the separate elements, soil property observations may

  5. Development and evaluation of a computer-animated tutor for vocabulary and language learning in children with autism.

    Science.gov (United States)

    Bosseler, Alexis; Massaro, Dominic W

    2003-12-01

    Using our theoretical framework of multimodal processing, we developed and evaluated a computer-animated tutor, Baldi, to teach vocabulary and grammar for children with autism. Baldi was implemented in a Language Wizard/Player, which allows easy creation and presentation of a language lesson involving the association of pictures and spoken words. The lesson plan includes both the identification of pictures and the production of spoken words. In Experiment 1, eight children were given initial assessment tests, tutorials, and reassessment tests 30 days following mastery of the vocabulary items. All of the students learned a significant number of new words and grammar. A second within-subject design with six children followed a multiple baseline design and documented that the program was responsible for the learning and generalization of new words. The research indicates that children with autism are capable of learning new language within an automated program centered around a computer-animated agent, multimedia, and active participation and can transfer and use the language in a natural, untrained environment.

  6. Effects of zinc supplementation on subscales of anorexia in children: A randomized controlled trial.

    Science.gov (United States)

    Khademian, Majid; Farhangpajouh, Neda; Shahsanaee, Armindokht; Bahreynian, Maryam; Mirshamsi, Mehran; Kelishadi, Roya

    2014-01-01

    This study aims to assess the effects of zinc supplementation on improving the appetite and its subscales in children. This study was conducted in 2013 in Isfahan, Iran. It had two phases. At the first step, after validation of the Child Eating Behaviour Questionaire (CEBQ), it was completed for 300 preschool children, who were randomly selected. The second phase was conducted as a randomized controlled trial. Eighty of these children were randomly selected, and were randomly assigned to two groups of equal number receiving zinc (10 mg/day) or placebo for 12 weeks. Overall 77 children completed the trial (39 in the case and 3 in the control group).The results showed that zinc supplement can improve calorie intake in children by affecting some CEBQ subscales like Emotional over Eating and Food Responsible. Zinc supplementation had positive impact in promoting the calorie intake and some subscales of anorexia.

  7. The patellofemoral pain and osteoarthritis subscale of the KOOS (KOOS-PF)

    DEFF Research Database (Denmark)

    Crossley, Kay M; Macri, Erin M; Cowan, Sallie M

    2017-01-01

    for patellofemoral pain have methodological limitations. This study aimed to develop a new subscale of the Knee injury and Osteoarthritis Outcome Score for patellofemoral pain and osteoarthritis (KOOS-PF), and evaluate its measurement properties. METHODS: Items were generated using input from 50 patients...... and interpretability of the final version of KOOS-PF and other KOOS subscales. RESULTS: From an initial 80 generated items, the final subscale included 11 items. KOOS-PF items loaded predominantly on one factor, pain during activities that load the patellofemoral joint. KOOS-PF had good internal consistency (Cronbach......'s α 0.86) and adequate test-retest reliability (intraclass correlation coefficient 0.86). Hypothesis testing supported convergent, divergent and known-groups validity. Responsiveness was confirmed, with KOOS-PF demonstrating a moderate correlation with Global Rating of Change scores (r 0.52) and large...

  8. Receptive vocabulary knowledge tests: Their potential importance for planning a well-balanced vocabulary component of a language program

    OpenAIRE

    Wakeling, Elliott

    2015-01-01

    iii Abstract Nation and Webb (2011) state ‘Testing is one of the major jobs of the vocabulary teacher, because without good information about our learners’ vocabulary knowledge, we cannot do the most important job of planning a well-balanced program’ (p. 219). This paper evaluated different receptive vocabulary knowledge tests and assessed their potential to help a teacher plan a well-balanced vocabulary program. The Vocabulary Levels Test (VLT) was selected to assess the vocabulary kno...

