Measuring strategic control in artificial grammar learning.

PubMed

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

2011-12-01

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

Theories of Artificial Grammar Learning

ERIC Educational Resources Information Center

Pothos, Emmanuel M.

2007-01-01

Artificial grammar learning (AGL) is one of the most commonly used paradigms for the study of implicit learning and the contrast between rules, similarity, and associative learning. Despite five decades of extensive research, however, a satisfactory theoretical consensus has not been forthcoming. Theoretical accounts of AGL are reviewed, together…

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

PubMed

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

2017-07-01

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

Research into Practice: Grammar Learning and Teaching

ERIC Educational Resources Information Center

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).…

Le montage d'une grammaire seconde (The Construction of a Second Grammar)

ERIC Educational Resources Information Center

Adamczewski, Henri

1975-01-01

Discusses the influence of modern linguistic research on foreign language instruction. Shows the role of grammar 1 in the acquisition of grammar 2, and specifically when French is 1 and English is 2. Considers that conscious, systematic knowledge of L2, learned through L1, is positive for second language acquisition. (Text is in French.) (TL)

Reading and Grammar Learning through Mobile Phones

ERIC Educational Resources Information Center

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…

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

ERIC Educational Resources Information Center

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…

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.

PubMed

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.

Complexity, Training Paradigm Design, and the Contribution of Memory Subsystems to Grammar Learning

PubMed Central

Ettlinger, Marc; Wong, Patrick C. M.

2016-01-01

Although there is variability in nonnative grammar learning outcomes, the contributions of training paradigm design and memory subsystems are not well understood. To examine this, we presented learners with an artificial grammar that formed words via simple and complex morphophonological rules. Across three experiments, we manipulated training paradigm design and measured subjects' declarative, procedural, and working memory subsystems. Experiment 1 demonstrated that passive, exposure-based training boosted learning of both simple and complex grammatical rules, relative to no training. Additionally, procedural memory correlated with simple rule learning, whereas declarative memory correlated with complex rule learning. Experiment 2 showed that presenting corrective feedback during the test phase did not improve learning. Experiment 3 revealed that structuring the order of training so that subjects are first exposed to the simple rule and then the complex improved learning. The cumulative findings shed light on the contributions of grammatical complexity, training paradigm design, and domain-general memory subsystems in determining grammar learning success. PMID:27391085

Neural oscillatory mechanisms during novel grammar learning underlying language analytical abilities.

PubMed

Kepinska, Olga; Pereda, Ernesto; Caspers, Johanneke; Schiller, Niels O

2017-12-01

The goal of the present study was to investigate the initial phases of novel grammar learning on a neural level, concentrating on mechanisms responsible for individual variability between learners. Two groups of participants, one with high and one with average language analytical abilities, performed an Artificial Grammar Learning (AGL) task consisting of learning and test phases. During the task, EEG signals from 32 cap-mounted electrodes were recorded and epochs corresponding to the learning phases were analysed. We investigated spectral power modulations over time, and functional connectivity patterns by means of a bivariate, frequency-specific index of phase synchronization termed Phase Locking Value (PLV). Behavioural data showed learning effects in both groups, with a steeper learning curve and higher ultimate attainment for the highly skilled learners. Moreover, we established that cortical connectivity patterns and profiles of spectral power modulations over time differentiated L2 learners with various levels of language analytical abilities. Over the course of the task, the learning process seemed to be driven by whole-brain functional connectivity between neuronal assemblies achieved by means of communication in the beta band frequency. On a shorter time-scale, increasing proficiency on the AGL task appeared to be supported by stronger local synchronisation within the right hemisphere regions. Finally, we observed that the highly skilled learners might have exerted less mental effort, or reduced attention for the task at hand once the learning was achieved, as evidenced by the higher alpha band power. Copyright © 2017 Elsevier Inc. All rights reserved.

Effective Grammar Teaching: Lessons from Confident Grammar Teachers

ERIC Educational Resources Information Center

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…

The Effect of Dynamic Assessment on L2 Grammar Acquisition by Iranian EFL Learners

ERIC Educational Resources Information Center

Kamali, Mojtaba; Abbasi, Mehdi; Sadighi, Firooz

2018-01-01

This study investigated the effect of dynamic Assessment (DA) on the acquisition of L2 grammar by EFL learners. The focus was on teaching Conditional Type II, or Unreal Conditional, which is a difficult structure for language learners to acquire. To this end, two intact classes of intermediate EFL learners, each consisting of 23 male students were…

The Use of Metalanguage among Second Language Learners to Mediate L2 Grammar Learning

ERIC Educational Resources Information Center

Harun, Haliza; Abdullah, Norhana; Wahab, Nur Syuhada' Ab.; Zainuddin, Nurkhamimi

2017-01-01

Purpose: This study investigated the use of metalanguage as a mediational tool in understanding targeted grammatical concepts from the perspective of the Sociocultural approach (SCT) in learning a second language (L2). Methodology: The participants involved in this study were Malay undergraduates with low to intermediate proficiency in L2 English.…

Density of Visual Input Enhancement and Grammar Learning: A Research Proposal

ERIC Educational Resources Information Center

Tran, Thu Hoang

2009-01-01

Research in the field of second language acquisition (SLA) has been done to ascertain the effectiveness of visual input enhancement (VIE) on grammar learning. However, one issue remains unexplored: the effects of VIE density on grammar learning. This paper presents a research proposal to investigate the effects of the density of VIE on English…

Eye Movements in Implicit Artificial Grammar Learning

ERIC Educational Resources Information Center

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…

Impact of Gadget Based Learning of Grammar in English at Standard II

ERIC Educational Resources Information Center

Singaravelu, G.

2014-01-01

The study enlightens the impact of Gadget Based Learning of English Grammar at standard II. Objectives of the study is to find out the learning problems of the students of standard II in Learning English Grammar in Shri Vani Vilas Middle School and to find whether there is any significant difference in achievement mean score between pre test of…

Automatic event recognition and anomaly detection with attribute grammar by learning scene semantics

NASA Astrophysics Data System (ADS)

Qi, Lin; Yao, Zhenyu; Li, Li; Dong, Junyu

2007-11-01

In this paper we present a novel framework for automatic event recognition and abnormal behavior detection with attribute grammar by learning scene semantics. This framework combines learning scene semantics by trajectory analysis and constructing attribute grammar-based event representation. The scene and event information is learned automatically. Abnormal behaviors that disobey scene semantics or event grammars rules are detected. By this method, an approach to understanding video scenes is achieved. Further more, with this prior knowledge, the accuracy of abnormal event detection is increased.

Electrical Stimulation of Broca's Area Enhances Implicit Learning of an Artificial Grammar

ERIC Educational Resources Information Center

de Vries, Meinou H.; Barth, Andre C. R.; Maiworm, Sandra; Knecht, Stefan; Zwitserlood, Pienie; Floel, Agnes

2010-01-01

Artificial grammar learning constitutes a well-established model for the acquisition of grammatical knowledge in a natural setting. Previous neuroimaging studies demonstrated that Broca's area (left BA 44/45) is similarly activated by natural syntactic processing and artificial grammar learning. The current study was conducted to investigate the…

Grammatical Error Diagnosis in Fluid Construction Grammar: A Case Study in L2 Spanish Verb Morphology

ERIC Educational Resources Information Center

Beuls, Katrien

2014-01-01

Construction grammar (CG) has been proposed as an adequate grammatical formalism for building intelligent language tutoring systems because it is highly compatible with the learning strategies observed in second language learning. Unfortunately, the lack of computational CG implementations has made it impossible in the past to corroborate these…

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

ERIC Educational Resources Information Center

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…

Transfer in Artificial Grammar Learning: The Role of Repetition Information

ERIC Educational Resources Information Center

Lotz, Anja; Kinder, Annette

2006-01-01

In this article, the authors report 2 experiments that investigated the sources of information used in transfer and nontransfer tasks in artificial grammar learning. Multiple regression analyses indicated that 2 types of information about repeating elements were crucial for performance in both tasks: information about the repetition of adjacent…

Unpacking the Discrepancy between Learner and Teacher Beliefs: What Should Be the Role of Grammar in Language Classes?

ERIC Educational Resources Information Center

Hos, Rabia; Kekec, Mustafa

2015-01-01

Learner and teacher beliefs play an important role in second language (L2) learning. Furthermore, the role of grammar instruction and error correction in the L2 classroom is a topic that is still debated in the literature. This study explored the beliefs of EFL learners and teachers regarding the controversial role of grammar instruction and error…

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

PubMed Central

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

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

ERIC Educational Resources Information Center

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

2018-01-01

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

Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning

ERIC Educational Resources Information Center

Samara, Anna; Caravolas, Markéta

2017-01-01

Potential implicit orthographic learning deficits were investigated in adults with dyslexia. An artificial grammar learning paradigm served to assess dyslexic and typical readers' ability to exploit information about chunk frequency, letter-position patterns, and specific string similarity, all of which have analogous constructs in real…

Do Humans Really Learn A[superscript n] B[superscript n] Artificial Grammars from Exemplars?

ERIC Educational Resources Information Center

Hochmann, Jean-Remy; Azadpour, Mahan; Mehler, Jacques

2008-01-01

An important topic in the evolution of language is the kinds of grammars that can be computed by humans and other animals. Fitch and Hauser (F&H; 2004) approached this question by assessing the ability of different species to learn 2 grammars, (AB)[superscript n] and A[superscript n] B[superscript n]. A[superscript n] B[superscript n] was taken to…

Students' Attitudes towards Learning English Grammar: A Study of Scale Development

ERIC Educational Resources Information Center

Akay, Emel; Toraman, Çetin

2015-01-01

Learning a language means not only studying four skills of proficiency, but also understanding the system of rules underlying. In this respect, learners' attitudes towards grammar are also of vital importance. The main objective of this descriptive study is to determine English language learners' attitudes towards grammar and to analyze these…

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

ERIC Educational Resources Information Center

Supakorn, Patnarin; Feng, Min; Limmun, Wanida

2018-01-01

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

Noticing Grammar in L2 Writing and Problem-Solving Strategies

ERIC Educational Resources Information Center

Geist, Monika

2017-01-01

Noticing plays an important role for second language acquisition. Since the formulation of the output hypothesis (Swain, 1985), it has been proven that producing output can lead to noticing. Studies on noticing have revealed little focus on grammar, and an in-depth investigation of grammar noticing has not been conducted so far. Studies into…

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

PubMed Central

Nowak, Iga; Baggio, Giosuè

2017-01-01

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. PMID:29089910

Learning of Grammar-Like Visual Sequences by Adults with and without Language-Learning Disabilities

ERIC Educational Resources Information Center

Aguilar, Jessica M.; Plante, Elena

2014-01-01

Purpose: Two studies examined learning of grammar-like visual sequences to determine whether a general deficit in statistical learning characterizes this population. Furthermore, we tested the hypothesis that difficulty in sustaining attention during the learning task might account for differences in statistical learning. Method: In Study 1,…

Esquisse d'une grammaire de l'imaginaire (Sketch of a Grammar of the Fanciful).

ERIC Educational Resources Information Center

Ruck, Heribert

1986-01-01

Proposes an approach to teaching grammar that calls on the student's imagination and frees the learning process from classroom routine. The technique uses examples of specific constructions in French poetry to illustrate principles of grammar and discourse. (MSE)

The Effects of Age on Second Language Grammar and Speech Production

ERIC Educational Resources Information Center

Huang, Becky H.

2014-01-01

The current study examined the age of learning effect on second language (L2) acquisition. The research goals of the study were twofold: to test whether there is an independent age effect controlling for other potentially confounding variables, and to clarify the age effect across L2 grammar and speech production domains. The study included 118…

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

ERIC Educational Resources Information Center

Öttl, Birgit; Jäger, Gerhard; Kaup, Barbara

2017-01-01

This study investigated the effect of semantic information on artificial grammar learning (AGL). Recursive grammars of different complexity levels (regular language, mirror language, copy language) were investigated in a series of AGL experiments. In the with-semantics condition, participants acquired semantic information prior to the AGL…

Group Grammar

ERIC Educational Resources Information Center

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.

Swahili Learners' Reference Grammar. African Language Learners' Reference Grammar Series.

ERIC Educational Resources Information Center

Thompson, Katrina Daly; Schleicher, Antonia Folarin

This reference grammar is written for speakers of English who are learning Swahili. Because many language learners are not familiar with the grammatical terminology, this book explains the basic terminology and concepts of English grammar that are necessary for understanding the grammar of Swahili. It assumes no formal knowledge of English grammar…

Learning a generative probabilistic grammar of experience: a process-level model of language acquisition.

PubMed

Kolodny, Oren; Lotem, Arnon; Edelman, Shimon

2015-03-01

We introduce a set of biologically and computationally motivated design choices for modeling the learning of language, or of other types of sequential, hierarchically structured experience and behavior, and describe an implemented system that conforms to these choices and is capable of unsupervised learning from raw natural-language corpora. Given a stream of linguistic input, our model incrementally learns a grammar that captures its statistical patterns, which can then be used to parse or generate new data. The grammar constructed in this manner takes the form of a directed weighted graph, whose nodes are recursively (hierarchically) defined patterns over the elements of the input stream. We evaluated the model in seventeen experiments, grouped into five studies, which examined, respectively, (a) the generative ability of grammar learned from a corpus of natural language, (b) the characteristics of the learned representation, (c) sequence segmentation and chunking, (d) artificial grammar learning, and (e) certain types of structure dependence. The model's performance largely vindicates our design choices, suggesting that progress in modeling language acquisition can be made on a broad front-ranging from issues of generativity to the replication of human experimental findings-by bringing biological and computational considerations, as well as lessons from prior efforts, to bear on the modeling approach. Copyright © 2014 Cognitive Science Society, Inc.

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

ERIC Educational Resources Information Center

Irzawati, Ira

2013-01-01

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

Using Dual-Task Methodology to Dissociate Automatic from Nonautomatic Processes Involved in Artificial Grammar Learning

ERIC Educational Resources Information Center

Hendricks, Michelle A.; Conway, Christopher M.; Kellogg, Ronald T.

2013-01-01

Previous studies have suggested that both automatic and intentional processes contribute to the learning of grammar and fragment knowledge in artificial grammar learning (AGL) tasks. To explore the relative contribution of automatic and intentional processes to knowledge gained in AGL, we utilized dual-task methodology to dissociate automatic and…

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

ERIC Educational Resources Information Center

Georgalas, Panagiotis

2012-01-01

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

Cognitive biases, linguistic universals, and constraint-based grammar learning.

PubMed

Culbertson, Jennifer; Smolensky, Paul; Wilson, Colin

2013-07-01

According to classical arguments, language learning is both facilitated and constrained by cognitive biases. These biases are reflected in linguistic typology-the distribution of linguistic patterns across the world's languages-and can be probed with artificial grammar experiments on child and adult learners. Beginning with a widely successful approach to typology (Optimality Theory), and adapting techniques from computational approaches to statistical learning, we develop a Bayesian model of cognitive biases and show that it accounts for the detailed pattern of results of artificial grammar experiments on noun-phrase word order (Culbertson, Smolensky, & Legendre, 2012). Our proposal has several novel properties that distinguish it from prior work in the domains of linguistic theory, computational cognitive science, and machine learning. This study illustrates how ideas from these domains can be synthesized into a model of language learning in which biases range in strength from hard (absolute) to soft (statistical), and in which language-specific and domain-general biases combine to account for data from the macro-level scale of typological distribution to the micro-level scale of learning by individuals. Copyright © 2013 Cognitive Science Society, Inc.

Knowing English Grammar--An Important Aid in Second Language Learning

ERIC Educational Resources Information Center

Cleary, Colin

2004-01-01

This article discusses a small-scale study that explored students', teachers', and university lecturers' beliefs about the value of studying English grammar in foreign and second language learning. A major debate in second language acquisition literature has been concerned with experiential (implicit) learning as opposed to analytical (explicit)…

A Bemba Grammar with Exercises.

ERIC Educational Resources Information Center

Hoch, Ernst

This Bemba grammar begins with an introduction which traces the history of the language, stresses the importance of learning it well and offers hints towards achieving this goal. The grammar itself is divided into three major sections: Part 1, "Phonetics," deals with the Bemba alphabet, tonality, and orthography; Part 2, "Parts of Speech,"…

Cooperative Learning as a Correction and Grammar Revision Technique: Communicative Exchanges, Self-Correction Rates and Scores

ERIC Educational Resources Information Center

Servetti, Sara

2010-01-01

This paper focuses on cooperative learning (CL) used as a correction and grammar revision technique and considers the data collected in six Italian parallel classes, three of which (sample classes) corrected mistakes and revised grammar through cooperative learning, while the other three (control classes) in a traditional way. All the classes…

Foreign-Language Grammar Instruction via the Mother Tongue

ERIC Educational Resources Information Center

Paradowski, Michal B.

2007-01-01

The chapter reports the results of a controlled experiment which suggest that foreign-language grammar instruction that forges explicit connections with the grammar of the students' mother tongue aids learning, at least as far as students' application of discrete-point grammar rules is concerned. (Contains 2 figures and 3 notes.) [This document…

Efficient Grammar Induction Algorithm with Parse Forests from Real Corpora

NASA Astrophysics Data System (ADS)

Kurihara, Kenichi; Kameya, Yoshitaka; Sato, Taisuke

The task of inducing grammar structures has received a great deal of attention. The reasons why researchers have studied are different; to use grammar induction as the first stage in building large treebanks or to make up better language models. However, grammar induction has inherent computational complexity. To overcome it, some grammar induction algorithms add new production rules incrementally. They refine the grammar while keeping their computational complexity low. In this paper, we propose a new efficient grammar induction algorithm. Although our algorithm is similar to algorithms which learn a grammar incrementally, our algorithm uses the graphical EM algorithm instead of the Inside-Outside algorithm. We report results of learning experiments in terms of learning speeds. The results show that our algorithm learns a grammar in constant time regardless of the size of the grammar. Since our algorithm decreases syntactic ambiguities in each step, our algorithm reduces required time for learning. This constant-time learning considerably affects learning time for larger grammars. We also reports results of evaluation of criteria to choose nonterminals. Our algorithm refines a grammar based on a nonterminal in each step. Since there can be several criteria to decide which nonterminal is the best, we evaluate them by learning experiments.

Indirect Positive Evidence in the Acquisition of a Subset Grammar

ERIC Educational Resources Information Center

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…

The effect of subjective awareness measures on performance in artificial grammar learning task.

PubMed

Ivanchei, Ivan I; Moroshkina, Nadezhda V

2018-01-01

Systematic research into implicit learning requires well-developed awareness-measurement techniques. Recently, trial-by-trial measures have been widely used. However, they can increase complexity of a study because they are an additional experimental variable. We tested the effects of these measures on performance in artificial grammar learning study. Four groups of participants were assigned to different awareness measures conditions: confidence ratings, post-decision wagering, decision strategy attribution or none. Decision-strategy-attribution participants demonstrated better grammar learning and longer response times compared to controls. They also exhibited a conservative bias. Grammaticality by itself was a stronger predictor of strings endorsement in decision-strategy-attribution group compared to other groups. Confidence ratings and post-decision wagering only affected the response times. These results were supported by an additional experiment that used a balanced chunk strength design. We conclude that a decision-strategy-attribution procedure may force participants to adopt an analytical decision-making strategy and rely mostly on conscious knowledge of artificial grammar. Copyright © 2017 Elsevier Inc. All rights reserved.

Yes, We Still Need Universal Grammar

ERIC Educational Resources Information Center

Lidz, Jeffrey; Gleitman, Lila R.

2004-01-01

In a recent paper [Lidz, J., Gleitman, H., & Gleitman, L. (2003). Understanding how input matters: Verb learning and the footprint of universal grammar. "Cognition," 87, 151-178], we provided cross-linguistic evidence in favor of the following linked assertions: (i) Verb argument structure is a correlate of verb meaning; (ii) However, argument…

Lorma: A Reference Handbook of Phonetics, Grammar, Lexicon and Learning Procedures.