  9. Implicit Learning of Recursive Context-Free Grammars

    Science.gov (United States)

    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

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Reading Stories to Enhance English Grammar Intake: Correlational Analysis

    Directory of Open Access Journals (Sweden)

    Yoseph Gebrehiwot Tedla

    2014-03-01

    Full Text Available Today, stories are recommended by many scholars in the area of ELT as good vehicles for presenting grammar items contextually. The roles they play increase as they become appropriate to students’ level, experience and interest. Students get the opportunity to see grammar points functioning within real contexts when they get exposed to stories, and they learn the varied ways of expressing a single thought through different structural formations in stories. In this respect, this paper is a part of the project which was designed to investigate whether association exists between reading stories for longer hours and grammar intake in the elementary levels in the Ethiopian context or not. After attending reading sessions for a specified number of hours, participants (from the total were randomly selected (to reduce the effects of any extraneous variables and were given grammar test, and then their scores were analyzed. Accordingly, the correlation coefficient was found to be (r = 0.668, which indicated a strong positive relationship. The significance value was recorded as (p < 0.001, indicating that a significant correlation exists between number of hours spent on reading stories and grammar intake. Based on the results and findings, the paper also recommends that material developers, in general, and classroom practitioners, specifically, should consider the contribution of carefully selected stories to the enhancement of students’ grammar intake and should use them as a technique of grammar presentation.

  12. Implicit learning of recursive context-free grammars.

    Directory of Open Access Journals (Sweden)

    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.

  13. Validation of the 4DSQ somatization subscale in the occupational health care setting as a screener.

    Science.gov (United States)

    de Vroege, Lars; Emons, Wilco H M; Sijtsma, Klaas; Hoedeman, Rob; van der Feltz-Cornelis, Christina M

    2015-03-01

    Somatoform disorders (physical symptoms without medical explanation that cause dysfunction) are prevalent in the occupational health (OH) care setting and are associated with functional impairment and absenteeism. Availability of psychometric instruments aimed at assessing somatoform disorders is limited. In the OH setting, so far only the Patient-Health-Questionnaire 15 has been validated as screener for somatoform disorder, and has been shown to have moderate validity. The Four-Dimensional Symptom Questionnaire (4DSQ) is frequently used in the OH setting but the Somatization subscale is not validated yet. The aim of this study is to validate the 4DSQ Somatization subscale as screener for DSM-IV somatoform disorder in the OH setting by using the MINI interview as gold standard. Employees absent from work due to physical symptoms, for a period longer than 6 weeks and shorter than 2 years, were asked to participate in this study. They filled out the 4DSQ and underwent a MINI interview by telephone for DSM-IV classification. Specificity and sensitivity scores were calculated for all possible cut-off scores and a receiver operator curve was computed for the Somatization subscale. 95 % confidence intervals (95 % CIs) were calculated for sensitivity and specificity. The Somatization subscale of the 4DSQ has an optimal cut point of 9, with specificity and sensitivity equal to 64.3 % [95 % CI (53.6; 73.7 %)] and 60.9 % [95 % CI (40.8; 77.8 %)], respectively. Receiver operator curves showed an area under the curve equal to 0.61 [SE = 0.07; 95 % CI (0.48; 0.75)] for the Somatization subscale of the 4DSQ. The 4DSQ Somatization subscale is a questionnaire of moderate sensitivity and specificity.

  14. DEVELOPING YOUNG LEARNERS‘ PERCEPTION OF FUNDAMENTAL GRAMMAR THROUGH TOTAL PHYSICAL RESPONSE

    OpenAIRE

    Betari Irma Ghasani

    2017-01-01

    Reconsidering the role of grammar as a fundamental aspect in second language learner have become important nowadays. It is argued that acquiring grammar can build their basic skill as second language learner. In addition, developing their correct perception of fundamental grammar is also needed in order to expand learners‘ ability in using grammar precisely in foreign language teaching and learning process. These beliefs have led to an increased interest in teaching grammar, es...

  15. Building Conceptual Understanding through Vocabulary Instruction

    Science.gov (United States)

    Rupley, William H.; Nichols, William Dee; Mraz, Maryann; Blair, Timothy R.

    2012-01-01

    Instructional design is an integral part of a balanced approach to teaching vocabulary instruction. This article presents several instructional procedures using research-based vocabulary strategies and explains how to design and adapt those strategies in order to reach desired learning outcomes. Emphasis is placed on research-based principles that…

  16. Vocabulary Teaching in Action-Oriented Approach

    Science.gov (United States)

    Gunday, Rifat; Atmaca, Hasan

    2016-01-01

    The words are called as basic building blocks of language. It is impossible to discuss the language system without words. It is related to the vocabulary whether a language is rich or not. It is also related to the peoples' vocabulary to understand what is said and written or to express effectively their thoughts and their feelings verbally or in…

  17. Towards a Southern African English Defining Vocabulary

    African Journals Online (AJOL)

    user

    Towards a Southern African. English Defining Vocabulary*. Lorna Hiles, Department of Afrikaans and Dutch, Stellenbosch University,. Stellenbosch, South Africa (lorna@dictionarian.co.za). Abstract: Controlled defining vocabularies have been used regularly in lexicography since the. 1970s. They are mostly employed in ...

  18. Vocabulary Growth of the Advanced EFL Learner

    Science.gov (United States)

    Ozturk, Meral

    2015-01-01

    This article reports the results of two studies on the vocabulary growth of advanced learners of English as a foreign language in an English-medium degree programme. Growth in learners' written receptive and productive vocabularies was investigated in one cross-sectional and one longitudinal study over three years. The effect of word frequency on…

  19. Teaching Vocabulary Through a Semantic Mapping Techniqu ...

    African Journals Online (AJOL)

    This study compared teaching vocabulary through a definition and explanation technique with a semantic mapping technique, specifically to see which of the two techniques was more effective in achieving accurate and appropriate use of selected vocabulary and generating an awareness that words are related in meaning.

  20. Fostering Academic Vocabulary Use in Writing

    Science.gov (United States)

    Brun-Mercer, Nicole; Zimmerman, Cheryl Boyd

    2015-01-01

    Though research has established a relationship between vocabulary knowledge and academic success and identified features to guide the L2 word learner through academic tasks (see Nation, 2013), less is known regarding student perceptions of academic vocabulary and the conscious decision-making process of these learners while they are writing. In…

  1. Benefiting from Listening in Vocabulary Development

    Science.gov (United States)

    Bulut, Berker; Karasakaloglu, Nuri

    2017-01-01

    In this research, the effect of active listening training given to fourth grade students on their vocabulary was examined. Pre-test--post-test control group trial model, which is one of the semi-experimental trial models, was used. Besides, "Vocabulary Test" developed by the researcher was applied to experimental and control groups…

  2. Intentional Vocabulary Learning Using Digital Flashcards

    Science.gov (United States)

    Hung, Hsiu-Ting

    2015-01-01

    As an attempt to follow through on the claims made by proponents of intentional vocabulary learning, the present study set out to examine whether and how digital flashcards can be incorporated into a university course to promote the vocabulary learning of English language learners. The overall research findings underscore the value of learning…

  3. Is Form-Focused Vocabulary Instruction Worthwhile?

    Science.gov (United States)

    Mason, Beniko; Krashen, Stephen

    2004-01-01

    Hearing stories can result in considerable incidental vocabulary development, for both first and second language acquisition (e.g. Elley 1992; Robbins and Ehri 1994; Senechal, LeFevre, Hudson and Lawson 1996). It has also been claimed, however, that direct instruction is more effective than incidental vocabulary acquisition and that combining both…

  4. Aspects of Vocabulary Knowledge in German Textbooks

    Science.gov (United States)

    Neary-Sundquist, Colleen A.