ERIC Educational Resources Information Center

Dwyer, David James

The grammar, phonetics, and lexicon of Lorma, one of the Mande languages of Liberia, are described for the use of Peace Corps volunteers learning the language without teacher assistance. This handbook includes an introduction to the languages of Liberia, procedures for learning a language without assistance, guidelines for tutors, a reference…

The P600 in Implicit Artificial Grammar Learning

ERIC Educational Resources Information Center

Silva, Susana; Folia, Vasiliki; Hagoort, Peter; Petersson, Karl Magnus

2017-01-01

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

Concurrence of rule- and similarity-based mechanisms in artificial grammar learning.

PubMed

Opitz, Bertram; Hofmann, Juliane

2015-03-01

A current theoretical debate regards whether rule-based or similarity-based learning prevails during artificial grammar learning (AGL). Although the majority of findings are consistent with a similarity-based account of AGL it has been argued that these results were obtained only after limited exposure to study exemplars, and performance on subsequent grammaticality judgment tests has often been barely above chance level. In three experiments the conditions were investigated under which rule- and similarity-based learning could be applied. Participants were exposed to exemplars of an artificial grammar under different (implicit and explicit) learning instructions. The analysis of receiver operating characteristics (ROC) during a final grammaticality judgment test revealed that explicit but not implicit learning led to rule knowledge. It also demonstrated that this knowledge base is built up gradually while similarity knowledge governed the initial state of learning. Together these results indicate that rule- and similarity-based mechanisms concur during AGL. Moreover, it could be speculated that two different rule processes might operate in parallel; bottom-up learning via gradual rule extraction and top-down learning via rule testing. Crucially, the latter is facilitated by performance feedback that encourages explicit hypothesis testing. Copyright © 2015 Elsevier Inc. All rights reserved.

A Papago Grammar.

ERIC Educational Resources Information Center

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…

Syntactic Structure and Artificial Grammar Learning: The Learnability of Embedded Hierarchical Structures

ERIC Educational Resources Information Center

de Vries, Meinou H.; Monaghan, Padraic; Knecht, Stefan; Zwitserlood, Pienie

2008-01-01

Embedded hierarchical structures, such as "the rat the cat ate was brown", constitute a core generative property of a natural language theory. Several recent studies have reported learning of hierarchical embeddings in artificial grammar learning (AGL) tasks, and described the functional specificity of Broca's area for processing such structures.…

Syntactic transfer in artificial grammar learning.

PubMed

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.

A Blended Collaborative Writing Approach for Chinese L2 Primary School Students

ERIC Educational Resources Information Center

Wong, Lung-Hsiang; Chen, Wenli; Chai, Ching-Sing; Chin, Chee-Kuen; Gao, Ping

2011-01-01

This paper outlines an adaptable collaborative writing approach employing a wiki to address the typical weaknesses of young Singaporean Chinese students learning Chinese as second language (L2) in Chinese writing. These students' problems in writing include limited and incorrect use of vocabulary, English-style grammar, badly structured passages,…

Effects of grammar instruction and fluency training on the learning of the and a by native speakers of japanese

PubMed Central

Shimamune, Satoru; Jitsumori, Masako

1999-01-01

In a computer-assisted sentence completion task, the effects of grammar instruction and fluency training on learning the use of the definite and indefinite articles of English were examined. Forty-eight native Japanese-speaking students were assigned to four groups: with grammar/accuracy (G/A), without grammar/accuracy (N/A), with grammar/fluency (G/F), and without grammar/fluency (N/F). In the G/A and N/A groups, training continued until performance reached 100% accuracy (accuracy criterion). In the G/F and N/F groups, training continued until 100% accuracy was reached and the correct responses were made at a high speed (fluency criterion). Grammar instruction was given to participants in the G/A and G/F groups but not to those in the N/A and N/F groups. Generalization to new sentences was tested immediately after reaching the required criterion. High levels of generalization occurred, regardless of the type of mastery criterion and whether the grammar instruction was given. Retention tests were conducted 4, 6, and 8 weeks after training. Fluency training effectively improved retention of the performance attained without the grammar instruction. This effect was diminished when grammar instruction was given during training. Learning grammatical rules was not necessary for the generalized use of appropriate definite and indefinite articles or for the maintenance of the performance attained through fluency training. PMID:22477154

Modelling unsupervised online-learning of artificial grammars: linking implicit and statistical learning.

PubMed

Rohrmeier, Martin A; Cross, Ian

2014-07-01

Humans rapidly learn complex structures in various domains. Findings of above-chance performance of some untrained control groups in artificial grammar learning studies raise questions about the extent to which learning can occur in an untrained, unsupervised testing situation with both correct and incorrect structures. The plausibility of unsupervised online-learning effects was modelled with n-gram, chunking and simple recurrent network models. A novel evaluation framework was applied, which alternates forced binary grammaticality judgments and subsequent learning of the same stimulus. Our results indicate a strong online learning effect for n-gram and chunking models and a weaker effect for simple recurrent network models. Such findings suggest that online learning is a plausible effect of statistical chunk learning that is possible when ungrammatical sequences contain a large proportion of grammatical chunks. Such common effects of continuous statistical learning may underlie statistical and implicit learning paradigms and raise implications for study design and testing methodologies. Copyright © 2014 Elsevier Inc. All rights reserved.

GenieTutor: A Computer Assisted Second-Language Learning System Based on Semantic and Grammar Correctness Evaluations

ERIC Educational Resources Information Center

Kwon, Oh-Woog; Lee, Kiyoung; Kim, Young-Kil; Lee, Yunkeun

2015-01-01

This paper introduces a Dialog-Based Computer-Assisted second-Language Learning (DB-CALL) system using semantic and grammar correctness evaluations and the results of its experiment. While the system dialogues with English learners about a given topic, it automatically evaluates the grammar and content properness of their English utterances, then…

The relationship between strategic control and conscious structural knowledge in artificial grammar learning.

PubMed

Norman, Elisabeth; Scott, Ryan B; Price, Mark C; Dienes, Zoltan

2016-05-01

We address Jacoby's (1991) proposal that strategic control over knowledge requires conscious awareness of that knowledge. In a two-grammar artificial grammar learning experiment all participants were trained on two grammars, consisting of a regularity in letter sequences, while two other dimensions (colours and fonts) varied randomly. Strategic control was measured as the ability to selectively apply the grammars during classification. For each classification, participants also made a combined judgement of (a) decision strategy and (b) relevant stimulus dimension. Strategic control was found for all types of decision strategy, including trials where participants claimed to lack conscious structural knowledge. However, strong evidence of strategic control only occurred when participants knew or guessed that the letter dimension was relevant, suggesting that strategic control might be associated with - or even causally requires - global awareness of the nature of the rules even though it does not require detailed knowledge of their content. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved.

Propelling Students into Active Grammar Participation

ERIC Educational Resources Information Center

Jurhill, Dennis A.

2011-01-01

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

The Development of English Grammar and Reading Comprehension by Majority and Minority Language Children in a Bilingual Primary School

ERIC Educational Resources Information Center

Steinlen, Anja K.

2017-01-01

Both for the first language (L1) and for all additional languages (L2 or L3), grammatical knowledge plays a vital role in understanding texts (e.g., Grabe, 2005). However, little is known about the development and interaction of grammar and reading comprehension in beginning foreign language learning, especially with respect to children with a…

Embodied L2 Construction Learning

ERIC Educational Resources Information Center

Eskildsen, Søren W.; Wagner, Johannes

2015-01-01

This study uses conversation analysis (CA) to investigate the coupling of specific linguistic items with specific gestures in second language (L2) learning over time. In particular, we are interested in how gestures accompany learning of new vocabulary. CA-informed studies of gesture have previously shown the importance of embodiment in L2 use and…

The use of control groups in artificial grammar learning.

PubMed

Reber, Rolf; Perruchet, Pierre

2003-01-01

Experimenters assume that participants of an experimental group have learned an artificial grammar if they classify test items with significantly higher accuracy than does a control group without training. The validity of such a comparison, however, depends on an additivity assumption: Learning is superimposed on the action of non-specific variables-for example, repetitions of letters, which modulate the performance of the experimental group and the control group to the same extent. In two experiments we were able to show that this additivity assumption does not hold. Grammaticality classifications in control groups without training (Experiments 1 and 2) depended on non-specific features. There were no such biases in the experimental groups. Control groups with training on randomized strings (Experiment 2) showed fewer biases than did control groups without training. Furthermore, we reanalysed published research and demonstrated that earlier experiments using control groups without training had produced similar biases in control group performances, bolstering the finding that using control groups without training is methodologically unsound.

Whole-brain functional connectivity during acquisition of novel grammar: Distinct functional networks depend on language learning abilities.

PubMed

Kepinska, Olga; de Rover, Mischa; Caspers, Johanneke; Schiller, Niels O

2017-03-01

In an effort to advance the understanding of brain function and organisation accompanying second language learning, we investigate the neural substrates of novel grammar learning in a group of healthy adults, consisting of participants with high and average language analytical abilities (LAA). By means of an Independent Components Analysis, a data-driven approach to functional connectivity of the brain, the fMRI data collected during a grammar-learning task were decomposed into maps representing separate cognitive processes. These included the default mode, task-positive, working memory, visual, cerebellar and emotional networks. We further tested for differences within the components, representing individual differences between the High and Average LAA learners. We found high analytical abilities to be coupled with stronger contributions to the task-positive network from areas adjacent to bilateral Broca's region, stronger connectivity within the working memory network and within the emotional network. Average LAA participants displayed stronger engagement within the task-positive network from areas adjacent to the right-hemisphere homologue of Broca's region and typical to lower level processing (visual word recognition), and increased connectivity within the default mode network. The significance of each of the identified networks for the grammar learning process is presented next to a discussion on the established markers of inter-individual learners' differences. We conclude that in terms of functional connectivity, the engagement of brain's networks during grammar acquisition is coupled with one's language learning abilities. Copyright © 2016 Elsevier B.V. All rights reserved.

Effect of chunk strength on the performance of children with developmental dyslexia on artificial grammar learning task may be related to complexity.

PubMed

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

2017-07-01

There's a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched control participants' performance reflected equivalent influence of chunk strength in the two topological entropy conditions, as typically found in artificial grammar learning experiments. By contrast, dyslexic children and reading-level-matched controls' performance reflected knowledge of chunk strength only under the low topological entropy condition. In the low topological entropy grammar system, they appeared completely unable to utilize chunk strength to make appropriate test item selections. In line with previous research, this study suggests that for typically developing children, it is the chunks that are attended during artificial grammar learning and create a foundation on which implicit associative learning mechanisms operate, and these chunks are unitized to different strengths. However, for children with dyslexia, it is complexity that may influence the subsequent memorability of chunks, independently of their strength.

Typological Asymmetries in Round Vowel Harmony: Support from Artificial Grammar Learning

ERIC Educational Resources Information Center

Finley, Sara

2012-01-01

Providing evidence for the universal tendencies of patterns in the world's languages can be difficult, as it is impossible to sample all possible languages, and linguistic samples are subject to interpretation. However, experimental techniques, such as artificial grammar learning paradigms, make it possible to uncover the psychological reality of…

How Does L1 and L2 Exposure Impact L1 Performance in Bilingual Children? Evidence from Polish-English Migrants to the United Kingdom

PubMed Central

Haman, Ewa; Wodniecka, Zofia; Marecka, Marta; Szewczyk, Jakub; Białecka-Pikul, Marta; Otwinowska, Agnieszka; Mieszkowska, Karolina; Łuniewska, Magdalena; Kołak, Joanna; Miękisz, Aneta; Kacprzak, Agnieszka; Banasik, Natalia; Foryś-Nogala, Małgorzata

2017-01-01

Most studies on bilingual language development focus on children’s second language (L2). Here, we investigated first language (L1) development of Polish-English early migrant bilinguals in four domains: vocabulary, grammar, phonological processing, and discourse. We first compared Polish language skills between bilinguals and their Polish non-migrant monolingual peers, and then investigated the influence of the cumulative exposure to L1 and L2 on bilinguals’ performance. We then examined whether high exposure to L1 could possibly minimize the gap between monolinguals and bilinguals. We analyzed data from 233 typically developing children (88 bilingual and 145 monolingual) aged 4;0 to 7;5 (years;months) on six language measures in Polish: receptive vocabulary, productive vocabulary, receptive grammar, productive grammar (sentence repetition), phonological processing (non-word repetition), and discourse abilities (narration). Information about language exposure was obtained via parental questionnaires. For each language task, we analyzed the data from the subsample of bilinguals who had completed all the tasks in question and from monolinguals matched one-on-one to the bilingual group on age, SES (measured by years of mother’s education), gender, non-verbal IQ, and short-term memory. The bilingual children scored lower than monolinguals in all language domains, except discourse. The group differences were more pronounced on the productive tasks (vocabulary, grammar, and phonological processing) and moderate on the receptive tasks (vocabulary and grammar). L1 exposure correlated positively with the vocabulary size and phonological processing. Grammar scores were not related to the levels of L1 exposure, but were predicted by general cognitive abilities. L2 exposure negatively influenced productive grammar in L1, suggesting possible L2 transfer effects on L1 grammatical performance. Children’s narrative skills benefitted from exposure to two languages: both L1

The P600 in Implicit Artificial Grammar Learning.

PubMed

Silva, Susana; Folia, Vasiliki; Hagoort, Peter; Petersson, Karl Magnus

2017-01-01

The suitability of the artificial grammar learning (AGL) paradigm to capture relevant aspects of the acquisition of linguistic structures has been empirically tested in a number of EEG studies. Some have shown a syntax-related P600 component, but it has not been ruled out that the AGL P600 effect is a response to surface features (e.g., subsequence familiarity) rather than the underlying syntax structure. Therefore, in this study, we controlled for the surface characteristics of the test sequences (associative chunk strength) and recorded the EEG before (baseline preference classification) and after (preference and grammaticality classification) exposure to a grammar. After exposure, a typical, centroparietal P600 effect was elicited by grammatical violations and not by unfamiliar subsequences, suggesting that the AGL P600 effect signals a response to structural irregularities. Moreover, preference and grammaticality classification showed a qualitatively similar ERP profile, strengthening the idea that the implicit structural mere-exposure paradigm in combination with preference classification is a suitable alternative to the traditional grammaticality classification test. Copyright © 2016 Cognitive Science Society, Inc.

Overcoming the Grammar Deficit: The Role of Information Technology in Teaching German Grammar to Undergraduates.

ERIC Educational Resources Information Center

Hall, Christopher

1998-01-01

Examines how application of computer-assisted language learning (CALL) and information technology can be used to overcome "grammar deficit" seen in many British undergraduate German students. A combination of explicit, implicit, and exploratory grammar teaching approaches uses diverse resources, including word processing packages,…

The Grammar Movie Project

ERIC Educational Resources Information Center

Kreutner, Edith

2015-01-01

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

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

ERIC Educational Resources Information Center

Eckstein, Grant

2016-01-01

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

A GRAMMAR OF SPOKEN CHINESE.

ERIC Educational Resources Information Center

CHAO, YUEN REN

THE AUTHOR OF THIS GRAMMAR STATES THAT THIS IS A "DISCUSSION BOOK" AND NOT AN INSTRUCTION BOOK FOR LEARNING CHINESE. HIS ANALYSIS OF CHINESE GRAMMAR IS BASED ON CURRENT LINGUISTIC METHODS AND ASSUMES THE READER HAS SOME KNOWLEDGE OF LINGUISTICS. THIS BOOK CONSTITUTES A REFERENCE WORK FOR LINGUISTS AND STUDENTS OF THE CHINESE LANGUAGE. MAJOR…

The Construction of Semantic Memory: Grammar-Based Representations Learned from Relational Episodic Information

PubMed Central

Battaglia, Francesco P.; Pennartz, Cyriel M. A.

2011-01-01

After acquisition, memories underlie a process of consolidation, making them more resistant to interference and brain injury. Memory consolidation involves systems-level interactions, most importantly between the hippocampus and associated structures, which takes part in the initial encoding of memory, and the neocortex, which supports long-term storage. This dichotomy parallels the contrast between episodic memory (tied to the hippocampal formation), collecting an autobiographical stream of experiences, and semantic memory, a repertoire of facts and statistical regularities about the world, involving the neocortex at large. Experimental evidence points to a gradual transformation of memories, following encoding, from an episodic to a semantic character. This may require an exchange of information between different memory modules during inactive periods. We propose a theory for such interactions and for the formation of semantic memory, in which episodic memory is encoded as relational data. Semantic memory is modeled as a modified stochastic grammar, which learns to parse episodic configurations expressed as an association matrix. The grammar produces tree-like representations of episodes, describing the relationships between its main constituents at multiple levels of categorization, based on its current knowledge of world regularities. These regularities are learned by the grammar from episodic memory information, through an expectation-maximization procedure, analogous to the inside–outside algorithm for stochastic context-free grammars. We propose that a Monte-Carlo sampling version of this algorithm can be mapped on the dynamics of “sleep replay” of previously acquired information in the hippocampus and neocortex. We propose that the model can reproduce several properties of semantic memory such as decontextualization, top-down processing, and creation of schemata. PMID:21887143

Bridging the Gap between Linguistic Theory and L1 Grammar Education--Experts' Views on Essential Linguistic Concepts

ERIC Educational Resources Information Center

van Rijt, Jimmy; Coppen, Peter-Arno

2017-01-01

L1 grammar education is internationally criticised because of its pedagogy and its curriculum content. There is a gap between linguistic theory and school grammar in which the latter rarely makes use of possibly relevant insights from the former. At the same time, linguistics itself has never seriously undertaken attempts to identify the…

Something Old, Something New--An Eclectic Grammar for Learning.

ERIC Educational Resources Information Center

O'Donnell, Roy C.

Formal grammar study is important in schools above the elementary level because it can lead to improved understanding of the nature and functions of language. Although newer grammars, based on structural linguistics and transformational-generative grammar, have not met the needs of the schools, their potential should not be ignored with a return…

Learning English Grammar with a Corpus: Experimenting with Concordancing in a University Grammar Course

ERIC Educational Resources Information Center

Vannestal, Maria Estling; Lindquist, Hans

2007-01-01

Corpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students' attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to…

AGSuite: Software to conduct feature analysis of artificial grammar learning performance.

PubMed

Cook, Matthew T; Chubala, Chrissy M; Jamieson, Randall K

2017-10-01

To simplify the problem of studying how people learn natural language, researchers use the artificial grammar learning (AGL) task. In this task, participants study letter strings constructed according to the rules of an artificial grammar and subsequently attempt to discriminate grammatical from ungrammatical test strings. Although the data from these experiments are usually analyzed by comparing the mean discrimination performance between experimental conditions, this practice discards information about the individual items and participants that could otherwise help uncover the particular features of strings associated with grammaticality judgments. However, feature analysis is tedious to compute, often complicated, and ill-defined in the literature. Moreover, the data violate the assumption of independence underlying standard linear regression models, leading to Type I error inflation. To solve these problems, we present AGSuite, a free Shiny application for researchers studying AGL. The suite's intuitive Web-based user interface allows researchers to generate strings from a database of published grammars, compute feature measures (e.g., Levenshtein distance) for each letter string, and conduct a feature analysis on the strings using linear mixed effects (LME) analyses. The LME analysis solves the inflation of Type I errors that afflicts more common methods of repeated measures regression analysis. Finally, the software can generate a number of graphical representations of the data to support an accurate interpretation of results. We hope the ease and availability of these tools will encourage researchers to take full advantage of item-level variance in their datasets in the study of AGL. We moreover discuss the broader applicability of the tools for researchers looking to conduct feature analysis in any field.

Grammar as a Programming Language. Artificial Intelligence Memo 391.

ERIC Educational Resources Information Center

Rowe, Neil

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

Relations between EFL Teachers' Formal Knowledge of Grammar and Their In-Action Mental Models of Children's Minds and Learning

ERIC Educational Resources Information Center

Haim, O.; Strauss, S.; Ravid, D.

2004-01-01

We studied the relations between English as a foreign language teachers' grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge.…

Grammar Teaching in Secondary School Foreign Language Learning in England: Teachers' Reported Beliefs and Observed Practices

ERIC Educational Resources Information Center

Liviero, Sara

2017-01-01

This study investigates teachers' beliefs relating to grammar teaching in modern foreign language (MFL) learning in England. Focus on grammatical form has been consistently supported by linguistic research and teacher practice, and has progressively been reinstated in England's National Curriculum. However, MFL learning assessment in England has…

Grammar Games

ERIC Educational Resources Information Center

Brown, Kim

2004-01-01

The mere mention of a grammar lesson can set students' eyes rolling. The fun activities described in this article can turn those blank looks into smiles. Here, the author presents grammar games namely: (1) noun tennis; (2) the minister's cat; (3) kids take action; (4) what's my adverb?; (5) and then I saw...; and (6) grammar sing-along.

Performance of Children with Developmental Dyslexia on High and Low Topological Entropy Artificial Grammar Learning Task

ERIC Educational Resources Information Center

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

2017-01-01

Graph complexity as measured by topological entropy has been previously shown to affect performance on artificial grammar learning tasks among typically developing children. The aim of this study was to examine the effect of graph complexity on implicit sequential learning among children with developmental dyslexia. Our goal was to determine…

L'Enseignement de la grammaire en langue etrangere: Contenus et processus (The Teaching of Grammar in a Foreign Language: Content and Process).

ERIC Educational Resources Information Center

Calliabetsou, Penelope

A discussion, in French, of second language grammar instruction looks at the differences between a traditional linguistic approach to grammar learning, used less and less with the advent of communicative language teaching methods, and a sociolinguistic approach, which focuses more closely on the sociocultural context of functional variants of a…

Perceived Learning Difficulty and Actual Performance: Explicit and Implicit Knowledge of L2 English Grammar Points among Instructed Adult Learners

ERIC Educational Resources Information Center

Silva, Luis Humberto Rodríguez; Roehr-Brackin, Karen

2016-01-01

This article draws on an approach that conceptualizes L2 learning difficulty in terms of implicit and explicit knowledge. In a study with first language Mexican Spanish university-level learners (n = 30), their teachers (n = 11), and applied linguistics experts (n = 3), we investigated the relationship between (a) these groups' difficulty…

Grammar of Binding in the languages of the world: Innate or learned?

PubMed

Cole, Peter; Hermon, Gabriella; Yanti

2015-08-01

Languages around the world often appear to manifest nearly identical grammatical properties, but, at the same time, the grammatical differences can also be great, sometimes even seeming to support Joos's (1958) claim that "languages can differ from each other without limit and in unpredictable way" (p. 96). This state of affairs provides a puzzle for both nativist approaches to language like Generative Grammar that posit a fixed "Universal Grammar", and for approaches that minimize the contribution of innate grammatical structure. We approach this puzzling state of affairs by looking at one area of grammar, "Binding", the system of local and long distance anaphoric elements in a language. This is an area of grammar that has long been central to the Generative approach to language structure. We compare the anaphoric systems found in "familiar" (European-like) languages that contain dedicated classes of bound and free anaphors (pronouns and reflexives) with the anaphoric systems in endangered Austronesian languages of Indonesia, languages in which there is overlap or no distinction between pronouns and reflexives (Peranakan Javanese and Jambi Malay). What is of special interest about Jambi anaphora is not only that conservative dialects of Jambi Malay do not distinguish between pronouns and reflexives, but that Jambi anaphora appear to constitute a live snapshot of a unitary class of anaphora in the process of grammaticalization as a distinct system of pronouns and reflexives. We argue that the facts of Jambi anaphora cannot be explained by theories positing a Universal Grammar of Binding. Thus, these facts provide evidence that complex grammatical systems like Binding cannot be innate. Our results from Austronesian languages are confirmed by data from signed and creole languages. Our conclusion is that the human language learning capacity must include the ability to model the full complexity found in the syntax of the world's languages. From the perspective of child

Inference for Transition Network Grammars,

DTIC Science & Technology

1976-01-01

If the arc Is followed. language L(G) is said to be structurally complete if The power of an augmented transition network (Am) is each rewriting rule ...Clearly, a context-sensitive grammar can be represented as a context—free grarmar plus a set of transformationDbbbbb Eabbbbbb Dbb~~bb Ebbbbbb rules ...are the foun— as a CFG (base) and a set of transformationa l rules . datIons of grammars of different complexities. The The CSL Is obtained by appl

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

PubMed

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

The "'Grammar Correction' Debate in L2 Writing": Where Are We, and Where Do We Go from Here?--(And What Do We Do in the Meantime ...?)

ERIC Educational Resources Information Center

Ferris, Dana R.

2004-01-01

The efficacy of teacher error/grammar correction in second language writing classes has been the subject of much controversy, including a published debate in an earlier volume of this journal [J. Second Language Writing 8 (1999) 1; J. Second Language Writing 8 (1999) 111]. In this paper, the state-of-the-art in error correction research in L2…

Language Practice with Multimedia Supported Web-Based Grammar Revision Material

ERIC Educational Resources Information Center

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

2010-01-01

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

The Role of Grammar and the Teaching of Writing. Learning Package No. 39.

ERIC Educational Resources Information Center

Collins, Norma, Comp.; Smith, Carl, Ed.

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on the role of grammar and the teaching of writing is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

Search for Minimal and Semi-Minimal Rule Sets in Incremental Learning of Context-Free and Definite Clause Grammars

NASA Astrophysics Data System (ADS)

Imada, Keita; Nakamura, Katsuhiko

This paper describes recent improvements to Synapse system for incremental learning of general context-free grammars (CFGs) and definite clause grammars (DCGs) from positive and negative sample strings. An important feature of our approach is incremental learning, which is realized by a rule generation mechanism called “bridging” based on bottom-up parsing for positive samples and the search for rule sets. The sizes of rule sets and the computation time depend on the search strategies. In addition to the global search for synthesizing minimal rule sets and serial search, another method for synthesizing semi-optimum rule sets, we incorporate beam search to the system for synthesizing semi-minimal rule sets. The paper shows several experimental results on learning CFGs and DCGs, and we analyze the sizes of rule sets and the computation time.

What Should Be Explicit in Explicit Grammar Instruction?

ERIC Educational Resources Information Center

Nagai, Noriko; Ayano, Seiki; Okada, Keiko; Nakanishi, Takayuki

2015-01-01

This article proposes an approach to explicit grammar instruction that seeks to develop metalinguistic knowledge of the L2 and raise L2 learners' awareness of their L1, which is crucial for the success of second language acquisition (Ellis 1997, 2002). If explicit instruction is more effective than implicit instruction (Norris and Ortega 2000),…

Let Me Try to Make It Clearer. Alternative Techniques for Teaching Traditional English Grammar to Learning Disabled Students in the University.

ERIC Educational Resources Information Center

Zink, Karl E.

A faculty member involved with the Higher Education for Learning Disabled Students (HELDS) project describes ways in which an English grammar course was modified to accommodate LD students. The course, designed to compensate for students' inadequacies in grammar, is described in terms of four phases: (1) the introductory period (in which LD…

Similarity and Difference in Learning L2 Word-Form

ERIC Educational Resources Information Center

Hamada, Megumi; Koda, Keiko

2011-01-01

This study explored similarity and difference in L2 written word-form learning from a cross-linguistic perspective. This study investigated whether learners' L1 orthographic background, which influences L2 visual word recognition (e.g., Wang et al., 2003), also influences L2 word-form learning, in particular, the sensitivity to phonological and…

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

NASA Astrophysics Data System (ADS)

Nakamura, Katsuhiko; Hoshina, Akemi

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

Effects of Corpus-Aided Language Learning in the EFL Grammar Classroom: A Case Study of Students' Learning Attitudes and Teachers' Perceptions in Taiwan

ERIC Educational Resources Information Center

Lin, Ming Huei

2016-01-01

This study employed a blended approach to form an extensive assessment of the pedagogical suitability of data-driven learning (DDL) in Taiwan's EFL grammar classrooms. On the one hand, the study quantitatively investigated the effects of DDL compared with that of a traditional deductive approach on the learning motivation and self-efficacy of…

Grammaire de texte et apprentissage de l'ecrit (Textual Grammar and the Teaching of Writing).

ERIC Educational Resources Information Center

Woodley, Marie-Paule

1985-01-01

Textual grammar provides a means of examining the relationship between the sentence and the text as a whole, and it is in that context that the problems of learning a second language become clear and that it becomes important for the teacher to understand how the text functions so as to impart it to students. (MSE)

The role of feedback in implicit and explicit artificial grammar learning: a comparison between dyslexic and non-dyslexic adults.

PubMed

Schiff, Rachel; Sasson, Ayelet; Star, Galit; Kahta, Shani

2017-10-01

The importance of feedback for learning has been firmly established over the past few decades. The question of whether feedback plays a significant role in the statistical learning abilities of adults with dyslexia, however, is currently unresolved. Here, we examined the role of feedback in grammaticality judgment, type of structural knowledge, and confidence rating in both typically developed and dyslexic adults. We implemented two artificial grammar learning experiments: implicit and explicit. The second experiment was directly analogous to the first experiment in all respects except training format: the standard memorization instruction was replaced with an explicit rule-search instruction. Each experiment was conducted with and without performance feedback. While both groups showed significantly improved learning in the feedback-based explicit artificial grammar learning task, only the typically developed adults demonstrated higher levels of conscious structural knowledge. The present study demonstrates that the basis for the grammaticality judgment of adults with dyslexia differs from that of typically developed adults, regardless of increase in the level of explicitness.

Effect of Chunk Strength on the Performance of Children with Developmental Dyslexia on Artificial Grammar Learning Task May Be Related to Complexity

ERIC Educational Resources Information Center

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

2017-01-01

There is a long held view that chunks play a crucial role in artificial grammar learning performance. We compared chunk strength influences on performance, in high and low topological entropy (a measure of complexity) grammar systems, with dyslexic children, age-matched and reading-level-matched control participants. Findings show that age-matched…

Grappling with Grammar on a Virtual Learning Platform: The Case of First Year French Students at the University of Wollongong

ERIC Educational Resources Information Center

Bissoonauth-Bedford, A.; Stace, Ray

2012-01-01

This paper reports on an online discussion forum that was created on the University of Wollongong's Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia…

La Grammaire: Lectures (Grammar: Readings).

ERIC Educational Resources Information Center

Arrive, Michel; Chevalier, Jean-Claude

A historical perspective of French grammar is developed in this chronologically arranged reader. Part One includes material on French grammar from the 16th to the 19th century: (1) the "Premiere Epoque": 1530-1660, (2) the general grammar of Port-Royal, and (3) the "philosophical grammars" treating syntax, sentence structure, and discourse…

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

ERIC Educational Resources Information Center

Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

2015-01-01

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

Implicit learning and reading: insights from typical children and children with developmental dyslexia using the artificial grammar learning (AGL) paradigm.

PubMed

Pavlidou, Elpis V; Williams, Joanne M

2014-07-01

We examined implicit learning in school-aged children with and without developmental dyslexia based on the proposal that implicit learning plays a significant role in mastering fluent reading. We ran two experiments with 16 typically developing children (9 to 11-years-old) and 16 age-matched children with developmental dyslexia using the artificial grammar learning (AGL) paradigm. In Experiment 1 (non-transfer task), children were trained on stimuli that followed patterns (rules) unknown to them. Subsequently, they were asked to decide from a novel set which stimuli follow the same rules (grammaticality judgments). In Experiment 2 (transfer task), training and testing stimuli differed in their superficial characteristics but followed the same rules. Again, children were asked to make grammaticality judgments. Our findings expand upon previous research by showing that children with developmental dyslexia show difficulties in implicit learning that are most likely specific to higher-order rule-like learning. These findings are discussed in relation to current theories of developmental dyslexia and of implicit learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

Does the Owl Fly out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases

PubMed Central

Song, Lulu; Pulverman, Rachel; Pepe, Christina; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2016-01-01

Learning a language is more than learning its vocabulary and grammar. For example, compared to English, Spanish uses many more path verbs such as ascender (‘to move upward’) and salir (‘to go out’), and expresses manner of motion optionally. English, in contrast, has many manner verbs (e.g., run, jog) and expresses path in prepositional phrases (e.g., out of the barn). The way in which a language encodes an event is known as its lexicalization pattern or bias. Using a written sentence elicitation task, we asked whether adult Spanish learners whose L1 was English adopted Spanish lexicalization biases, and what types of L2 exposure facilitated the learning of lexicalization biases. Results showed that advanced, but not intermediate, adult Spanish learners showed a path bias comparable to that found in native speakers of Spanish. Furthermore, study abroad experience is associated with better acquisition of L2 lexicalization biases when describing certain types of events. PMID:27103880

The Impact of Resilience on L2 Learners' Motivated Behaviour and Proficiency in L2 Learning

ERIC Educational Resources Information Center

Kim, Tae-Young; Kim, Yoon-Kyoung

2017-01-01

This exploratory study focused on the factors that constitute second language (L2) learners' resilience, and how these factors are related to L2 learning by investigating what relation resilience may have to motivated behaviour and proficiency in English learning. A total of 1620 secondary school learners of English participated in a questionnaire…

Teaching Grammar

ERIC Educational Resources Information Center

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…

Grammar A and Grammar B: Rhetorical Life and Death.

ERIC Educational Resources Information Center

Guinn, Dorothy Margaret

In the past, writers have chosen stylistic devices within the parameters of the traditional grammar of style, "Grammar A," characterized by analyticity, coherence, and clarity. But many contemporary writers are creating a new grammar of style, "Grammar B," characterized by synchronicity, discontinuity, and ambiguity, which…

LeadMine: a grammar and dictionary driven approach to entity recognition.

PubMed

Lowe, Daniel M; Sayle, Roger A

2015-01-01

Chemical entity recognition has traditionally been performed by machine learning approaches. Here we describe an approach using grammars and dictionaries. This approach has the advantage that the entities found can be directly related to a given grammar or dictionary, which allows the type of an entity to be known and, if an entity is misannotated, indicates which resource should be corrected. As recognition is driven by what is expected, if spelling errors occur, they can be corrected. Correcting such errors is highly useful when attempting to lookup an entity in a database or, in the case of chemical names, converting them to structures. Our system uses a mixture of expertly curated grammars and dictionaries, as well as dictionaries automatically derived from public resources. We show that the heuristics developed to filter our dictionary of trivial chemical names (from PubChem) yields a better performing dictionary than the previously published Jochem dictionary. Our final system performs post-processing steps to modify the boundaries of entities and to detect abbreviations. These steps are shown to significantly improve performance (2.6% and 4.0% F1-score respectively). Our complete system, with incremental post-BioCreative workshop improvements, achieves 89.9% precision and 85.4% recall (87.6% F1-score) on the CHEMDNER test set. Grammar and dictionary approaches can produce results at least as good as the current state of the art in machine learning approaches. While machine learning approaches are commonly thought of as "black box" systems, our approach directly links the output entities to the input dictionaries and grammars. Our approach also allows correction of errors in detected entities, which can assist with entity resolution.

Multiple Grammars and the Logic of Learnability in Second Language Acquisition

PubMed Central

Roeper, Tom W.

2016-01-01

The core notion of modern Universal Grammar is that language ability requires abstract representation in terms of hierarchy, movement operations, abstract features on words, and fixed mapping to meaning. These mental structures are a step toward integrating representational knowledge of all kinds into a larger model of cognitive psychology. Examining first and second language at once provides clues as to how abstractly we should represent this knowledge. The abstract nature of grammar allows both the formulation of many grammars and the possibility that a rule of one grammar could apply to another grammar. We argue that every language contains Multiple Grammars which may reflect different language families. We develop numerous examples of how the same abstract rules can apply in various languages and develop a theory of how language modules (case-marking, topicalization, and quantification) interact to predict L2 acquisition paths. In particular we show in depth how Germanic Verb-second operations, based on Verb-final structure, can apply in English. The argument is built around how and where V2 from German can apply in English, seeking to explain the crucial contrast: “nothing” yelled out Bill/*“nothing” yelled Bill out in terms of the necessary abstractness of the V2 rule. PMID:26869945

Multiple Grammars and the Logic of Learnability in Second Language Acquisition.

PubMed

Roeper, Tom W

2016-01-01

The core notion of modern Universal Grammar is that language ability requires abstract representation in terms of hierarchy, movement operations, abstract features on words, and fixed mapping to meaning. These mental structures are a step toward integrating representational knowledge of all kinds into a larger model of cognitive psychology. Examining first and second language at once provides clues as to how abstractly we should represent this knowledge. The abstract nature of grammar allows both the formulation of many grammars and the possibility that a rule of one grammar could apply to another grammar. We argue that every language contains Multiple Grammars which may reflect different language families. We develop numerous examples of how the same abstract rules can apply in various languages and develop a theory of how language modules (case-marking, topicalization, and quantification) interact to predict L2 acquisition paths. In particular we show in depth how Germanic Verb-second operations, based on Verb-final structure, can apply in English. The argument is built around how and where V2 from German can apply in English, seeking to explain the crucial contrast: "nothing" yelled out Bill/(*)"nothing" yelled Bill out in terms of the necessary abstractness of the V2 rule.

Spoken Grammar: An Urgent Necessity in the EFL Context

ERIC Educational Resources Information Center

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…

Multiple Grammars: Old Wine in Old Bottles

ERIC Educational Resources Information Center

Sorace, Antonella

2014-01-01

Amaral and Roeper (this issue; henceforth A&R) argue that all speakers -- regardless of whether monolingual or bilingual -- have multiple grammars in their mental language representations. They further claim that this simple assumption can explain many things: optionality in second language (L2) language behaviour, multilingualism, language…

Distributional Effects and Individual Differences in L2 Morphology Learning

ERIC Educational Resources Information Center

Brooks, Patricia J.; Kwoka, Nicole; Kempe, Vera

2017-01-01

Second language (L2) learning outcomes may depend on the structure of the input and learners' cognitive abilities. This study tested whether less predictable input might facilitate learning and generalization of L2 morphology while evaluating contributions of statistical learning ability, nonverbal intelligence, phonological short-term memory, and…

EEG potentials associated with artificial grammar learning in the primate brain.

PubMed

Attaheri, Adam; Kikuchi, Yukiko; Milne, Alice E; Wilson, Benjamin; Alter, Kai; Petkov, Christopher I

2015-09-01

Electroencephalography (EEG) has identified human brain potentials elicited by Artificial Grammar (AG) learning paradigms, which present participants with rule-based sequences of stimuli. Nonhuman animals are sensitive to certain AGs; therefore, evaluating which EEG Event Related Potentials (ERPs) are associated with AG learning in nonhuman animals could identify evolutionarily conserved processes. We recorded EEG potentials during an auditory AG learning experiment in two Rhesus macaques. The animals were first exposed to sequences of nonsense words generated by the AG. Then surface-based ERPs were recorded in response to sequences that were 'consistent' with the AG and 'violation' sequences containing illegal transitions. The AG violations strongly modulated an early component, potentially homologous to the Mismatch Negativity (mMMN), a P200 and a late frontal positivity (P500). The macaque P500 is similar in polarity and time of occurrence to a late EEG positivity reported in human AG learning studies but might differ in functional role. Copyright © 2014 The Authors. Published by Elsevier Inc. All rights reserved.

Learning L2 Collocations Incidentally from Reading

ERIC Educational Resources Information Center

Pellicer-Sánchez, Ana

2017-01-01

Previous studies have shown that intentional learning through explicit instruction is effective for the acquisition of collocations in a second language (L2) (e.g. Peters, 2014, 2015), but relatively little is known about the effectiveness of incidental approaches for the acquisition of L2 collocations. The present study examined the incidental…

Environmental Peace Education in Foreign Language Learners' English Grammar Lessons

ERIC Educational Resources Information Center

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…

The relation between receptive grammar and procedural, declarative, and working memory in specific language impairment.