    2015-01-01

    Previous research on second language vocabulary acquisition has shown that learning to use a new word is not a simple matter of making a form-meaning connection. Knowing a word instead requires mastery of as many as nine different aspects of vocabulary knowledge (Nation, 2001). The current study uses data from five beginning-level textbooks of…

  5. Efficacy of Using Vocabulary Flashcards in Braille

    Science.gov (United States)

    Savaiano, Mackenzie E.; Lloyd, Blair P.; Hatton, Deborah D.

    2017-01-01

    This article reports on a study that examined whether vocabulary flashcards facilitate spelling acquisition. The study was designed to evaluate whether students who are blind can learn to spell words accurately and incidentally when academic vocabulary instruction is used. Auditory information was provided prior to the introduction of a flashcard,…

  6. Vocabulary Memorizing Strategies by Chinese University Students

    Science.gov (United States)

    Yang, Wei-dong; Dai, Wei-ping

    2012-01-01

    The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword…

  7. Linking speech errors and phonological grammars: Insights from Harmonic Grammar networks

    Science.gov (United States)

    Goldrick, Matthew; Daland, Robert

    2009-01-01

    Phonological grammars characterize distinctions between relatively well-formed (unmarked) and relatively ill-formed (marked) phonological structures. We review evidence that markedness influences speech error probabilities. Specifically, although errors result in both unmarked as well as marked structures, there is a markedness asymmetry: errors are more likely to produce unmarked outcomes. We show that stochastic disruption to the computational mechanisms realizing a Harmonic Grammar (HG) can account for the broad empirical patterns of speech errors. We demonstrate that our proposal can account for the general markedness asymmetry. We also develop methods for linking particular HG proposals to speech error distributions, and illustrate these methods using a simple HG and a set of initial consonant errors in English. PMID:20046856

  8. "Artificial grammar learning" in pigeons: a preliminary analysis.

    Science.gov (United States)

    Herbranson, Walter T; Shimp, Charles P

    2003-02-01

    An avian analogue to human artificial or synthetic grammar learning (Reber, 1967) was developed. Pigeons viewed horizontal strings of three to eight colored letters. These strings either conformed to Reber's artificial grammar or violated it in one or two locations. Pigeons categorized the letter strings as grammatical (left keypeck) or nongrammatical (right keypeck). Overall accuracy of categorization was above chance to both familiar training strings and to novel transfer strings, thereby satisfying a conventional criterion for learning an abstract concept. The results support a multiple mechanisms point of view according to which pigeons, like humans, learn both abstract concepts and specific strings, or specific parts of strings, in artificial grammar learning tasks.

  9. Random Access to Grammar-Compressed Strings and Trees

    DEFF Research Database (Denmark)

    Bille, Philip; Landau, Gad M.; Raman, Rajeev

    2015-01-01

    Grammar-based compression, where one replaces a long string by a small context-free grammar that generates the string, is a simple and powerful paradigm that captures (sometimes with slight reduction in efficiency) many of the popular compression schemes, including the Lempel-Ziv family, run...... and other operations on grammar-compressed ordered trees. All of the above bounds significantly improve the currently best known results. To achieve these bounds, we introduce several new techniques and data structures of independent interest, including a predecessor data structure, two “biased” weighted...

  10. Grammar Teaching in the EFL Classroom: An Analysis of Grammar Tasks in Three Textbooks

    OpenAIRE

    Askeland, Eilén

    2013-01-01

    The aim of this thesis is to examine the grammar tasks in three EFL textbooks. Despite other tools available, the textbook remains an important instructional medium in the classroom. There are several reasons for analysing textbooks. First, it is important that the textbooks are good in order for the teaching to be effective. Second, it is important to investigate whether the textbook is in accordance with the current trends in language teaching. Third, a textbook analysi...