PubMed

Conti-Ramsden, Gina; Ullman, Michael T; Lum, Jarrad A G

2015-01-01

What memory systems underlie grammar in children, and do these differ between typically developing (TD) children and children with specific language impairment (SLI)? Whilst there is substantial evidence linking certain memory deficits to the language problems in children with SLI, few studies have investigated multiple memory systems simultaneously, examining not only possible memory deficits but also memory abilities that may play a compensatory role. This study examined the extent to which procedural, declarative, and working memory abilities predict receptive grammar in 45 primary school aged children with SLI (30 males, 15 females) and 46 TD children (30 males, 16 females), both on average 9;10 years of age. Regression analyses probed measures of all three memory systems simultaneously as potential predictors of receptive grammar. The model was significant, explaining 51.6% of the variance. There was a significant main effect of learning in procedural memory and a significant group × procedural learning interaction. Further investigation of the interaction revealed that procedural learning predicted grammar in TD but not in children with SLI. Indeed, procedural learning was the only predictor of grammar in TD. In contrast, only learning in declarative memory significantly predicted grammar in SLI. Thus, different memory systems are associated with receptive grammar abilities in children with SLI and their TD peers. This study is, to our knowledge, the first to demonstrate a significant group by memory system interaction in predicting grammar in children with SLI and their TD peers. In line with Ullman's Declarative/Procedural model of language and procedural deficit hypothesis of SLI, variability in understanding sentences of varying grammatical complexity appears to be associated with variability in procedural memory abilities in TD children, but with declarative memory, as an apparent compensatory mechanism, in children with SLI.

LeadMine: a grammar and dictionary driven approach to entity recognition

PubMed Central

2015-01-01

Background Chemical entity recognition has traditionally been performed by machine learning approaches. Here we describe an approach using grammars and dictionaries. This approach has the advantage that the entities found can be directly related to a given grammar or dictionary, which allows the type of an entity to be known and, if an entity is misannotated, indicates which resource should be corrected. As recognition is driven by what is expected, if spelling errors occur, they can be corrected. Correcting such errors is highly useful when attempting to lookup an entity in a database or, in the case of chemical names, converting them to structures. Results Our system uses a mixture of expertly curated grammars and dictionaries, as well as dictionaries automatically derived from public resources. We show that the heuristics developed to filter our dictionary of trivial chemical names (from PubChem) yields a better performing dictionary than the previously published Jochem dictionary. Our final system performs post-processing steps to modify the boundaries of entities and to detect abbreviations. These steps are shown to significantly improve performance (2.6% and 4.0% F1-score respectively). Our complete system, with incremental post-BioCreative workshop improvements, achieves 89.9% precision and 85.4% recall (87.6% F1-score) on the CHEMDNER test set. Conclusions Grammar and dictionary approaches can produce results at least as good as the current state of the art in machine learning approaches. While machine learning approaches are commonly thought of as "black box" systems, our approach directly links the output entities to the input dictionaries and grammars. Our approach also allows correction of errors in detected entities, which can assist with entity resolution. PMID:25810776

The Effects of Using Animations on Sixth Grade Students' Academic Success in Turkish Grammar Learning

ERIC Educational Resources Information Center

Gün, Mesut

2016-01-01

The purpose of this empirical study is to determine how and to what extent the use of animations impacts auditory acquisition, one of the key learning fields in 6th grade grammar, as measured by students' academic success and completion rates. By using a pre-test and post-test design, this empirical study randomly divided a group of Turkish 6th…

Multicultural and Problematic Social Contexts and Their Contribution to L2 Learning.

ERIC Educational Resources Information Center

Abu-Rabia, Salim

1995-01-01

Studies the relationship of attitudes and cultural background to reading comprehension in a second language (L2) of students in three different social contexts: Israeli-Arab students learning Hebrew as their L2, Israeli-Jewish students learning English as their L2, and Canadian-Arab students learning English as their L2. Results showed that the…

Functional Grammar and Its Implications for English Teaching and Learning

ERIC Educational Resources Information Center

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…

Using Conceptual Metaphor and Functional Grammar to Explore How Language Used in Physics Affects Student Learning

ERIC Educational Resources Information Center

Brookes, David T.; Etkina, Eugenia

2007-01-01

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students and physicists talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor.…

Gaming as Extramural English L2 Learning and L2 Proficiency among Young Learners

ERIC Educational Resources Information Center

Sylven, Liss Kerstin; Sundqvist, Pia

2012-01-01

Today, playing digital games is an important part of many young people's everyday lives. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as…

Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

ERIC Educational Resources Information Center

Ellis, Rod

1999-01-01

Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

Design of a Bahasa Melayu Grammar Online Learning Portal for Form Two Students Using Delphi Technique

ERIC Educational Resources Information Center

Leng, Chin Hai; Siraj, Saedah; Asmawi, Adelina; Dewitt, Dorothy; Ranee, Alina

2013-01-01

This study was aimed at developing a Bahasa Melayu grammar learning portal for Form Two students (BMGLP). A developmental approach was used in this study. Needs analysis was carried out on the Bahasa Melayu teachers and Form Two students. The results of needs analysis on Form Two students showed that they preferred topics such as question…

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

PubMed Central

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, anbn, 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

Representational Issues in Systemic Functional Grammar and Systemic Grammar and Functional Unification Grammar. ISI Reprint Series.

ERIC Educational Resources Information Center

Matthiessen, Christian; Kasper, Robert

Consisting of two separate papers, "Representational Issues in Systemic Functional Grammar," by Christian Matthiessen and "Systemic Grammar and Functional Unification Grammar," by Robert Kasper, this document deals with systemic aspects of natural language processing and linguistic theory and with computational applications of…

The Grammar Gallimaufry: Teaching Students to Challenge the Grammar Gods

ERIC Educational Resources Information Center

House, Jeff

2009-01-01

How a person teaches grammar depends on what he or she believes it does. Some see grammar as a set of rules, inherited from wise forefathers. For them, teaching grammar means making students aware of, and then holding them to, these rules. Others see grammar as an expression of style, an invitation to the writer to explore how to create a…

Automated Assessment of Speech Fluency for L2 English Learners

ERIC Educational Resources Information Center

Yoon, Su-Youn

2009-01-01

This dissertation provides an automated scoring method of speech fluency for second language learners of English (L2 learners) based that uses speech recognition technology. Non-standard pronunciation, frequent disfluencies, faulty grammar, and inappropriate lexical choices are crucial characteristics of L2 learners' speech. Due to the ease of…

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

NASA Astrophysics Data System (ADS)

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

2015-03-01

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

Constraining Multiple Grammars

ERIC Educational Resources Information Center

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…

The Effectiveness of Extensive versus Intensive Recasts for Learning L2 Grammar

ERIC Educational Resources Information Center

Nassaji, Hossein

2017-01-01

This study investigated the effects of extensive versus intensive recasts. The focus was on the effect of feedback on learning English articles, which, as nonsalient target structures, have been shown to be difficult for many second language learners. Intensive recasts were operationalized as recasts provided on article errors only, while…

Phonological bases for L2 morphological learning.

PubMed

Hu, Chieh-Fang

2010-08-01

Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g., inflate - inflation) from multiple exposures. Experiment 2 further assessed children's ability to use morphological cues for syntactic categorization through exposures to novel morphologically varying forms (e.g., lutate vs. lutant) presented in the corresponding sentential positions (noun vs. verb). The third-grade EFL learners revealed emergent sensitivity to the morphological cues in the input but failed in fully processing intraword variations. The learners with poorer L1 PA were likely to encounter difficulties in identifying morphological alternation rules and in discovering the syntactic properties of L2 morphology. In addition to L1 PA, L2 vocabulary knowledge also contributed significantly to L2 morphological learning.

When global structure "Explains Away" local grammar: a Bayesian account of rule-induction in tone sequences.

PubMed

Dawson, Colin; Gerken, Louann

2011-09-01

While many constraints on learning must be relatively experience-independent, past experience provides a rich source of guidance for subsequent learning. Discovering structure in some domain can inform a learner's future hypotheses about that domain. If a general property accounts for particular sub-patterns, a rational learner should not stipulate separate explanations for each detail without additional evidence, as the general structure has "explained away" the original evidence. In a grammar-learning experiment using tone sequences, manipulating learners' prior exposure to a tone environment affects their sensitivity to the grammar-defining feature, in this case consecutive repeated tones. Grammar-learning performance is worse if context melodies are "smooth" -- when small intervals occur more than large ones -- as Smoothness is a general property accounting for a high rate of repetition. We present an idealized Bayesian model as a "best case" benchmark for learning repetition grammars. When context melodies are Smooth, the model places greater weight on the small-interval constraint, and does not learn the repetition rule as well as when context melodies are not Smooth, paralleling the human learners. These findings support an account of abstract grammar-induction in which learners rationally assess the statistical evidence for underlying structure based on a generative model of the environment. Copyright © 2010 Elsevier B.V. All rights reserved.

A W-Grammar Description for ADA.

DTIC Science & Technology

1986-12-01

7 2. A Type 2 Grammar for Ada Identifiers . . . . . . .... 8 3. The Chomsky erarchy......... ...... 10 4. Some Hypernotions Used in...Ada Language Reference Manual. The Chomsky Hierarchy (4:9-20, 7:217-232). In the 1950s, Noam Chomsky defined five classes of phrase structure grammars ...describing valid language tokens. For example a Type 3 grammar for Ada identifiers is shown in Figure 1. Type 2 Chomsky Languages are the Context-free

The Effect of Learning English (L2) on Learning of Arabic Literacy (L1) in the Primary School

ERIC Educational Resources Information Center

Hussien, Abdelaziz M.

2014-01-01

This study investigated the effect of learning English (L2) on learning to read and spell connected texts accurately in Arabic (L1). The author selected a sample of 83 (38 males and 45 females; 45 bilinguals and 38 monolinguals) native Arabic-speaking fourth-graders in Egypt. Students completed the author-developed Oral Reading Accuracy Measure…

Checking the Grammar Checker: Integrating Grammar Instruction with Writing.

ERIC Educational Resources Information Center

McAlexander, Patricia J.

2000-01-01

Notes Rei Noguchi's recommendation of integrating grammar instruction with writing instruction and teaching only the most vital terms and the most frequently made errors. Presents a project that provides a review of the grammar lessons, applies many grammar rules specifically to the students' writing, and teaches students the effective use of the…

Teachers' Attitudes towards Teaching English Grammar: A Scale Development Study

ERIC Educational Resources Information Center

Polat, Murat

2017-01-01

In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers' attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers'…

The New English Grammar.

ERIC Educational Resources Information Center

Thompson, Charles Lamar

This "new English grammar" textbook blends four systems of grammar: (1) the traditional, providing most of the terminology; (2) the historical, providing the historical background; (3) the structural, providing the sentence patterns; and (4) the transformational, providing the variations of the sentence patterns. The author points out the…

Elaborations on L2 Interactional Competence: The Development of L2 Grammar-for-Interaction

ERIC Educational Resources Information Center

Pekarek Doehler, Simona

2018-01-01

This paper argues for a broadening of the analytic scope of research on L2 interactional competence so as to embrace systematic investigation of the linguistic resources that L2 speakers put to use for the specific purpose of coordinating social interaction. The paper first offers a conceptualisation of interactional competence in terms of…

Readings in Applied Transformational Grammar.

ERIC Educational Resources Information Center

Lester, Mark, Ed.

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

An Evaluation of Universal Grammar and the Phonological Mind1

PubMed Central

Everett, Daniel L.

2016-01-01

This paper argues against the hypothesis of a “phonological mind” advanced by Berent. It establishes that there is no evidence that phonology is innate and that, in fact, the simplest hypothesis seems to be that phonology is learned like other human abilities. Moreover, the paper fleshes out the original claim of Philip Lieberman that Universal Grammar predicts that not everyone should be able to learn every language, i.e., the opposite of what UG is normally thought to predict. The paper also underscores the problem that the absence of recursion in Pirahã represents for Universal Grammar proposals. PMID:26903889

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

NASA Astrophysics Data System (ADS)

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.

Grammar! A Conference Report.

ERIC Educational Resources Information Center

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

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

Anonymity and Motivation in Asynchronous Discussions and L2 Vocabulary Learning

ERIC Educational Resources Information Center

Polat, Nihat; Mancilla, Rae; Mahalingappa, Laura

2013-01-01

This study investigates L2 attainment in asynchronous online environments, specifically possible relationships among anonymity, L2 motivation, participation in discussions, quality of L2 production, and success in L2 vocabulary learning. It examines, in asynchronous discussions, (a) if participation and (b) motivation contribute to L2 vocabulary…

Teaching Grammar to Adult English Language Learners: Focus on Form. CAELA Network Brief

ERIC Educational Resources Information Center

Gallup Rodriguez, Amber

2009-01-01

Many adult English language learners place a high value on learning grammar. Perceiving a link between grammatical accuracy and effective communication, they associate excellent grammar with opportunities for employment and promotion, the attainment of educational goals, and social acceptance by native speakers. Reflecting the disagreement that…

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

PubMed Central

Dąbrowska, Ewa

2015-01-01

Universal Grammar (UG) is a suspect concept. There is little agreement on what exactly is in it; and the empirical evidence for it is very weak. This paper critically examines a variety of arguments that have been put forward as evidence for UG, focussing on the three most powerful ones: universality (all human languages share a number of properties), convergence (all language learners converge on the same grammar in spite of the fact that they are exposed to different input), and poverty of the stimulus (children know things about language which they could not have learned from the input available to them). I argue that these arguments are based on premises which are either false or unsubstantiated. Languages differ from each other in profound ways, and there are very few true universals, so the fundamental crosslinguistic fact that needs explaining is diversity, not universality. A number of recent studies have demonstrated the existence of considerable differences in adult native speakers’ knowledge of the grammar of their language, including aspects of inflectional morphology, passives, quantifiers, and a variety of more complex constructions, so learners do not in fact converge on the same grammar. Finally, the poverty of the stimulus argument presupposes that children acquire linguistic representations of the kind postulated by generative grammarians; constructionist grammars such as those proposed by Tomasello, Goldberg and others can be learned from the input. We are the only species that has language, so there must be something unique about humans that makes language learning possible. The extent of crosslinguistic diversity and the considerable individual differences in the rate, style and outcome of acquisition suggest that it is more promising to think in terms of a language-making capacity, i.e., a set of domain-general abilities, rather than an innate body of knowledge about the structural properties of the target system. PMID:26157406

From L2 Interactional Competence to L2 Interactional Repertoires: Reconceptualising the Objects of L2 Learning

ERIC Educational Resources Information Center

Hall, Joan Kelly

2018-01-01

In this paper, I offer a reconsideration of "interactional competence" as an object of L2 learning. I argue that the field's uptake of the concept displays a misunderstanding of, or at least a lack of attention to, its related but distinct intellectual roots in linguistic anthropology and conversation analysis. This has resulted in…

The minimalist grammar of action

PubMed Central

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

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

ERIC Educational Resources Information Center

Deng, Fangfang; Lin, Yuewu

2016-01-01

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

Motivation and Persistence of Learning among L2 Learners in Self-Instruction

ERIC Educational Resources Information Center

Takahashi, Chika

2013-01-01

This study examined the relationship between learners' motivation to learn a second language (L2) and persistence in their learning using self-instructional radio (SIR) materials with a sample of Japanese high school students learning English. L2 self-instruction remains under-researched, in spite of the importance of out-of-class learning…

Influence of Syllable Structure on L2 Auditory Word Learning

ERIC Educational Resources Information Center

Hamada, Megumi; Goya, Hideki

2015-01-01

This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a…

Influence of syllable structure on L2 auditory word learning.

PubMed

Hamada, Megumi; Goya, Hideki

2015-04-01

This study investigated the role of syllable structure in L2 auditory word learning. Based on research on cross-linguistic variation of speech perception and lexical memory, it was hypothesized that Japanese L1 learners of English would learn English words with an open-syllable structure without consonant clusters better than words with a closed-syllable structure and consonant clusters. Two groups of college students (Japanese group, N = 22; and native speakers of English, N = 21) learned paired English pseudowords and pictures. The pseudoword types differed in terms of the syllable structure and consonant clusters (congruent vs. incongruent) and the position of consonant clusters (coda vs. onset). Recall accuracy was higher for the pseudowords in the congruent type and the pseudowords with the coda-consonant clusters. The syllable structure effect was obtained from both participant groups, disconfirming the hypothesized cross-linguistic influence on L2 auditory word learning.

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

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

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

Closure properties of Watson-Crick grammars

NASA Astrophysics Data System (ADS)

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.

Effects of Enhancement Techniques on L2 Incidental Vocabulary Learning

ERIC Educational Resources Information Center

Duan, Shiping

2018-01-01

Enhancement Techniques are conducive to incidental vocabulary learning. This study investigated the effects of two types of enhancement techniques-multiple-choice glosses (MC) and L1 single-gloss (SG) on L2 incidental learning of new words and retention of them. A total of 89 university learners of English as a Foreign Language (EFL) were asked to…

Typological Asymmetries in Round Vowel Harmony: Support from Artificial Grammar Learning

PubMed Central

Finley, Sara

2012-01-01

Providing evidence for the universal tendencies of patterns in the world’s languages can be difficult, as it is impossible to sample all possible languages, and linguistic samples are subject to interpretation. However, experimental techniques such as artificial grammar learning paradigms make it possible to uncover the psychological reality of claimed universal tendencies. This paper addresses learning of phonological patterns (systematic tendencies in the sounds in language). Specifically, I explore the role of phonetic grounding in learning round harmony, a phonological process in which words must contain either all round vowels ([o, u]) or all unround vowels ([i, e]). The phonetic precursors to round harmony are such that mid vowels ([o, e]), which receive the greatest perceptual benefit from harmony, are most likely to trigger harmony. High vowels ([i, u]), however, are cross-linguistically less likely to trigger round harmony. Adult participants were exposed to a miniature language that contained a round harmony pattern in which the harmony source triggers were either high vowels ([i, u]) (poor harmony source triggers) or mid vowels ([o, e]) (ideal harmony source triggers). Only participants who were exposed to the ideal mid vowel harmony source triggers were successfully able to generalize the harmony pattern to novel instances, suggesting that perception and phonetic naturalness play a role in learning. PMID:23264713

A Comparative Study of the Use of Persian vs. English in Teaching English Grammar to Iranian Students in Junior High School

ERIC Educational Resources Information Center

Mehrseresht, Kowsar; Gowhary, Habib; Azizifar, Akbar

2015-01-01

This study compared the relationship between the use of Persian vs. English in teaching English grammar to Iranian students and their achievement in learning English grammar. The participants of this study include 50 female students from a junior high school in Mehran. The researcher randomly selected 2 groups, one group was taught through the…

Didactique des langues etrangeres: De quoi parle-t-on quand on parle de grammaire? (Didactic of Foreign Languages: What Are We Talking About When We Talk About Grammar?).

ERIC Educational Resources Information Center

Berche, Merce Pujol

1998-01-01

A discussion of the term "grammar" in the context of second-language teaching and learning looks at various approaches to/definitions of grammar, including linguistic, psychological, sociological, and pedagogical grammars. Pedagogical grammars are viewed as learning tools for the second-language classroom, and their properties and components are…

Teaching Grammar as a Humanities Course.

ERIC Educational Resources Information Center

Kliman, Bernice W.