  11. To teach, or not to teach grammar? - Teachers’ approaches to grammar teaching in lower secondary school

    OpenAIRE

    Bentsen, Lisa Gunhild

    2017-01-01

    This MA study combines a descriptive analysis of 32 videotaped English lessons taught by seven teachers in seven classrooms at different lower secondary schools (Year 9), with interviews with two of these teachers. The data were collected as part of the Linking Instruction and Student Experiences (LISE) project, led by Professor Kirsti Klette and with Associate Professor Lisbeth M. Brevik as coordinator. The data were analyzed to identify grammar instruction in the English classroom, to chara...

  12. Research on Vocabulary Sizes and Codebook Universality

    Directory of Open Access Journals (Sweden)

    Wei-Xue Liu

    2014-01-01

    Full Text Available Codebook is an effective image representation method. By clustering in local image descriptors, a codebook is shown to be a distinctive image feature and widely applied in object classification. In almost all existing works on codebooks, the building of the visual vocabulary follows a basic routine, that is, extracting local image descriptors and clustering with a user-designated number of clusters. The problem with this routine lies in that building a codebook for each single dataset is not efficient. In order to deal with this problem, we investigate the influence of vocabulary sizes on classification performance and vocabulary universality with the kNN classifier. Experimental results indicate that, under the condition that the vocabulary size is large enough, the vocabularies built from different datasets are exchangeable and universal.

  13. Desirable Difficulties in Vocabulary Learning.

    Science.gov (United States)

    Bjork, Robert A; Kroll, Judith F

    2015-01-01

    In this article we discuss the role of desirable difficulties in vocabulary learning from two perspectives, one having to do with identifying conditions of learning that impose initial challenges to the learner but then benefit later retention and transfer, and the other having to do with the role of certain difficulties that are intrinsic to language processes, are engaged during word learning, and reflect how language is understood and produced. From each perspective we discuss evidence that supports the notion that difficulties in learning and imposed costs to language processing may produce benefits because they are likely to increase conceptual understanding. We then consider the consequences of these processes for actual second-language learning and suggest that some of the domain-general cognitive advantages that have been reported for proficient bilinguals may reflect difficulties imposed by the learning process, and by the requirement to negotiate cross-language competition, that are broadly desirable. As Alice Healy and her collaborators were perhaps the first to demonstrate, research on desirable difficulties in vocabulary and language learning holds the promise of bringing together research traditions on memory and language that have much to offer each other.

  14. Vocabulary Development of Junior Teens

    Directory of Open Access Journals (Sweden)

    L. V. Nikonova

    2013-01-01

    Full Text Available The article deals with the communicative competence formation of young adolescents in the secondary school at the Russian language lessons. The author maintains that the key element of the above problem is the vocabulary development guaranteeing both comprehension and verbal expression formation – oral and written. The theoretical part of the research explores different word functions: nominal, communicative, text generating and semantic. The correlation between the mental development level and lexical semantic system formation is emphasized. The age specific features of junior teens are listed: rising interest to various life spheres and activi- ties, capability of formulating opinions and judgments, self-awareness, formation of values. The relationship complexity stimulates vocabulary development of 10 to 12 year-old children; however, the process requires peda- gogical facilitation.The monitoring of speech development proves the necessity of commutative competence formation of the fifth- and sixth-year pupils. The paper presents the model of communicative competence development and its approbation results received for the junior adolescents. 

  15. Syntactic transfer in artificial grammar learning.

    Science.gov (United States)

    Beesley, T; Wills, A J; Le Pelley, M E

    2010-02-01

    In an artificial grammar learning (AGL) experiment, participants were trained with instances of one grammatical structure before completing a test phase in which they were required to discriminate grammatical from randomly created strings. Importantly, the underlying structure used to generate test strings was different from that used to generate the training strings. Despite the fact that grammatical training strings were more similar to nongrammatical test strings than they were to grammatical test strings, this manipulation resulted in a positive transfer effect, as compared with controls trained with nongrammatical strings. It is suggested that training with grammatical strings leads to an appreciation of set variance that aids the detection of grammatical test strings in AGL tasks. The analysis presented demonstrates that it is useful to conceptualize test performance in AGL as a form of unsupervised category learning.

  16. Individual strategies in artificial grammar learning.

    Science.gov (United States)

    Visser, Ingmar; Raijmakers, Maartje E J; Pothos, Emmanuel M

    2009-01-01

    Artificial grammar learning (AGL) has been used extensively to study theories of learning, but compelling conclusions cannot be drawn without an analysis of individual strategies. We describe a new statistical method for doing so, based on the increasingly popular framework of latent variable models, which is especially suited to capture heterogeneity in participants' responses. We applied the method of latent class regression models, in which the intercept and regression coefficients can have different values in different latent groups of participants; each latent group represents different reliance on the potentially available sources of knowledge in AGL, such as grammaticality and fragment overlap. The results indicate that grammaticality and fragment overlap can be understood as distinct aspects of learning performance, as evidenced by different groups of participants adopting predominantly one or the other strategy in a series of comparable datasets from AGL studies.

  17. Grammar resources for modelling dialogue dynamically.

    Science.gov (United States)

    Gargett, Andrew; Gregoromichelaki, Eleni; Kempson, Ruth; Purver, Matthew; Sato, Yo

    2009-12-01

    This paper argues that by analysing language as a mechanism for growth of information (Cann et al. in The Dynamics of Language, Elsevier, Oxford, 2005; Kempson et al. in Dynamic Syntax, Blackwell, Oxford, 2001), not only does a unitary basis for ellipsis become possible, otherwise thought to be irredeemably heterogeneous, but also a whole range of sub-types of ellipsis, otherwise thought to be unique to dialogue, emerge as natural consequences of use of language in context. Dialogue fragment types modelled include reformulations, clarification requests, extensions, and acknowledgements. Buttressing this analysis, we show how incremental use of fragments serves to progressively narrow down the otherwise mushrooming interpretational alternatives in language use, and hence is central to fluent conversational interaction. We conclude that, by its ability to reflect dialogue dynamics as a core phenomenon of language use, a grammar with inbuilt parsing dynamics opens up the potential for analysing language as a mechanism for communicative interaction.

  18. An entropy model for artificial grammar learning

    Directory of Open Access Journals (Sweden)

    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.

  19. A grammar checker based on web searching

    Directory of Open Access Journals (Sweden)

    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.

  20. Lexical competence and Functional Discourse Grammar

    Directory of Open Access Journals (Sweden)

    Daniel García Velasco

    2007-07-01

    Full Text Available

    This article discusses the role of the lexicon component within Functional Discourse Grammar. It argues that the treatment of lexical meaning in most grammatical models is not adequate and proposes an alternative analysis based on Marconi’s (1997 notion of lexical competence, according to which lexical meaning comprises two different dimensions: referential and inferential lexical knowledge. It is further claimed that decompositional models of lexical meaning do not really capture speakers’ inferential knowledge, as it is doubtful that they possess detailed and similar definitions for most lexical items. It is claimed that speakers associate beliefs and specifications with lexical items and that communication emerges when those beliefs converge dynamically in verbal interaction. Finally, the implications of this analysis for FDG are examined. It is suggested that abstract meaning definitions are not really needed in the model and that the lexicon should be in close contact with the conceptual component.

  1. Comparison of Child Behavior Checklist subscales in screening for obsessive-compulsive disorder

    DEFF Research Database (Denmark)

    Andersen, Pia Aaron Skovby; Bilenberg, Niels

    2012-01-01

    Obsessive-compulsive disorder (OCD) is a prevalent psychiatric disorder in children and adolescents associated with significant functional impairment. Early and correct diagnosis is essential for an optimal treatment outcome. The purpose of this study was to determine which of four subscales...... derived from the Child Behavior Checklist best discriminates OCD patients from clinical and population-based controls....