Nassau Community College (NCC) offers a grammar course as a humanities option that may be taken instead of a literature course. The approach to the course incorporates reader-response theory, feminist criticism, new historicism, and journal writing as the key means for enabling students to learn. Each student has a notebook divided into sections…

Feedback Visualization in a Grammar-Based E-Learning System for German: A Preliminary User Evaluation with the COMPASS System

ERIC Educational Resources Information Center

Harbusch, Karin; Hausdörfer, Annette

2016-01-01

COMPASS is an e-learning system that can visualize grammar errors during sentence production in German as a first or second language. Via drag-and-drop dialogues, it allows users to freely select word forms from a lexicon and to combine them into phrases and sentences. The system's core component is a natural-language generator that, for every new…

Learning and Teaching L2 Collocations: Insights from Research

ERIC Educational Resources Information Center

Szudarski, Pawel

2017-01-01

The aim of this article is to present and summarize the main research findings in the area of learning and teaching second language (L2) collocations. Being a large part of naturally occurring language, collocations and other types of multiword units (e.g., idioms, phrasal verbs, lexical bundles) have been identified as important aspects of L2…

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

PubMed

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

2017-11-01

Literacy impairments in dyslexia have been hypothesized to be (partly) due to an implicit learning deficit. However, studies of implicit visual artificial grammar learning (AGL) have often yielded null results. The aim of this study is to weigh the evidence collected thus far by performing a meta-analysis of studies on implicit visual AGL in dyslexia. Thirteen studies were selected through a systematic literature search, representing data from 255 participants with dyslexia and 292 control participants (mean age range: 8.5-36.8 years old). If the 13 selected studies constitute a random sample, individuals with dyslexia perform worse on average than non-dyslexic individuals (average weighted effect size=0.46, 95% CI [0.14 … 0.77], p=0.008), with a larger effect in children than in adults (p=0.041; average weighted effect sizes 0.71 [sig.] versus 0.16 [non-sig.]). However, the presence of a publication bias indicates the existence of missing studies that may well null the effect. While the studies under investigation demonstrate that implicit visual AGL is impaired in dyslexia (more so in children than in adults, if in adults at all), the detected publication bias suggests that the effect might in fact be zero. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Precursors to Natural Grammar Learning: Preliminary Evidence from 4-Month-Old Infants

PubMed Central

Friederici, Angela D.; Mueller, Jutta L.; Oberecker, Regine

2011-01-01

When learning a new language, grammar—although difficult—is very important, as grammatical rules determine the relations between the words in a sentence. There is evidence that very young infants can detect rules determining the relation between neighbouring syllables in short syllable sequences. A critical feature of all natural languages, however, is that many grammatical rules concern the dependency relation between non-neighbouring words or elements in a sentence i.e. between an auxiliary and verb inflection as in is singing. Thus, the issue of when and how children begin to recognize such non-adjacent dependencies is fundamental to our understanding of language acquisition. Here, we use brain potential measures to demonstrate that the ability to recognize dependencies between non-adjacent elements in a novel natural language is observable by the age of 4 months. Brain responses indicate that 4-month-old German infants discriminate between grammatical and ungrammatical dependencies in auditorily presented Italian sentences after only brief exposure to correct sentences of the same type. As the grammatical dependencies are realized by phonologically distinct syllables the present data most likely reflect phonologically based implicit learning mechanisms which can serve as a precursor to later grammar learning. PMID:21445341

Unconventional Expressions: Productive Syntax in the L2 Acquisition of Formulaic Language

ERIC Educational Resources Information Center

Bardovi-Harlig, Kathleen; Stringer, David

2017-01-01

This article presents a generative analysis of the acquisition of formulaic language as an alternative to current usage-based proposals. One influential view of the role of formulaic expressions in second language (L2) development is that they are a bootstrapping mechanism into the L2 grammar; an initial repertoire of constructions allows for…

Grammar Making a Comeback in Composition Teaching.

ERIC Educational Resources Information Center

McCleary, Bill

1995-01-01

This journal article focuses on the return of grammar in composition teaching. After about 2 decades of virtual banishment from the higher reaches of English teaching theory, grammar has returned as a subject of serious discussion. This is the result in part of a new assertiveness by a group of people who never lost interest in grammar as part of…

A Grammar of Spoken Brazilian Portuguese.

ERIC Educational Resources Information Center

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…

The declarative/procedural model of lexicon and grammar.

PubMed

Ullman, M T

2001-01-01

Our use of language depends upon two capacities: a mental lexicon of memorized words and a mental grammar of rules that underlie the sequential and hierarchical composition of lexical forms into predictably structured larger words, phrases, and sentences. The declarative/procedural model posits that the lexicon/grammar distinction in language is tied to the distinction between two well-studied brain memory systems. On this view, the memorization and use of at least simple words (those with noncompositional, that is, arbitrary form-meaning pairings) depends upon an associative memory of distributed representations that is subserved by temporal-lobe circuits previously implicated in the learning and use of fact and event knowledge. This "declarative memory" system appears to be specialized for learning arbitrarily related information (i.e., for associative binding). In contrast, the acquisition and use of grammatical rules that underlie symbol manipulation is subserved by frontal/basal-ganglia circuits previously implicated in the implicit (nonconscious) learning and expression of motor and cognitive "skills" and "habits" (e.g., from simple motor acts to skilled game playing). This "procedural" system may be specialized for computing sequences. This novel view of lexicon and grammar offers an alternative to the two main competing theoretical frameworks. It shares the perspective of traditional dual-mechanism theories in positing that the mental lexicon and a symbol-manipulating mental grammar are subserved by distinct computational components that may be linked to distinct brain structures. However, it diverges from these theories where they assume components dedicated to each of the two language capacities (that is, domain-specific) and in their common assumption that lexical memory is a rote list of items. Conversely, while it shares with single-mechanism theories the perspective that the two capacities are subserved by domain-independent computational mechanisms

Auditory and visual sequence learning in humans and monkeys using an artificial grammar learning paradigm.

PubMed

Milne, Alice E; Petkov, Christopher I; Wilson, Benjamin

2017-07-05

Language flexibly supports the human ability to communicate using different sensory modalities, such as writing and reading in the visual modality and speaking and listening in the auditory domain. Although it has been argued that nonhuman primate communication abilities are inherently multisensory, direct behavioural comparisons between human and nonhuman primates are scant. Artificial grammar learning (AGL) tasks and statistical learning experiments can be used to emulate ordering relationships between words in a sentence. However, previous comparative work using such paradigms has primarily investigated sequence learning within a single sensory modality. We used an AGL paradigm to evaluate how humans and macaque monkeys learn and respond to identically structured sequences of either auditory or visual stimuli. In the auditory and visual experiments, we found that both species were sensitive to the ordering relationships between elements in the sequences. Moreover, the humans and monkeys produced largely similar response patterns to the visual and auditory sequences, indicating that the sequences are processed in comparable ways across the sensory modalities. These results provide evidence that human sequence processing abilities stem from an evolutionarily conserved capacity that appears to operate comparably across the sensory modalities in both human and nonhuman primates. The findings set the stage for future neurobiological studies to investigate the multisensory nature of these sequencing operations in nonhuman primates and how they compare to related processes in humans. Copyright © 2017 The Author(s). Published by Elsevier Ltd.. All rights reserved.

Learning to perceive and recognize a second language: the L2LP model revised.

PubMed

van Leussen, Jan-Willem; Escudero, Paola

2015-01-01

We present a test of a revised version of the Second Language Linguistic Perception (L2LP) model, a computational model of the acquisition of second language (L2) speech perception and recognition. The model draws on phonetic, phonological, and psycholinguistic constructs to explain a number of L2 learning scenarios. However, a recent computational implementation failed to validate a theoretical proposal for a learning scenario where the L2 has less phonemic categories than the native language (L1) along a given acoustic continuum. According to the L2LP, learners faced with this learning scenario must not only shift their old L1 phoneme boundaries but also reduce the number of categories employed in perception. Our proposed revision to L2LP successfully accounts for this updating in the number of perceptual categories as a process driven by the meaning of lexical items, rather than by the learners' awareness of the number and type of phonemes that are relevant in their new language, as the previous version of L2LP assumed. Results of our simulations show that meaning-driven learning correctly predicts the developmental path of L2 phoneme perception seen in empirical studies. Additionally, and to contribute to a long-standing debate in psycholinguistics, we test two versions of the model, with the stages of phonemic perception and lexical recognition being either sequential or interactive. Both versions succeed in learning to recognize minimal pairs in the new L2, but make diverging predictions on learners' resulting phonological representations. In sum, the proposed revision to the L2LP model contributes to our understanding of L2 acquisition, with implications for speech processing in general.

Learning and Inductive Inference

DTIC Science & Technology

1982-07-01

a set of graph grammars to describe visual scenes . Other researchers have applied graph grammars to the pattern recognition of handwritten characters...345 1. Issues / 345 2. Mostows’ operationalizer / 350 0. Learning from ezamples / 360 1. Issues / 3t60 2. Learning in control and pattern recognition ...art.icleis on rote learntinig and ailvice- tAik g. K(ennieth Clarkson contributed Ltte article on grmvit atical inference, anid Geoff’ lroiney wrote

On Written Corrective Feedback in L2 Writing

ERIC Educational Resources Information Center

Shao, Xu

2015-01-01

Truscott (1996) questions the practicability of grammar correction, and he believes that written corrective feedback (WCF) is not only a waste of time, but even harmful to the students as well. This has led to a great deal of discussion and research on WCF in second-language (L2) writing. Ferris (1999) is the representative opponent of Truscott's…

Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness

ERIC Educational Resources Information Center

Hu, Chieh-Fang

2014-01-01

An implicit word learning paradigm was designed to test the hypothesis that children who came to the task of L2 vocabulary acquisition with poorer L1 phonological awareness (PA) are less capable of extracting phonological patterns from L2 and thus have difficulties capitalizing on this knowledge to support L2 vocabulary learning. A group of…

L1 Differences and L2 Similarities: Teaching Verb Tenses in English

ERIC Educational Resources Information Center

Collins, Laura

2007-01-01

In making decisions regarding the focus for grammar teaching, ESL instructors may take into consideration errors that appear to result from the influence of their students' first language(s) (L1). There is also evidence from language acquisition research suggesting that for some grammatical features, learners of different L1 backgrounds may face…

An Overview of the Nigel Text Generation Grammar.

DTIC Science & Technology

1983-04-01

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

Stratificational Grammar.

ERIC Educational Resources Information Center

Algeo, John

1968-01-01

According to the author, most grammarians have been writing stratificational grammars without knowing it because they have dealt with units that are related to one another, but not simply as a whole to its parts, or as a class to its members. The question, then, is not whether a grammar is stratified but whether it is explicitly stratified. This…

Mungbam Grammar

ERIC Educational Resources Information Center

Lovegren, Jesse Stuart James

2013-01-01

This dissertation is an attempt to state what is known at present about the grammar of Mungbam (ISO 693-3 [mij]). Mungbam is a Niger-Congo language spoken in the Northwest Region of Cameroon. The dissertation is a descriptive grammar, covering the phonetics, phonology morphology and syntax of the language. Source data are texts and elicited data…

Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context

ERIC Educational Resources Information Center

Köksal, Dinçay; Dündar, Sinem

2017-01-01

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning,…

Phonology without universal grammar

PubMed Central

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. PMID:26388791

De l'enseignement de la grammaire par l'Internet (Grammar Instruction using the Internet).

ERIC Educational Resources Information Center

Beaudoin, Martin

1998-01-01

Examines pedagogical advantages and limitations of the Internet for teaching French grammar, and shows how these factors were taken into consideration in creating a Web site at the University of Alberta (Canada), with special emphasis on the integration of exchanges between learners, and exchanges between learners and the virtual francophone…

Building Corpus-Informed Word Lists for L2 Vocabulary Learning in Nine Languages

ERIC Educational Resources Information Center

Charalabopoulou, Frieda; Gavrilidou, Maria; Kokkinakis, Sofie Johansson; Volodina, Elena

2012-01-01

Lexical competence constitutes a crucial aspect in L2 learning, since building a rich repository of words is considered indispensable for successful communication. CALL practitioners have experimented with various kinds of computer-mediated glosses to facilitate L2 vocabulary building in the context of incidental vocabulary learning. Intentional…

Effects of Referent Token Variability on L2 Vocabulary Learning

ERIC Educational Resources Information Center

Sommers, Mitchell S.; Barcroft, Joe

2013-01-01

Previous research has demonstrated substantially improved second language (L2) vocabulary learning when spoken word forms are varied using multiple talkers, speaking styles, or speaking rates. In contrast, the present study varied visual representations of referents for target vocabulary. English speakers learned Spanish words in formats of no…

Grammar Tiles: An Opportunity for Manipulatives in the Language Arts Classroom (Middle Ground).

ERIC Educational Resources Information Center

Atlee, Marilyn; Hardin, Linda Friddle

1995-01-01

Presents 2 articles concentrating on middle-school teaching: 1 that describes how a teacher, using 12 zip-lock sandwich bags and 300 small ceramic tiles, may create "grammar tiles," a method for teaching the parts of speech; and another that describes several innovative ways in which students have learned to work with language while manipulating…

Mathematical formula recognition using graph grammar

NASA Astrophysics Data System (ADS)

Lavirotte, Stephane; Pottier, Loic

1998-04-01

This paper describes current results of Ofr, a system for extracting and understanding mathematical expressions in documents. Such a tool could be really useful to be able to re-use knowledge in scientific books which are not available in electronic form. We currently also study use of this system for direct input of formulas with a graphical tablet for computer algebra system softwares. Existing solutions for mathematical recognition have problems to analyze 2D expressions like vectors and matrices. This is because they often try to use extended classical grammar to analyze formulas, relatively to baseline. But a lot of mathematical notations do not respect rules for such a parsing and that is the reason why they fail to extend text parsing technic. We investigate graph grammar and graph rewriting as a solution to recognize 2D mathematical notations. Graph grammar provide a powerful formalism to describe structural manipulations of multi-dimensional data. The main two problems to solve are ambiguities between rules of grammar and construction of graph.

The Role of Statistical Learning and Working Memory in L2 Speakers' Pattern Learning

ERIC Educational Resources Information Center

McDonough, Kim; Trofimovich, Pavel

2016-01-01

This study investigated whether second language (L2) speakers' morphosyntactic pattern learning was predicted by their statistical learning and working memory abilities. Across three experiments, Thai English as a Foreign Language (EFL) university students (N = 140) were exposed to either the transitive construction in Esperanto (e.g., "tauro…

The relationship between vocabulary, grammar, and false belief task performance in children with autistic spectrum disorders and children with moderate learning difficulties.

PubMed

Fisher, Naomi; Happé, Francesca; Dunn, Judy

2005-04-01

The aim of this study was to examine the relationship between language and theory of mind in children with autistic spectrum disorders (ASD) and children with moderate learning difficulties (MLD). Previous studies have found a strong association between language and theory of mind in a range of groups, but mostly have not included measures of both grammar and vocabulary; including these enables us to speculate about the causal direction of the relationship. Fifty-eight children with ASD and 118 children with MLD were given standardised assessments of vocabulary and grammar, along with standard theory of mind tasks. The relationship between language and theory of mind was more evident in children with ASD than in those with MLD, and grammar was a particularly strong predictor of theory of mind performance in children with ASD. Children with MLD performed better on false belief (FB) tasks than did children with ASD, and their performance was more predictable across the different theory of mind tasks. Language, in particular grammar, and theory of mind appear to be more strongly related in children with ASD than in those with MLD. We speculate that this relationship may be causal, with some grammatical understanding being a precursor of theory of mind. The implications of these findings are discussed in relation to possible routes for compensatory strategies for mentalising in children with ASD.

Constructing the L2-Graph for Robust Subspace Learning and Subspace Clustering.

PubMed

Peng, Xi; Yu, Zhiding; Yi, Zhang; Tang, Huajin

2017-04-01

Under the framework of graph-based learning, the key to robust subspace clustering and subspace learning is to obtain a good similarity graph that eliminates the effects of errors and retains only connections between the data points from the same subspace (i.e., intrasubspace data points). Recent works achieve good performance by modeling errors into their objective functions to remove the errors from the inputs. However, these approaches face the limitations that the structure of errors should be known prior and a complex convex problem must be solved. In this paper, we present a novel method to eliminate the effects of the errors from the projection space (representation) rather than from the input space. We first prove that l 1 -, l 2 -, l ∞ -, and nuclear-norm-based linear projection spaces share the property of intrasubspace projection dominance, i.e., the coefficients over intrasubspace data points are larger than those over intersubspace data points. Based on this property, we introduce a method to construct a sparse similarity graph, called L2-graph. The subspace clustering and subspace learning algorithms are developed upon L2-graph. We conduct comprehensive experiment on subspace learning, image clustering, and motion segmentation and consider several quantitative benchmarks classification/clustering accuracy, normalized mutual information, and running time. Results show that L2-graph outperforms many state-of-the-art methods in our experiments, including L1-graph, low rank representation (LRR), and latent LRR, least square regression, sparse subspace clustering, and locally linear representation.

Use of Kidspiration[C] Software to Enhance the Reading Comprehension of Story Grammar Components for Elementary-Age Students with Specific Learning Disabilities

ERIC Educational Resources Information Center

Wade, Erin; Boon, Richard T.; Spencer, Vicky G.

2010-01-01

The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities…

Effects of Word and Fragment Writing during L2 Vocabulary Learning

ERIC Educational Resources Information Center

Barcroft, Joe

2007-01-01

This study examined how writing (copying) target words and word fragments affects intentional second language (L2) vocabulary learning. English-speaking first-semester learners of Spanish attempted to learn 24 Spanish nouns via word-picture repetition in three conditions: (1) word writing, (2) fragment writing, and (3) no writing. After the…

Using the Longman Mini-concordancer on Tagged and Parsed Corpora, with Special Reference to Their Use as an Aid to Grammar Learning.

ERIC Educational Resources Information Center

Qiao, Hong Liang; Sussex, Roland

1996-01-01

Presents methods for using the Longman Mini-Concordancer on tagged and parsed corpora rather than plain text corpora. The article discusses several aspects with models to be applied in the classroom as an aid to grammar learning. This paper suggests exercises suitable for teaching English to both native and nonnative speakers. (13 references)…

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)

ERIC Educational Resources Information Center

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…

The Necessity of Grammar Teaching

ERIC Educational Resources Information Center

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…

The Case for a Realistic Beginning-Level Grammar Syllabus: The Round Peg in the Round Hole

ERIC Educational Resources Information Center

Heining-Boynton, Audrey L.

2010-01-01

The time has come to create a realistic grammar syllabus in the beginning language courses. Yet why do some in the profession insist that all grammar must be taught in the first year of language learning? Abundant data from decades of research on topics such as human memory, chunking, and second language acquisition exist that overwhelmingly…

Teaching Grammar: What Really Works

ERIC Educational Resources Information Center

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,…

Imagined Identities and Investment in L2 Learning

ERIC Educational Resources Information Center

Wu, Hao-yu

2017-01-01

Imagined identity, referring to the ideal self that L2 learners aspire to become in the future (Norton & Toohey, 2011), has been identified as a critical factor that could guide learners to make a learning investment that they believe would in turn reward them with the social capital for which they yearn (Kanno & Norton, 2003). This…

Subject-to-Subject Raising and the Syntax of Tense in L2 Spanish: A Full Access Approach

ERIC Educational Resources Information Center

Campos-Dintrans, Gonzalo; Pires, Acrisio; Rothman, Jason

2014-01-01

This paper investigates the acquisition of syntax in L2 grammars. We tested adult L2 speakers of Spanish (English L1) on the feature specification of T(ense), which is different in English and Spanish in so-called subject-to-subject raising structures. We present experimental results with the verb parecer "to seem/to appear" in different…

Concept-Based Approach to Second Language Teaching and Learning: Cognitive Lingusitics-Inspired Instruction of English Phrasal Verbs

ERIC Educational Resources Information Center

Lee, Hyewon

2012-01-01

In recent years, L2 researchers from the sociocultural and cognitive linguistic perspectives have emphasized the importance of properly organized explicit and in-depth grammar instruction for second or foreign language learning. Such instruction is believed to lead learners to systematic understanding of the target features faster and more…

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

ERIC Educational Resources Information Center

English Education, 1984

1984-01-01

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

Artificial grammar learning meets formal language theory: an overview

PubMed Central

Fitch, W. Tecumseh; Friederici, Angela D.

2012-01-01

Formal language theory (FLT), part of the broader mathematical theory of computation, provides a systematic terminology and set of conventions for describing rules and the structures they generate, along with a rich body of discoveries and theorems concerning generative rule systems. Despite its name, FLT is not limited to human language, but is equally applicable to computer programs, music, visual patterns, animal vocalizations, RNA structure and even dance. In the last decade, this theory has been profitably used to frame hypotheses and to design brain imaging and animal-learning experiments, mostly using the ‘artificial grammar-learning’ paradigm. We offer a brief, non-technical introduction to FLT and then a more detailed analysis of empirical research based on this theory. We suggest that progress has been hampered by a pervasive conflation of distinct issues, including hierarchy, dependency, complexity and recursion. We offer clarifications of several relevant hypotheses and the experimental designs necessary to test them. We finally review the recent brain imaging literature, using formal languages, identifying areas of convergence and outstanding debates. We conclude that FLT has much to offer scientists who are interested in rigorous empirical investigations of human cognition from a neuroscientific and comparative perspective. PMID:22688631

Effects of Synonym Generation on Incidental and Intentional L2 Vocabulary Learning during Reading

ERIC Educational Resources Information Center

Barcroft, Joe

2009-01-01

This study examined effects of synonym generation on second language (L2) vocabulary learning during reading in both incidental and intentional vocabulary learning contexts. Spanish-speaking adult learners of L2 English (N = 114) at low- and high-intermediate proficiency levels read an English passage containing 10 target words translated in the…

Word Writing vs. Meaning Inferencing in Contextualized L2 Vocabulary Learning: Assessing the Effect of Different Vocabulary Learning Strategies

ERIC Educational Resources Information Center

Candry, Sarah; Elgort, Irina; Deconinck, Julie; Eyckmans, June

2017-01-01

The majority of L2 vocabulary studies concentrate on learning word meaning and provide learners with opportunities for semantic elaboration (i.e., focus on word meaning). However, in initial vocabulary learning, engaging in structural elaboration (i.e., focus on word form) with a view to acquiring L2 word form is equally important. The present…

Chamorro Reference Grammar. Pali Language Texts: Micronesia.