  2. Analysis of the Subscales of the Tennessee Self-Concept Scale.

    Science.gov (United States)

    Gellen, Murray I.; Hoffman, Roy A.

    1984-01-01

    Factor analyzed the item responses comprising each of the five external dimensions and the three internal dimensions of the Tennessee Self-Concept Scale. The results indicated that seven of the eight subscales are essentially single-factor scales. Implications for counseling are discussed. (Author)

  3. Evaluation of the Construction of the Subscales for the Piers-Harris and Tennessee Inventories.

    Science.gov (United States)

    Thomas, Julia Anne

    A sample of 234 fifth- and 259 sixth-grade students scaled the items of the Piers-Harris, Tennessee, Coopersmith, and Lipsett self-concept measures. The scaling of the Piers-Harris and the Tennessee inventories was examined in reference to their subscales. The present technique placed items on a bivariate plane of two orthogonal dimensions…

  4. Notes on Grammar: Singing in ESL with Songs for the Grammar Class.

    Science.gov (United States)

    Whittaker, Fawn

    The favorable effect of music on the emotions has been recognized since ancient times, and, more recently, many have made use of music to make students in the classroom more receptive to learning. Songs in the English as a second language (ESL) classroom can be helpful in several ways: (1) by introducing basic vocabulary, (2) by imparting…

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

    Science.gov (United States)

    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).

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

    Directory of Open Access Journals (Sweden)

    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.

  7. Construction Grammar as a tool for diachronic analysis

    Czech Academy of Sciences Publication Activity Database

    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

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

    African Journals Online (AJOL)

    ESL contexts in the world. For example, many large-scale national curriculum reforms around the world have targeted mainly one end – the meaning-focused communicative approach by encouraging implicit learning of grammar in many ...

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

    African Journals Online (AJOL)

    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. Stars in the teaching of astrophysics at grammar schools.

    Science.gov (United States)

    Štefl, V.

    The paper subjects to theoretical analysis the topic "Stars" of the teaching programme of astrophysics at grammar schools. Diagrams express the relations among parameters of stars, sources of energy, structure and evolution of stars.

  11. XPath Node Selection over Grammar-Compressed Trees

    Directory of Open Access Journals (Sweden)

    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.

  12. Development and validation of the functional assessment of cancer therapy-antiangiogenesis subscale.

    Science.gov (United States)

    Kaiser, Karen; Beaumont, Jennifer L; Webster, Kimberly; Yount, Susan E; Wagner, Lynne I; Kuzel, Timothy M; Cella, David

    2015-05-01

    The Functional Assessment of Cancer Therapy (FACT)-Antiangiogenesis (AntiA) Subscale was developed and validated to enhance treatment decision-making and side effect management for patients receiving anti-angiogenesis therapies. Side effects related to anti-angiogenesis therapies were identified from the literature, clinician input, and patient input. Fifty-nine possible patient expressions of side effects were generated. Patient and clinician ratings of the importance of these expressions led us to develop a 24-item questionnaire with clinical and research potential. To assess the scale's reliability and validity, 167 patients completed the AntiA Subscale, the Functional Assessment of Cancer Therapy-general (FACT-G), the FACT-Kidney Symptom Index (FKSI), the FACIT-Fatigue Subscale, the Global Rating of Change Scale (GRC), and the PROMIS Global Health Scale. Patient responses to the AntiA were analyzed for internal consistency, test-retest reliability, convergent and discriminant validity, and responsiveness to change in clinical status. All tested scales were found to have good internal consistency reliability (Cronbach's alpha 0.70-0.92). Test-retest reliability was also good (0.72-0.88) for total and subscale scores and lower for individual items. The total score, subscale scores, and all single items (except nosebleeds) significantly differentiated between groups defined by level of side effect bother. Evaluation of responsiveness to change in this study was not conclusive, suggesting an area for further research. The AntiA is a reliable and valid measure of side effects from anti-angiogenesis therapy. © 2014 The Authors. Cancer Medicine published by John Wiley & Sons Ltd.