ERIC Educational Resources Information Center

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…

Eventive and Stative Passives in Spanish L2 Acquisition: A Matter of Aspect

ERIC Educational Resources Information Center

De Garavito, Joyce Bruhn; Valenzuela, Elena

2008-01-01

This paper reports on an empirical study that examined knowledge of eventive and stative passives in the L2 Spanish grammar of L1 speakers of English. Although the two types of passive exist in English, the difference between them is not signaled in any specific way. In Spanish, in contrast, the distinction is marked by the choice of copula: "ser"…

Grammar Errors Made by ESL Tertiary Students in Writing

ERIC Educational Resources Information Center

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

2017-01-01

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

A Construction Grammar for the Classroom

ERIC Educational Resources Information Center

Holme, Randal

2010-01-01

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

Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

NASA Astrophysics Data System (ADS)

Brookes, David T.; Etkina, Eugenia

2007-06-01

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students and physicists talking and writing about the subject of quantum mechanics. We found that physicists’ language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists’ language. We also hypothesize that students overextend and misapply conceptual metaphors in physicists’ speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language.

ANTLR Tree Grammar Generator and Extensions

NASA Technical Reports Server (NTRS)

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.

Early neurophysiological indices of second language morphosyntax learning

PubMed Central

Hanna, Jeff; Shtyrov, Yury; Williams, John; Pulvermüller, Friedemann

2016-01-01

Humans show variable degrees of success in acquiring a second language (L2). In many cases, morphological and syntactic knowledge remain deficient, although some learners succeed in reaching nativelike levels, even if they begin acquiring their L2 relatively late. In this study, we use psycholinguistic, online language proficiency tests and a neurophysiological index of syntactic processing, the syntactic mismatch negativity (sMMN) to local agreement violations, to compare behavioural and neurophysiological markers of grammar processing between native speakers (NS) of English and non-native speakers (NNS). Variable grammar proficiency was measured by psycholinguistic tests. When NS heard ungrammatical word sequences lacking agreement between subject and verb (e.g. *we kicks), the MMN was enhanced compared with syntactically legal sentences (e.g. he kicks). More proficient NNS also showed this difference, but less proficient NNS did not. The main cortical sources of the MMN responses were localised in bilateral superior temporal areas, where, crucially, source strength of grammar-related neuronal activity correlated significantly with grammatical proficiency of individual L2 speakers as revealed by the psycholinguistic tests. As our results show similar, early MMN indices to morpho-syntactic agreement violations among both native speakers and non-native speakers with high grammar proficiency, they appear consistent with the use of similar brain mechanisms for at least certain aspects of L1 and L2 grammars. PMID:26752451

Commitment-Based Learning of Hidden Linguistic Structures

ERIC Educational Resources Information Center

Akers, Crystal Gayle

2012-01-01

Learners must simultaneously learn a grammar and a lexicon from observed forms, yet some structures that the grammar and lexicon reference are unobservable in the acoustic signal. Moreover, these "hidden" structures interact: the grammar maps an underlying form to a particular interpretation. Learning one structure depends on learning…

Mixed-complexity artificial grammar learning in humans and macaque monkeys: evaluating learning strategies.

PubMed

Wilson, Benjamin; Smith, Kenny; Petkov, Christopher I

2015-03-01

Artificial grammars (AG) can be used to generate rule-based sequences of stimuli. Some of these can be used to investigate sequence-processing computations in non-human animals that might be related to, but not unique to, human language. Previous AG learning studies in non-human animals have used different AGs to separately test for specific sequence-processing abilities. However, given that natural language and certain animal communication systems (in particular, song) have multiple levels of complexity, mixed-complexity AGs are needed to simultaneously evaluate sensitivity to the different features of the AG. Here, we tested humans and Rhesus macaques using a mixed-complexity auditory AG, containing both adjacent (local) and non-adjacent (longer-distance) relationships. Following exposure to exemplary sequences generated by the AG, humans and macaques were individually tested with sequences that were either consistent with the AG or violated specific adjacent or non-adjacent relationships. We observed a considerable level of cross-species correspondence in the sensitivity of both humans and macaques to the adjacent AG relationships and to the statistical properties of the sequences. We found no significant sensitivity to the non-adjacent AG relationships in the macaques. A subset of humans was sensitive to this non-adjacent relationship, revealing interesting between- and within-species differences in AG learning strategies. The results suggest that humans and macaques are largely comparably sensitive to the adjacent AG relationships and their statistical properties. However, in the presence of multiple cues to grammaticality, the non-adjacent relationships are less salient to the macaques and many of the humans. © 2015 The Authors. European Journal of Neuroscience published by Federation of European Neuroscience Societies and John Wiley & Sons Ltd.

What Artificial Grammar Learning Reveals about the Neurobiology of Syntax

ERIC Educational Resources Information Center

Petersson, Karl-Magnus; Folia, Vasiliki; Hagoort, Peter

2012-01-01

In this paper we examine the neurobiological correlates of syntax, the processing of structured sequences, by comparing FMRI results on artificial and natural language syntax. We discuss these and similar findings in the context of formal language and computability theory. We used a simple right-linear unification grammar in an implicit artificial…

Nigel: A Systemic Grammar for Text Generation.

DTIC Science & Technology

1983-02-01

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

Two-Dimensional Grammars And Their Applications To Artificial Intelligence

NASA Astrophysics Data System (ADS)

Lee, Edward T.

1987-05-01

During the past several years, the concepts and techniques of two-dimensional grammars1,2 have attracted growing attention as promising avenues of approach to problems in picture generation as well as in picture description3 representation, recognition, transformation and manipulation. Two-dimensional grammar techniques serve the purpose of exploiting the structure or underlying relationships in a picture. This approach attempts to describe a complex picture in terms of their components and their relative positions. This resembles the way a sentence is described in terms of its words and phrases, and the terms structural picture recognition, linguistic picture recognition, or syntactic picture recognition are often used. By using this approach, the problem of picture recognition becomes similar to that of phrase recognition in a language. However, describing pictures using a string grammar (one-dimensional grammar), the only relation between sub-pictures and/or primitives is the concatenation; that is each picture or primitive can be connected only at the left or right. This one-dimensional relation has not been very effective in describing two-dimensional pictures. A natural generaliza-tion is to use two-dimensional grammars. In this paper, two-dimensional grammars and their applications to artificial intelligence are presented. Picture grammars and two-dimensional grammars are introduced and illustrated by examples. In particular, two-dimensional grammars for generating all possible squares and all possible rhombuses are presented. The applications of two-dimensional grammars to solving region filling problems are discussed. An algorithm for region filling using two-dimensional grammars is presented together with illustrative examples. The advantages of using this algorithm in terms of computation time are also stated. A high-level description of a two-level picture generation system is proposed. The first level is the picture primitive generation using two

Modelling dynamics with context-free grammars

NASA Astrophysics Data System (ADS)

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.

Reframing the English Grammar Schools Debate

ERIC Educational Resources Information Center

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…

Comments on Skinner's grammar

PubMed Central

Mabry, John H.

1993-01-01

The strong tradition of “school room” grammars may have had a negative influence on the reception given a functional analysis of verbal behavior, both within and without the field of behavior analysis. Some of the failings of those traditional grammars, and their largely prescriptive nature were outlined through reference to other critics, and conflicting views. Skinner's own treatment of grammatical issues was presented, emphasizing his view of a functional unit and his use of the autoclitic and intraverbal functions to describe alternatives to a formal or structural analysis. Finally, the relevance of stimulus control variables to some recurring questions about verbal behavior and, specifically grammar, were mentioned. PMID:22477082

A new variant of Petri net controlled grammars

NASA Astrophysics Data System (ADS)

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.

Longitudinal Effects of Working Memory on L2 Grammar and Reading Abilities

ERIC Educational Resources Information Center

Sagarra, Nuria

2017-01-01

Adults demonstrate difficulty and pronounced variability when developing second language (L2) grammatical knowledge and reading skills. We examine explanations in terms of individual differences in working memory (WM). Despite numerous studies, the association between WM and adult second language (L2) acquisition remains unclear, and longitudinal…

The Philosophical Significance of Universal Grammar

ERIC Educational Resources Information Center

Hinzen, Wolfram

2012-01-01

Throughout its long history, the project of a science of grammar has always been an inherently philosophical one, in which the study of grammar was taken to have special epistemological significance. I ask why 20th and 21st century inquiry into Universal Grammar (UG) has largely lost this dimension, a fact that I argue is partially responsible for…

Working Memory-Learning Condition Interactions Proficiency in L2 Russian under Naturalistic and Formal Learning Conditions

ERIC Educational Resources Information Center

Canner, Marc T.

2013-01-01

The purpose of this dissertation was to examine the relationships between working memory (WM) and three commonly used learning strategies or conditions in the nature of proficiency among adult L2 Russian learners. Based on the aptitude-learning condition interaction framework articulated by Robinson (2002b), the study identifies two types of…

A stochastic context free grammar based framework for analysis of protein sequences

PubMed Central

Dyrka, Witold; Nebel, Jean-Christophe

2009-01-01

Background In the last decade, there have been many applications of formal language theory in bioinformatics such as RNA structure prediction and detection of patterns in DNA. However, in the field of proteomics, the size of the protein alphabet and the complexity of relationship between amino acids have mainly limited the application of formal language theory to the production of grammars whose expressive power is not higher than stochastic regular grammars. However, these grammars, like other state of the art methods, cannot cover any higher-order dependencies such as nested and crossing relationships that are common in proteins. In order to overcome some of these limitations, we propose a Stochastic Context Free Grammar based framework for the analysis of protein sequences where grammars are induced using a genetic algorithm. Results This framework was implemented in a system aiming at the production of binding site descriptors. These descriptors not only allow detection of protein regions that are involved in these sites, but also provide insight in their structure. Grammars were induced using quantitative properties of amino acids to deal with the size of the protein alphabet. Moreover, we imposed some structural constraints on grammars to reduce the extent of the rule search space. Finally, grammars based on different properties were combined to convey as much information as possible. Evaluation was performed on sites of various sizes and complexity described either by PROSITE patterns, domain profiles or a set of patterns. Results show the produced binding site descriptors are human-readable and, hence, highlight biologically meaningful features. Moreover, they achieve good accuracy in both annotation and detection. In addition, findings suggest that, unlike current state-of-the-art methods, our system may be particularly suited to deal with patterns shared by non-homologous proteins. Conclusion A new Stochastic Context Free Grammar based framework has been

Early neurophysiological indices of second language morphosyntax learning.

PubMed

Hanna, Jeff; Shtyrov, Yury; Williams, John; Pulvermüller, Friedemann

2016-02-01

Humans show variable degrees of success in acquiring a second language (L2). In many cases, morphological and syntactic knowledge remain deficient, although some learners succeed in reaching nativelike levels, even if they begin acquiring their L2 relatively late. In this study, we use psycholinguistic, online language proficiency tests and a neurophysiological index of syntactic processing, the syntactic mismatch negativity (sMMN) to local agreement violations, to compare behavioural and neurophysiological markers of grammar processing between native speakers (NS) of English and non-native speakers (NNS). Variable grammar proficiency was measured by psycholinguistic tests. When NS heard ungrammatical word sequences lacking agreement between subject and verb (e.g. *we kicks), the MMN was enhanced compared with syntactically legal sentences (e.g. he kicks). More proficient NNS also showed this difference, but less proficient NNS did not. The main cortical sources of the MMN responses were localised in bilateral superior temporal areas, where, crucially, source strength of grammar-related neuronal activity correlated significantly with grammatical proficiency of individual L2 speakers as revealed by the psycholinguistic tests. As our results show similar, early MMN indices to morpho-syntactic agreement violations among both native speakers and non-native speakers with high grammar proficiency, they appear consistent with the use of similar brain mechanisms for at least certain aspects of L1 and L2 grammars. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

"Why Are These Underlined?" Depth of Processing and Type of Written Corrective Feedback in L2 Spanish Compositions

ERIC Educational Resources Information Center

Caras, Allison Marie

2017-01-01

There is an ongoing debate as to whether written corrective feedback (WCF) is effective for the improvement of adult second language (L2) writers' accuracy. Ever since Truscott (1996, 1999) began arguing against grammar correction in L2 writing courses, researchers have challenged his position (i.e. below). Although most of these studies show WCF…

A Grammar of Belep

ERIC Educational Resources Information Center

McCracken, Chelsea Leigh

2012-01-01

This dissertation is a description of the grammar of Belep [yly], an Austronesian language variety spoken by about 1600 people in and around the Belep Isles in New Caledonia. The grammar begins with a summary of the cultural and linguistic background of Belep speakers, followed by chapters on Belep phonology and phonetics, morphology and word…

What English Teachers Need to Know about Grammar.

ERIC Educational Resources Information Center

Murdick, William

1996-01-01

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

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

ERIC Educational Resources Information Center

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)

The Effects of Focused and Unfocused Written Corrective Feedback in an English as a Foreign Language Context

ERIC Educational Resources Information Center

Ellis, Rod; Sheen, Younghee; Murakami, Mihoko; Takashima, Hide

2008-01-01

Truscott [Truscott, J., 1996. "The case against grammar correction in L2 writing classes.' "Language Learning" 46, 327-369; Truscott, J., 1999. "The case for "the case for grammar correction in L2 writing classes": a response to Ferris." "Journal of Second Language Writing" 8, 111-122] laid down the…

Learning L2 Vocabulary with American TV Drama "From the Learner's Perspective"

ERIC Educational Resources Information Center

Wang, Yu-Chia

2012-01-01

Following the trend of computer assisted language learning (CALL), in Taiwan, most language classes now have equivalent media support for language teachers and learners. Implementing videos into classroom activities is one of the choices. The current study explores the process of implementing American TV drama in L2 vocabulary learning from…

Necessity of Grammar Teaching

ERIC Educational Resources Information Center

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…

The Developmental Trajectory of Nonadjacent Dependency Learning

ERIC Educational Resources Information Center

Gomez, Rebecca; Maye, Jessica

2005-01-01

We investigated the developmental trajectory of nonadjacent dependency learning in an artificial language. Infants were exposed to 1 of 2 artificial languages with utterances of the form [aXc or bXd] (Grammar 1) or [aXd or bXc] (Grammar 2). In both languages, the grammaticality of an utterance depended on the relation between the 1st and 3rd…

Input and Age-Dependent Variation in Second Language Learning: A Connectionist Account.

PubMed

Janciauskas, Marius; Chang, Franklin

2017-07-26

Language learning requires linguistic input, but several studies have found that knowledge of second language (L2) rules does not seem to improve with more language exposure (e.g., Johnson & Newport, 1989). One reason for this is that previous studies did not factor out variation due to the different rules tested. To examine this issue, we reanalyzed grammaticality judgment scores in Flege, Yeni-Komshian, and Liu's (1999) study of L2 learners using rule-related predictors and found that, in addition to the overall drop in performance due to a sensitive period, L2 knowledge increased with years of input. Knowledge of different grammar rules was negatively associated with input frequency of those rules. To better understand these effects, we modeled the results using a connectionist model that was trained using Korean as a first language (L1) and then English as an L2. To explain the sensitive period in L2 learning, the model's learning rate was reduced in an age-related manner. By assigning different learning rates for syntax and lexical learning, we were able to model the difference between early and late L2 learners in input sensitivity. The model's learning mechanism allowed transfer between the L1 and L2, and this helped to explain the differences between different rules in the grammaticality judgment task. This work demonstrates that an L1 model of learning and processing can be adapted to provide an explicit account of how the input and the sensitive period interact in L2 learning. © 2017 The Authors. Cognitive Science - A Multidisciplinary Journal published by Wiley Periodicals, Inc.

An Evaluation of Computer-Assisted Instruction for English Grammar Review.

ERIC Educational Resources Information Center

Oates, William

1981-01-01

The use of computer assisted instruction (CAI) at Indiana University to provide basic grammar review to beginning writing students, and the results of an evaluation of the PLATO system as a learning resource are described. At the time of the evaluation, the CAI curriculum in use was the Language Arts Routing System (LARS). The evaluation involved…

L2 Vocabulary Acquisition in Children: Effects of Learning Method and Cognate Status

ERIC Educational Resources Information Center

Tonzar, Claudio; Lotto, Lorella; Job, Remo

2009-01-01

In this study we investigated the effects of two learning methods (picture- or word-mediated learning) and of word status (cognates vs. noncognates) on the vocabulary acquisition of two foreign languages: English and German. We examined children from fourth and eighth grades in a school setting. After a learning phase during which L2 words were…

Learning English with "The Sims": Exploiting Authentic Computer Simulation Games for L2 Learning

ERIC Educational Resources Information Center

Ranalli, Jim

2008-01-01

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short supply. As an alternative, could games designed for the mass-market be…

An All-Fragments Grammar for Simple and Accurate Parsing

DTIC Science & Technology

2012-03-21

Tsujii. Probabilistic CFG with latent annotations. In Proceedings of ACL, 2005. Slav Petrov and Dan Klein. Improved Inference for Unlexicalized Parsing. In...Proceedings of NAACL-HLT, 2007. Slav Petrov and Dan Klein. Sparse Multi-Scale Grammars for Discriminative Latent Variable Parsing. In Proceedings of...EMNLP, 2008. Slav Petrov, Leon Barrett, Romain Thibaux, and Dan Klein. Learning Accurate, Compact, and Interpretable Tree Annotation. In Proceedings

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study

PubMed Central

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015). In the present study, we adopted the event-related potential (ERP) technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process. PMID:29375420

Rapid L2 Word Learning through High Constraint Sentence Context: An Event-Related Potential Study.

PubMed

Chen, Baoguo; Ma, Tengfei; Liang, Lijuan; Liu, Huanhuan

2017-01-01

Previous studies have found quantity of exposure, i.e., frequency of exposure (Horst et al., 1998; Webb, 2008; Pellicer-Sánchez and Schmitt, 2010), is important for second language (L2) contextual word learning. Besides this factor, context constraint and L2 proficiency level have also been found to affect contextual word learning (Pulido, 2003; Tekmen and Daloglu, 2006; Elgort et al., 2015; Ma et al., 2015). In the present study, we adopted the event-related potential (ERP) technique and chose high constraint sentences as reading materials to further explore the effects of quantity of exposure and proficiency on L2 contextual word learning. Participants were Chinese learners of English with different English proficiency levels. For each novel word, there were four high constraint sentences with the critical word at the end of the sentence. Learners read sentences and made semantic relatedness judgment afterwards, with ERPs recorded. Results showed that in the high constraint condition where each pseudoword was embedded in four sentences with consistent meaning, N400 amplitude upon this pseudoword decreased significantly as learners read the first two sentences. High proficiency learners responded faster in the semantic relatedness judgment task. These results suggest that in high quality sentence contexts, L2 learners could rapidly acquire word meaning without multiple exposures, and L2 proficiency facilitated this learning process.

El Sistema de Formas en Colores for Teaching Grammar in Spanish

ERIC Educational Resources Information Center

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…

The Effects of Giving and Receiving Marginal L1 Glosses on L2 Vocabulary Learning by Upper Secondary Learners

ERIC Educational Resources Information Center

Samian, Hosein Vafadar; Foo, Thomas Chow Voon; Mohebbi, Hassan

2016-01-01

This paper reports the findings of a study that investigated the effect of giving and receiving marginal L1 glosses on L2 vocabulary learning. To that end, forty nine Iranian learners of English were assigned to three different experimental conditions including marginal L1 glosses Giver (n = 17), marginal L1 glosses Receiver (n = 17), and no…

Teaching the Topography of Gretel Ehrlich's Grammar.

ERIC Educational Resources Information Center

Gessell, Donna A.

When writing, few students have any concept that word placement affects the content of their writing. They seldom rework their papers at the sentence level in order to assure that their grammar reflects and enhances their content. Recognizing the relationship of grammar to meaning, composition researchers are reasserting the place of grammar in…

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

ERIC Educational Resources Information Center

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…

Underspecification-Based Grammatical Feedback Generation Tailored to the Learner's Current Acquisition Level in an e-Learning System for German as Second Language

ERIC Educational Resources Information Center

Harbusch, Karin; Cameran, Christel-Joy; Härtel, Johannes

2014-01-01

We present a new feedback strategy implemented in a natural language generation-based e-learning system for German as a second language (L2). Although the system recognizes a large proportion of the grammar errors in learner-produced written sentences, its automatically generated feedback only addresses errors against rules that are relevant at…

The Effect of Conversation Engagement on L2 Learning Opportunities

ERIC Educational Resources Information Center

Chen, Wenxue

2017-01-01

This article reviews patterns of interaction (i.e. learner role relationships) in peer communicative tasks, and uses data collected from different tasks to explain what happens in peer interaction and its impact on the learning opportunities interlocutors create for each other. It proposes that, with L2 peer interaction gaining popularity in…

Paperback Grammar for Handbook Haters.

ERIC Educational Resources Information Center

Lambert, Dorothy

1967-01-01

Students will respond better to grammar instruction if the traditional heavy handbooks are replaced with light-weight paperbacks, each full of practical suggestions and clear examples. Several inexpensive paperbacks are available for instruction in grammar and usage, spelling, vocabulary, reading comprehension, and writing. Unlike the conventional…

The Effects of L1 and L2 e-Glosses on Incidental Vocabulary Learning of Junior High-School English Students

ERIC Educational Resources Information Center

Hu, Si-Min; Vongpumivitch, Viphavee; Chang, Jason S.; Liou, Hsien-Chin

2014-01-01

While researchers have examined the effectiveness of various online gloss types on incidental L2 vocabulary learning, little research on online gloss languages has been conducted. Previous attempts which compared the effects of L1 and L2 glosses have reported mixed results. To fill the gaps, this study examined the effectiveness of Chinese and…

Implementation of a Natural Language Processor Using Functional Grammar.

DTIC Science & Technology

1985-12-01

in a completely different manner. [Ref. 5:pp. 81-883 ; "C. CASE GRAMMAR When Chomsky published his Aspects of the Theory of Syntax, 0 many linguists...approach was developed at Stanford University .[Ref. 7:pp. 187-2473 E. FUNCTIONAL GRAMMAR Shortly after Transformational Grammar and Case Grammar ... Grammar is a radical approach to linguistic theory when looked at from the Chomsky point of view. However, it compares favorably with the traditional

SPECIFICATION AND UTILIZATION OF A TRANSFORMATIONAL GRAMMAR.

ERIC Educational Resources Information Center

LIEBERMAN, D.; AND OTHERS

SCIENTIFIC REPORT NO. 1 OF THIS PROJECT CONTAINS FOUR PARTS. THE FIRST, BY P. ROSENBAUM AND D. LOCHAK, PRESENTS AND EXPLAINS THE "IBM CORE GRAMMAR OF ENGLISH" AND GIVES A SET OF 66 DERIVATIONS CONSTRUCTED IN TERMS OF THE CORE GRAMMAR. PART II, "DESIGN OF A GRAMMAR TESTER" BY D. LIEBERMAN, SUMMARIZES THE DESIGN CONSIDERATIONS OF…

Gender and Heritage Spanish Bilingual Grammars: A Study of Code-Mixed Determiner Phrases and Copula Constructions

ERIC Educational Resources Information Center

Valenzuela, Elena; Faure, Ana; Ramirez-Trujillo, Alma P.; Barski, Ewelina; Pangtay, Yolanda; Diez, Adriana

2012-01-01

The study examined heritage speaker grammars and to what extent they diverge with respect to grammatical gender from adult L2 learners. Results from a preference task involving code-mixed Determiner Phrases (DPs) and code-mixed copula constructions show a difference between these two types of operations. Heritage speakers patterned with the…

The growth of language: Universal Grammar, experience, and principles of computation.

PubMed

Yang, Charles; Crain, Stephen; Berwick, Robert C; Chomsky, Noam; Bolhuis, Johan J

2017-10-01

Human infants develop language remarkably rapidly and without overt instruction. We argue that the distinctive ontogenesis of child language arises from the interplay of three factors: domain-specific principles of language (Universal Grammar), external experience, and properties of non-linguistic domains of cognition including general learning mechanisms and principles of efficient computation. We review developmental evidence that children make use of hierarchically composed structures ('Merge') from the earliest stages and at all levels of linguistic organization. At the same time, longitudinal trajectories of development show sensitivity to the quantity of specific patterns in the input, which suggests the use of probabilistic processes as well as inductive learning mechanisms that are suitable for the psychological constraints on language acquisition. By considering the place of language in human biology and evolution, we propose an approach that integrates principles from Universal Grammar and constraints from other domains of cognition. We outline some initial results of this approach as well as challenges for future research. Copyright © 2017 Elsevier Ltd. All rights reserved.

Computer-Mediated Corrective Feedback and the Development of L2 Grammar

ERIC Educational Resources Information Center

Sauro, Shannon

2009-01-01

This paper reports on a study that investigated the impact of two types of computer-mediated corrective feedback on the development of adult learners' L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learner with metalinguistic information about the nature of…

Creative Grammar and Art Education

ERIC Educational Resources Information Center

Cunliffe, Leslie

2011-01-01

The grammar of creative practices is described by George Steiner as the "articulate organisation of perception, reflection and experience, the nerve structure of consciousness when it communicates with itself and with others." Steiner's description of creative grammar is consistent with Lev Vygotsky's comment that "art is the social within us, and…

Assessing the Need for Change in J-School Grammar Curricula.

ERIC Educational Resources Information Center

Seamon, Marc

2001-01-01

Surveys 100 journalism schools investigating: (1) whether journalism schools treat spelling, punctuation, grammar, and AP style as important factors in improving the state of journalism; (2) how journalism schools are teaching and assessing spelling, punctuation, grammar, and AP style; and (3) whether journalism schools are using entrance or exit…

The Effects of Captions in Teenagers' Multimedia L2 Learning

ERIC Educational Resources Information Center

Lwo, Laurence; Lin, Michelle Chia-Tzu

2012-01-01

This study aims to explore the impact of different captions on second language (L2) learning in a computer-assisted multimedia context. A quasi-experimental design was adopted, and a total of thirty-two eighth graders selected from a junior high school joined the study. They were systematically assigned into four groups based on their proficiency…

Eye Gaze and Production Accuracy Predict English L2 Speakers' Morphosyntactic Learning

ERIC Educational Resources Information Center

McDonough, Kim; Trofimovich, Pavel; Dao, Phung; Dio, Alexandre

2017-01-01

This study investigated the relationship between second language (L2) speakers' success in learning a new morphosyntactic pattern and characteristics of one-on-one learning activities, including opportunities to comprehend and produce the target pattern, receive feedback from an interlocutor, and attend to the meaning of the pattern through self-…

Have You Considered?--Teaching Grammar.

ERIC Educational Resources Information Center

Rutan, Jessica

2003-01-01

Provides examples of a journey the author has recently experienced to consider if understanding the rules of grammar impact how a struggling adolescent reads. Suggests that the study of grammar will help her students become better users of the language. Notes that they will become effective listeners and speakers, but more importantly proficient…

Editor in Chief[R] Beginning: Grammar Disasters and Punctuation Faux Pas.

ERIC Educational Resources Information Center

Beckwith, Carrie; Block, Cheryl; Broz, Christine; Hockett, Margaret; White, David

This workbook is designed as an introduction to the "Editor in Chief" series, which reinforces the rules of written English. In this workbook, student first review the rules of grammar and mechanics using multiple-choice questions; then the students learn to apply these rules in context by editing stories in a variety of formats. This "Beginning"…

Dual-modality impairment of implicit learning of letter-strings versus color-patterns in patients with schizophrenia.

PubMed

Chiu, Ming-Jang; Liu, Kristina; Hsieh, Ming H; Hwu, Hai-Gwo

2005-12-12

Implicit learning was reported to be intact in schizophrenia using artificial grammar learning. However, emerging evidence indicates that artificial grammar learning is not a unitary process. The authors used dual coding stimuli and schizophrenia clinical symptom dimensions to re-evaluate the effect of schizophrenia on various components of artificial grammar learning. Letter string and color pattern artificial grammar learning performances were compared between 63 schizophrenic patients and 27 comparison subjects. Four symptom dimensions derived from a Chinese Positive and Negative Symptom Scale ratings were correlated with patients' artificial grammar implicit learning performances along the two stimulus dimensions. Patients' explicit memory performances were assessed by verbal paired associates and visual reproduction subtests of the Wechsler Memory Scales Revised Version to provide a contrast to their implicit memory function. Schizophrenia severely hindered color pattern artificial grammar learning while the disease affected lexical string artificial grammar learning to a lesser degree after correcting the influences from age, education and the performance of explicit memory function of both verbal and visual modalities. Both learning performances correlated significantly with the severity of patients' schizophrenic clinical symptom dimensions that reflect poor abstract thinking, disorganized thinking, and stereotyped thinking. The results of this study suggested that schizophrenia affects various mechanisms of artificial grammar learning differently. Implicit learning, knowledge acquisition in the absence of conscious awareness, is not entirely intact in patients with schizophrenia. Schizophrenia affects implicit learning through an impairment of the ability of making abstractions from rules and at least in part decreasing the capacity for perceptual learning.

Flexible processing and the design of grammar.

PubMed

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.

Visual artificial grammar learning: comparative research on humans, kea (Nestor notabilis) and pigeons (Columba livia)

PubMed Central

Stobbe, Nina; Westphal-Fitch, Gesche; Aust, Ulrike; Fitch, W. Tecumseh

2012-01-01

Artificial grammar learning (AGL) provides a useful tool for exploring rule learning strategies linked to general purpose pattern perception. To be able to directly compare performance of humans with other species with different memory capacities, we developed an AGL task in the visual domain. Presenting entire visual patterns simultaneously instead of sequentially minimizes the amount of required working memory. This approach allowed us to evaluate performance levels of two bird species, kea (Nestor notabilis) and pigeons (Columba livia), in direct comparison to human participants. After being trained to discriminate between two types of visual patterns generated by rules at different levels of computational complexity and presented on a computer screen, birds and humans received further training with a series of novel stimuli that followed the same rules, but differed in various visual features from the training stimuli. Most avian and all human subjects continued to perform well above chance during this initial generalization phase, suggesting that they were able to generalize learned rules to novel stimuli. However, detailed testing with stimuli that violated the intended rules regarding the exact number of stimulus elements indicates that neither bird species was able to successfully acquire the intended pattern rule. Our data suggest that, in contrast to humans, these birds were unable to master a simple rule above the finite-state level, even with simultaneous item presentation and despite intensive training. PMID:22688635

A Reference Grammar of Bena

ERIC Educational Resources Information Center

Morrison, Michelle Elizabeth

2011-01-01

This dissertation is a grammar of Rena (ISO bez), a Bantu language spoken in southwestern Tanzania by approximately 600,000 people. Bena is largely undocumented, and though aspects of Bena grammar have been described, there is no usable, detailed treatment of the Bena language. Therefore the goal of this dissertation is provide the first detailed…

Teachers' Perceptions about Grammar Teaching

ERIC Educational Resources Information Center

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…

Integrating Teaching Practice with Developmental Norms: The Case of Phonological Teaching in L2

ERIC Educational Resources Information Center

Wong, Richard Kwok-Shing; MacWhinney, Brian

2009-01-01

This paper highlights the crucial role of phonological instruction in early second language English learning. Although older learners can acquire grammar and vocabulary efficiently, younger learners appear to have a greater facility with the learning of sounds. Thus, it makes good sense to focus on articulatory skills for these early learners. By…

Investigating the Role of Multiple Intelligences in Determining Vocabulary Learning Strategies for L2 Learners

ERIC Educational Resources Information Center

Sistani, Mahsa; Hashemian, Mahmood

2016-01-01

This study, first, examined whether there was any relationship between Iranian L2 learners' vocabulary learning strategies (VLSs), on the one hand, and their multiple intelligences (MI) types, on the other hand. In so doing, it explored the extent to which MI would predict L2 learners' VLSs. To these ends, 40 L2 learners from Isfahan University of…

English Grammar in School Textbooks: A Critical Survey.

ERIC Educational Resources Information Center

Collis, Peter; Hollo, Carmella; Mar, Juliet

1997-01-01

Reports findings from a critical analysis of English grammar books and language books with grammar content used in New South Wales (Australia) elementary and secondary schools. Books surveyed showed a low level of awareness of developments in contemporary linguistics, particularly the structural approach to grammar instruction. (Author/MSE)

Embedded "wh"-Questions in L2 English in India: Inversion as a Main Clause Phenomenon

ERIC Educational Resources Information Center

Stringer, David

2015-01-01

This corpus study brings a second language (L2) research perspective, insights from generative grammar, and new empirical evidence to bear on a long-accepted claim in the World Englishes literature--namely, that inversion with "wh"-movement in colloquial Indian English is obligatory in embedded clauses and impossible in main clauses. It…

Playing with Grammar: A Pedagogical Heuristic for Orientating to the Language Content of the Australian Curriculum: English

ERIC Educational Resources Information Center

Exley, Beryl; Kervin, Lisa; Mantei, Jessica

2016-01-01

In this article we introduce a heuristic for orientating to the language content of the Australian Curriculum: English. Our pedagogical heuristic, called "Playing with Grammar", moves through three separate but interwoven stages: (i) an introduction to the learning experience, (ii) a focus on learning, and (iii) an application of new…

Pupils' Word Choices and the Teaching of Grammar

ERIC Educational Resources Information Center

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…

The Grammar Workshop: Systematic Language Study in Reading and Writing Contexts

ERIC Educational Resources Information Center

Zuidema, Leah A.

2012-01-01

In this "prosumer" era in which people seem always to be producing and consuming texts, words matter as much as--or more than--they ever have. Learning how grammar works in the texts they read and write is essential to students' literacy. It is time to reframe English teachers' view to include both writing "and" reading as contexts for grammar…

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

ERIC Educational Resources Information Center

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…

Towards a Rationale for Research into Grammar Teaching in Schools

ERIC Educational Resources Information Center

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…

On the Form of a Systemic Grammar

ERIC Educational Resources Information Center

McCord, Michael C.

1975-01-01

This paper concerns the theory of systemic grammar developed by Halliday, Hudson and others. It suggests modifications of Hudson's generative version, and the model presented resembles transformational grammar. (CHK)

Applications of Universal Grammar (UG) in the ESL/EFL Classroom

ERIC Educational Resources Information Center

Kirkwold, Lorne O.

2007-01-01

The article proposes Stern's (1983) framework for classifying issues related to instruction in order to ascertain the relevance of Universal Grammar (UG) in the ESL/EFL classroom. Discussed in this article, particularly as UG pertains to them, are issues related to: (a) L1 transfer; (b) teaching rules and giving error correction versus presenting…

Learning L2 Pronunciation with a Mobile Speech Recognizer: French /y/

ERIC Educational Resources Information Center

Liakin, Denis; Cardoso, Walcir; Liakina, Natallia

2015-01-01

This study investigates the acquisition of the L2 French vowel /y/ in a mobile-assisted learning environment, via the use of automatic speech recognition (ASR). Particularly, it addresses the question of whether ASR-based pronunciation instruction using a mobile device can improve the production and perception of French /y/. Forty-two elementary…

Does the Owl Fly out of the Tree or Does the Owl Exit the Tree Flying? How L2 Learners Overcome Their L1 Lexicalization Biases

ERIC Educational Resources Information Center

Song, Lulu; Pulverman, Rachel; Pepe, Christina; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy

2016-01-01

Learning a language is more than learning its vocabulary and grammar. For example, compared with English, Spanish uses many more path verbs such as "ascender" ("to move upward") and "salir" ("to go out"), and expresses manner of motion optionally. English, in contrast, has many manner verbs (e.g., "run,…

A Positive Approach to Good Grammar

ERIC Educational Resources Information Center

Kuehner, Alison V.

2016-01-01

Correct grammar is important for precise, accurate, academic prose, but the traditional skills-based approach to teaching grammar is not effective if the goal is good writing. The sentence-combining approach shows promise. However, sentence modeling is more likely to produce strong writing and enhance reading comprehension. Through sentence…

Second Language Acquisition and Universal Grammar.

ERIC Educational Resources Information Center

White, Lydia

1990-01-01

Discusses the motivation for Universal Grammar (UG), as assumed in the principles and parameters framework of generative grammar (Chomsky, 1981), focusing on the logical problem of first-language acquisition and the potential role of UG in second-language acquisition. Recent experimental research regarding the second-language status of the…

Recognition of Equations Using a Two-Dimensional Stochastic Context-Free Grammar

NASA Astrophysics Data System (ADS)

Chou, Philip A.

1989-11-01

We propose using two-dimensional stochastic context-free grammars for image recognition, in a manner analogous to using hidden Markov models for speech recognition. The value of the approach is demonstrated in a system that recognizes printed, noisy equations. The system uses a two-dimensional probabilistic version of the Cocke-Younger-Kasami parsing algorithm to find the most likely parse of the observed image, and then traverses the corresponding parse tree in accordance with translation formats associated with each production rule, to produce eqn I troff commands for the imaged equation. In addition, it uses two-dimensional versions of the Inside/Outside and Baum re-estimation algorithms for learning the parameters of the grammar from a training set of examples. Parsing the image of a simple noisy equation currently takes about one second of cpu time on an Alliant FX/80.

Grammar as a Joint Achievement: Co-Constructions in L2 Interactions

ERIC Educational Resources Information Center

Family, Neiloufar; Durus, Natalia; Ziegler, Gudrun

2015-01-01

In this study, we present and analyze co-constructions from L2 English data collected at the European School in Luxembourg. Co-constructions are morpho-syntactic structures split across two speakers, in which a second speaker completes a grammatical structure initiated by the first speaker in conversation. The corpus features multilingual 13-14…

Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study

ERIC Educational Resources Information Center

Erlam, Rosemary; Ellis, Rod

2018-01-01

This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…

Grammar-Guided Writing for AAC Users

ERIC Educational Resources Information Center

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…

What's the Problem? L2 Learners' Use of the L1 during Consciousness-Raising, Form-Focused Tasks

ERIC Educational Resources Information Center

Scott, Virginia M.; de la Fuente, Maria Jose

2008-01-01

This qualitative study provides preliminary insight into the role of the first language (L1) when pairs of intermediate-level college learners of French and Spanish are engaged in consciousness-raising, form-focused grammar tasks. Using conversation analysis of audiotaped interactions and stimulated recall sessions, we explored the ways students…

L2-norm multiple kernel learning and its application to biomedical data fusion

PubMed Central

2010-01-01

Background This paper introduces the notion of optimizing different norms in the dual problem of support vector machines with multiple kernels. The selection of norms yields different extensions of multiple kernel learning (MKL) such as L∞, L1, and L2 MKL. In particular, L2 MKL is a novel method that leads to non-sparse optimal kernel coefficients, which is different from the sparse kernel coefficients optimized by the existing L∞ MKL method. In real biomedical applications, L2 MKL may have more advantages over sparse integration method for thoroughly combining complementary information in heterogeneous data sources. Results We provide a theoretical analysis of the relationship between the L2 optimization of kernels in the dual problem with the L2 coefficient regularization in the primal problem. Understanding the dual L2 problem grants a unified view on MKL and enables us to extend the L2 method to a wide range of machine learning problems. We implement L2 MKL for ranking and classification problems and compare its performance with the sparse L∞ and the averaging L1 MKL methods. The experiments are carried out on six real biomedical data sets and two large scale UCI data sets. L2 MKL yields better performance on most of the benchmark data sets. In particular, we propose a novel L2 MKL least squares support vector machine (LSSVM) algorithm, which is shown to be an efficient and promising classifier for large scale data sets processing. Conclusions This paper extends the statistical framework of genomic data fusion based on MKL. Allowing non-sparse weights on the data sources is an attractive option in settings where we believe most data sources to be relevant to the problem at hand and want to avoid a "winner-takes-all" effect seen in L∞ MKL, which can be detrimental to the performance in prospective studies. The notion of optimizing L2 kernels can be straightforwardly extended to ranking, classification, regression, and clustering algorithms. To tackle the

New Structural Patterns in Moribund Grammar: Case Marking in Heritage German

PubMed Central

Yager, Lisa; Hellmold, Nora; Joo, Hyoun-A; Putnam, Michael T.; Rossi, Eleonora; Stafford, Catherine; Salmons, Joseph

2015-01-01

Research treats divergences between monolingual and heritage grammars in terms of performance—‘L1 attrition,’ e.g., lexical retrieval—or competence—‘incomplete acquisition’, e.g., lack of overt tense markers (e.g., Polinsky, 1995; Sorace, 2004; Montrul, 2008; Schmid, 2010). One classic difference between monolingual and Heritage German is reduction in morphological case in the latter, especially loss of dative marking. Our evidence from several Heritage German varieties suggests that speakers have not merely lost case, but rather developed innovative structures to mark it. More specifically, Heritage German speakers produce dative forms in line with established patterns of Differential Object Marking (Bossong, 1985, 1991; Aissen, 2003), suggesting a reallocated mapping of case. We take this as evidence for innovative reanalysis in heritage grammars (Putnam and Sánchez, 2013). Following Kamp and Reyle (1993) and Wechsler (2011, 2014), the dative adopts a more indexical discourse function, forging a tighter connection between morphosyntax and semantic properties. Moribund grammars deploy linguistic resources in novel ways, a finding which can help move us beyond simple narratives of ‘attrition’ and ‘incomplete acquisition.’ PMID:26635649

Student Teacher Beliefs on Grammar Instruction

ERIC Educational Resources Information Center

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…

Explicit Instruction, Bilingualism, and the Older Adult Learner

ERIC Educational Resources Information Center

Cox, Jessica G.