  13. Development and validation of the functional assessment of cancer therapy–antiangiogenesis subscale

    Science.gov (United States)

    Kaiser, Karen; Beaumont, Jennifer L; Webster, Kimberly; Yount, Susan E; Wagner, Lynne I; Kuzel, Timothy M; Cella, David

    2015-01-01

    The Functional Assessment of Cancer Therapy (FACT)–Antiangiogenesis (AntiA) Subscale was developed and validated to enhance treatment decision-making and side effect management for patients receiving anti-angiogenesis therapies. Side effects related to anti-angiogenesis therapies were identified from the literature, clinician input, and patient input. Fifty-nine possible patient expressions of side effects were generated. Patient and clinician ratings of the importance of these expressions led us to develop a 24-item questionnaire with clinical and research potential. To assess the scale's reliability and validity, 167 patients completed the AntiA Subscale, the Functional Assessment of Cancer Therapy-general (FACT-G), the FACT-Kidney Symptom Index (FKSI), the FACIT-Fatigue Subscale, the Global Rating of Change Scale (GRC), and the PROMIS Global Health Scale. Patient responses to the AntiA were analyzed for internal consistency, test–retest reliability, convergent and discriminant validity, and responsiveness to change in clinical status. All tested scales were found to have good internal consistency reliability (Cronbach's alpha 0.70–0.92). Test–retest reliability was also good (0.72–0.88) for total and subscale scores and lower for individual items. The total score, subscale scores, and all single items (except nosebleeds) significantly differentiated between groups defined by level of side effect bother. Evaluation of responsiveness to change in this study was not conclusive, suggesting an area for further research. The AntiA is a reliable and valid measure of side effects from anti-angiogenesis therapy. PMID:25619758

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

    African Journals Online (AJOL)

    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 ...

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

    Science.gov (United States)

    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.

  16. Multiple Grammars and the Logic of Learnability in L2

    Directory of Open Access Journals (Sweden)

    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.

  17. Artificial intelligence tools for grammar and spelling instruction

    OpenAIRE

    Pijls, F.; Daelemans, W.; Kempen, G.

    1987-01-01

    In The Netherlands, grammar teaching is an especially important subject in the curriculum of children aged 10-15 for several reasons. However, in spite of all attention and time invested, the results are poor. This article describes the problems and our attempt to overcome them by developing an intelligent computational instructional environment consisting of: a linguistic expert system, containing a module representing grammar and spelling rules and a number of modules to manipulate these ru...

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

    Directory of Open Access Journals (Sweden)

    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.

  19. Parsing for Semidirectional Lambek Grammar is NP-Complete

    CERN Document Server

    Dörre, J

    1996-01-01

    We study the computational complexity of the parsing problem of a variant of Lambek Categorial Grammar that we call {\\em semidirectional}. In semidirectional Lambek calculus $\\SDL$ there is an additional non-directional abstraction rule allowing the formula abstracted over to appear anywhere in the premise sequent's left-hand side, thus permitting non-peripheral extraction. that. We show that the parsing problem for semidirectional Lambek Grammar is NP-complete by a reduction of the 3-Partition problem.

  20. A Constraint-Satisfaction Parser for Context-Free Grammars

    OpenAIRE

    Quesada, Luis; Berzal, Fernando; Cortijo, Francisco J.

    2011-01-01

    Traditional language processing tools constrain language designers to specific kinds of grammars. In contrast, model-based language specification decouples language design from language processing. As a consequence, model-based language specification tools need general parsers able to parse unrestricted context-free grammars. As languages specified following this approach may be ambiguous, parsers must deal with ambiguities. Model-based language specification also allows the definition of ass...