2017-01-01

Little is known about older adult language learners and effects of aging on L2 learning. This study investigated learning in older age through interactions of learner-internal and -external variables; specifically, late-learned L2 (bilingualism) and provision of grammar explanation (explicit instruction, EI). Forty-three older adults (age 60+) who…

Empowering L2 Tutoring: A Case Study of a Second Language Writer's Vocabulary Learning

ERIC Educational Resources Information Center

Severino, Carol; Deifell, Elizabeth

2011-01-01

Writing center tutors play a key role in advancing L2 writers' language learning because the tutorial interaction involves the introduction of new language and vocabulary at the point of need or interest. This tutor-research case study presents a detailed, complex portrait of how a second language writer in a US writing center learned and used…

The Place of Grammar in the ESL/EFL Classroom: An Annotated Bibliography.

ERIC Educational Resources Information Center

Kotapish, Carl E.

This annotated bibliography includes citations of journal articles and book chapters that focus on current theories related to teaching grammar in English-as-a-Second-Language and English-as-a-Foreign-Language classrooms. Citations include: (1) "Field Independence-Dependence and the Teaching of Grammar" (R. G. Abraham); (2) "Making…

Pronunciation Training Facilitates the Learning and Retention of L2 Grammatical Structures

ERIC Educational Resources Information Center

Martin, Ines A.; Jackson, Carrie N.

2016-01-01

The present study investigated the impact of pronunciation training on the learning and retention of second language (L2) grammatical structures. By drawing on the phonological saliency of stress placement in German separable- and inseparable-prefix verbs, the study explored whether enhancing explicit instruction through pronunciation training can…

Application of grammar-based codes for lossless compression of digital mammograms

NASA Astrophysics Data System (ADS)

Li, Xiaoli; Krishnan, Srithar; Ma, Ngok-Wah

2006-01-01

A newly developed grammar-based lossless source coding theory and its implementation was proposed in 1999 and 2000, respectively, by Yang and Kieffer. The code first transforms the original data sequence into an irreducible context-free grammar, which is then compressed using arithmetic coding. In the study of grammar-based coding for mammography applications, we encountered two issues: processing time and limited number of single-character grammar G variables. For the first issue, we discover a feature that can simplify the matching subsequence search in the irreducible grammar transform process. Using this discovery, an extended grammar code technique is proposed and the processing time of the grammar code can be significantly reduced. For the second issue, we propose to use double-character symbols to increase the number of grammar variables. Under the condition that all the G variables have the same probability of being used, our analysis shows that the double- and single-character approaches have the same compression rates. By using the methods proposed, we show that the grammar code can outperform three other schemes: Lempel-Ziv-Welch (LZW), arithmetic, and Huffman on compression ratio, and has similar error tolerance capabilities as LZW coding under similar circumstances.

Holistic Grammar.

ERIC Educational Resources Information Center

Pierstorff, Don K.

1981-01-01

Parodies holistic approaches to education. Explains an educational approach which simultaneously teaches grammar and arithmetic. Lauds the advantages of the approach as high student attrition, ease of grading, and focus on developing the reptilian portion of the brain. Points out common errors made by students. (AYC)

L1 and L2 Distance Effects in Learning L3 Dutch

ERIC Educational Resources Information Center

Schepens, Job J.; der Slik, Frans; Hout, Roeland

2016-01-01

Many people speak more than two languages. How do languages acquired earlier affect the learnability of additional languages? We show that linguistic distances between speakers' first (L1) and second (L2) languages and their third (L3) language play a role. Larger distances from the L1 to the L3 and from the L2 to the L3 correlate with lower…

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

ERIC Educational Resources Information Center

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…

Improving Pronunciation Instruction in the Second Language Classroom

ERIC Educational Resources Information Center

Counselman, David

2010-01-01

Researchers in second language acquisition (SLA) have increasingly discussed the role that attention plays in the learning of a second language (L2). This discussion has led to research on proposed pedagogical strategies aimed at directing L2 learners' attention to aspects of the L2 grammar that are difficult to learn or acquire. Research on one…

Online Dutch L2 Learning in Adult Education: Educators' and Providers' Viewpoints on Needs, Advantages and Disadvantages

ERIC Educational Resources Information Center

De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and…

The Relevance of Accent in L2 Pronunciation Instruction: A Matter of Teaching Cultures or Language Ideologies?

ERIC Educational Resources Information Center

Falkert, Anika

2016-01-01

The aim of this paper is to offer a critical discussion of the role of native and foreign accents in L2 pronunciation teaching. Several studies concluded that classroom practices of grammar instruction are strongly influenced by teaching cultures. We will examine whether this is also the case for pronunciation teaching. While the CEFR…

Speech-Enabled Interfaces for Travel Information Systems with Large Grammars

NASA Astrophysics Data System (ADS)

Zhao, Baoli; Allen, Tony; Bargiela, Andrzej

This paper introduces three grammar-segmentation methods capable of handling the large grammar issues associated with producing a real-time speech-enabled VXML bus travel application for London. Large grammars tend to produce relatively slow recognition interfaces and this work shows how this limitation can be successfully addressed. Comparative experimental results show that the novel last-word recognition based grammar segmentation method described here achieves an optimal balance between recognition rate, speed of processing and naturalness of interaction.

Generalized Categorial Grammar for Unbounded Dependencies Recovery

ERIC Educational Resources Information Center

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,…

Pratiquer une grammaire textuelle (Practicing Textual Grammar).

ERIC Educational Resources Information Center

Bourdet, Jean-Francois

1992-01-01

A discussion of textual, as contrasted with traditional, grammar for French second-language instruction argues that textual grammar is essential for acquisition of communicative competence because it identifies grammatical facts relevant to everyday communication and allows the student to experience the construction of meaning through them. (MSE)

Exploring Dyslexics' Phonological Deficit II: Phonological Grammar

ERIC Educational Resources Information Center

Szenkovits, Gayaneh; Darma, Quynliaan; Darcy, Isabelle; Ramus, Franck

2016-01-01

Language learners have to acquire the phonological grammar of their native language, and different levels of representations on which the grammar operates. Developmental dyslexia is associated with a phonological deficit, which is commonly assumed to stem from degraded phonological representations. The present study investigates one aspect of the…

The Role of Multiword Building Blocks in Explaining L1-L2 Differences.

PubMed

Arnon, Inbal; Christiansen, Morten H

2017-07-01

Why are children better language learners than adults despite being worse at a range of other cognitive tasks? Here, we explore the role of multiword sequences in explaining L1-L2 differences in learning. In particular, we propose that children and adults differ in their reliance on such multiword units (MWUs) in learning, and that this difference affects learning strategies and outcomes, and leads to difficulty in learning certain grammatical relations. In the first part, we review recent findings that suggest that MWUs play a facilitative role in learning. We then discuss the implications of these findings for L1-L2 differences: We hypothesize that adults are both less likely to extract MWUs and less capable of benefiting from them in the process of learning. In the next section, we draw on psycholinguistic, developmental, and computational findings to support these predictions. We end with a discussion of the relation between this proposal and other accounts of L1-L2 difficulty. Copyright © 2017 Cognitive Science Society, Inc.

Do I Know Its Wrong: Children's and Adults' Use of Unconventional Grammar in Text Messaging

ERIC Educational Resources Information Center

Kemp, Nenagh; Wood, Clare; Waldron, Sam

2014-01-01

There is concern that the violations of conventional grammar (both accidental and deliberate) often seen in text messages (e.g., "hi [smiley face emoticon] how is ya?!!") could lead to difficulty in learning or remembering formal grammatical conventions. We examined whether the grammatical violations made by 244 British children,…

Anatomical Substrates of Visual and Auditory Miniature Second-language Learning

PubMed Central

Newman-Norlund, Roger D.; Frey, Scott H.; Petitto, Laura-Ann; Grafton, Scott T.

2007-01-01

Longitudinal changes in brain activity during second language (L2) acquisition of a miniature finite-state grammar, named Wernickese, were identified with functional magnetic resonance imaging (fMRI). Participants learned either a visual sign language form or an auditory-verbal form to equivalent proficiency levels. Brain activity during sentence comprehension while hearing/viewing stimuli was assessed at low, medium, and high levels of proficiency in three separate fMRI sessions. Activation in the left inferior frontal gyrus (Broca’s area) correlated positively with improving L2 proficiency, whereas activity in the right-hemisphere (RH) homologue was negatively correlated for both auditory and visual forms of the language. Activity in sequence learning areas including the premotor cortex and putamen also correlated with L2 proficiency. Modality-specific differences in the blood oxygenation level-dependent signal accompanying L2 acquisition were localized to the planum temporale (PT). Participants learning the auditory form exhibited decreasing reliance on bilateral PT sites across sessions. In the visual form, bilateral PT sites increased in activity between Session 1 and Session 2, then decreased in left PT activity from Session 2 to Session 3. Comparison of L2 laterality (as compared to L1 laterality) in auditory and visual groups failed to demonstrate greater RH lateralization for the visual versus auditory L2. These data establish a common role for Broca’s area in language acquisition irrespective of the perceptual form of the language and suggest that L2s are processed similar to first languages even when learned after the ‘‘critical period.’’ The right frontal cortex was not preferentially recruited by visual language after accounting for phonetic/structural complexity and performance. PMID:17129186

Flexible Processing and the Design of Grammar

ERIC Educational Resources Information Center

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…

A Frequency-Based Approach to L2 Phonological Learning: Teacher Input and Student Output in an Intensive ESL Context

ERIC Educational Resources Information Center

Trofimovich, Pavel; Collins, Laura; Cardoso, Walcir; White, Joanna; Horst, Marlise

2012-01-01

Most second language (L2) researchers and teachers would agree that input, often defined as the language a learner hears or reads, plays an important role in L2 learning. There is a great deal of research investigating which types of input are most beneficial for learning, how learners process and internalize input (e.g., Schmidt, 2001), and how…

GRAMMAR--THE PROTEUS OF THE ENGLISH CURRICULUM.

ERIC Educational Resources Information Center

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…

The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes

ERIC Educational Resources Information Center

Al-Harbi, Sarah S.; Alshumaimeri, Yousif A.

2016-01-01

The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students' performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students' textbook and uploading…

The Practice of "Grammar Naziness" on Facebook in Relation to Generating Grammar Learning: A Motivation or Demotivation in Updating Statuses in English on Facebook

ERIC Educational Resources Information Center

Amin, Noraziah Mohd; Abdul Rahman, Noor Azam; Sharipudin, Mohamad-Noor; Abu Bakar, Mohd Saifulnizam

2016-01-01

It is common for learners of English to make grammatical errors in their English Facebook posts that can be noticeable on their walls, which this perhaps as a result, influences the other Facebook users who know about the language to perform the unofficial duty as grammar Nazis and correct the errors. Thus, this research aims to examine if Malay…

Quel Eclectisme en grammaire? (What Eclecticism in Grammar?)

ERIC Educational Resources Information Center

Beacco, Jean-Claude

1987-01-01

The teaching of grammar provides more options for teacher strategies than almost any other area of language teaching, but because of the nature of grammar and classroom language instruction, using a variety of approaches is a more appropriate strategy. (MSE)

Learning to Learn in Years 1 and 2 of Hungarian Primary Schools

ERIC Educational Resources Information Center

Habók, Anita

2015-01-01

Learning to learn (L2L) is an important component of lifelong learning. First, the article discusses various possible definitions of L2L and identifies the most comprehensible definition, which provides the basis for the analysis. Subsequently, it presents the results of a pilot study carried out in the early stage of primary education. This study…

Hydrogen Learning for Local Leaders – H2L3

DOE Office of Scientific and Technical Information (OSTI.GOV)

Serfass, Patrick

The Hydrogen Learning for Local Leaders program, H2L3, elevates the knowledge about hydrogen by local government officials across the United States. The program reaches local leaders directly through “Hydrogen 101” workshops and webinar sessions; the creation and dissemination of a unique report on the hydrogen and fuel cell market in the US, covering 57 different sectors; and support of the Hydrogen Student Design Contest, a competition for interdisciplinary teams of university students to design hydrogen and fuel cell systems based on technology that’s currently commercially available.

On the Equivalence of Formal Grammars and Machines.

ERIC Educational Resources Information Center

Lund, Bruce

1991-01-01

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

Concurrent Data Elicitation Procedures, Processes, and the Early Stages of L2 Learning: A Critical Overview

ERIC Educational Resources Information Center

Leow, Ronald P.; Grey, Sarah; Marijuan, Silvia; Moorman, Colleen

2014-01-01

Given the current methodological interest in eliciting direct data on the cognitive processes L2 learners employ as they interact with L2 data during the early stages of the learning process, this article takes a critical and comparative look at three concurrent data elicitation procedures currently employed in the SLA literature: Think aloud (TA)…

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

ERIC Educational Resources Information Center

Criado, Raquel

2016-01-01

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

The Utility of Blended Learning in EFL Reading and Grammar: A Case for Moodle

ERIC Educational Resources Information Center

Bataineh, Ruba Fahmi; Mayyas, Mais Barjas

2017-01-01

This study examines the effect of Moodle-enhanced instruction on Jordanian EFL students' reading comprehension and grammar performance. The study uses a quasi-experimental, pre- /post-test design. A purposeful sample of 32 students, enrolled in a language requirement course at a Jordanian state university, was randomly divided into an experimental…

What Is Grammar and Why Teach It?

ERIC Educational Resources Information Center

Greenbaum, Sidney

The word "grammar" can be used in many ways: a general theory of language description; a theory for describing one language; a description of a particular language, either in the form of a book (an "English grammar") or the contents of that book; an ideal as opposed to actual description of a language; the properties and processes of a language…

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

ERIC Educational Resources Information Center

Hsu, Chihcheng; Ou Yang, Fang-Chuan

2013-01-01

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…

Implicit Learning in the Crowd: Investigating the Role of Awareness in the Acquisition of L2 Knowledge

ERIC Educational Resources Information Center

Kerz, Elma; Wiechmann, Daniel; Riedel, Florian B.

2017-01-01

A growing field of research has made use of a semiartificial language paradigm to investigate the role of awareness in L2 acquisition. A central and empirically still unresolved issue in this field concerns the possibility of learning implicitly, that is, without intention to learn and without awareness of what has been learned. Up until now,…

Defense et illustration de la grammaire philologique (An Example and a Defense of Philological Grammar)

ERIC Educational Resources Information Center

Dupont, Louis

1972-01-01

Author cites philological grammar" as one of three ways of treating language. The other two approaches to language are traditional grammar and linguistic grammar or transformational generative grammar. Philological grammar stresses the art of reading. (DS)

Implicit and explicit second language training recruit common neural mechanisms for syntactic processing.

PubMed

Batterink, Laura; Neville, Helen

2013-06-01

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly and explicitly trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners' behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.

Towards an Automatic Classification System for Supporting the Development of Critical Reflective Skills in L2 Learning

ERIC Educational Resources Information Center

Cheng, Gary

2017-01-01

This study aimed to develop an automatic classification system, namely ACTIVE, for generating immediate and individualised feedback on students' reflective entries about their second language (L2) learning experiences. It also aimed to explore students' attitudes towards using the system to support the development of their reflective skills in L2…

A Grammar of Northern Mao (Mawes Aas'e)

ERIC Educational Resources Information Center

Ahland, Michael Bryan

2012-01-01

Northern Mao is an endangered Afroasiatic-Omotic language of western Ethiopia with fewer than 5,000 speakers. This study is a comprehensive grammar of the language, written from a functional/typological perspective which embraces historical change as an explanation for synchronic structure. The grammar introduces the Northern Mao people, aspects…

Spontaneous Grammar Explanations.

ERIC Educational Resources Information Center

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…

Grammar for College Writing: A Sentence-Composing Approach

ERIC Educational Resources Information Center

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…

Assessing Grammar Teaching Methods Using a Metacognitive Framework.

ERIC Educational Resources Information Center

Burkhalter, Nancy

A study examined 3 grammar teaching methods to understand why some methods may carry over into writing better than others. E. Bialystok and E. B. Ryan's (1985) metacognitive model of language skills was adapted to plot traditional grammar, sentence combining, and the functional/inductive approach according to the amount of analyzed knowledge and…

English Grammar in American Schools before 1850. Bulletin, 1921, No. 12

ERIC Educational Resources Information Center

Lyman, Rollo LaVerne

1922-01-01

English grammar, as a formal subject, distinct from other branches of instruction in the vernacular, made but sporadic appearances in the American schools before 1775. After the Revolution its rise was extremely rapid. English grammar gained momentum as the hold of Latin grammar weakened, and by the end of the first quarter of the nineteenth…

Terminator Detection by Support Vector Machine Utilizing aStochastic Context-Free Grammar

DOE Office of Scientific and Technical Information (OSTI.GOV)

Francis-Lyon, Patricia; Cristianini, Nello; Holbrook, Stephen

2006-12-30

A 2-stage detector was designed to find rho-independent transcription terminators in the Escherichia coli genome. The detector includes a Stochastic Context Free Grammar (SCFG) component and a Support Vector Machine (SVM) component. To find terminators, the SCFG searches the intergenic regions of nucleotide sequence for local matches to a terminator grammar that was designed and trained utilizing examples of known terminators. The grammar selects sequences that are the best candidates for terminators and assigns them a prefix, stem-loop, suffix structure using the Cocke-Younger-Kasaami (CYK) algorithm, modified to incorporate energy affects of base pairing. The parameters from this inferred structure aremore » passed to the SVM classifier, which distinguishes terminators from non-terminators that score high according to the terminator grammar. The SVM was trained with negative examples drawn from intergenic sequences that include both featureless and RNA gene regions (which were assigned prefix, stem-loop, suffix structure by the SCFG), so that it successfully distinguishes terminators from either of these. The classifier was found to be 96.4% successful during testing.« less

Analyse des erreurs et grammaire generative: La syntaxe de l'interrogation en francais (Error Analysis and Generative Grammar: The Syntax of Interrogation in French).

ERIC Educational Resources Information Center

Py, Bernard

A progress report is presented of a study which applies a system of generative grammar to error analysis. The objective of the study was to reconstruct the grammar of students' interlanguage, using a systematic analysis of errors. (Interlanguage refers to the linguistic competence of a student who possesses a relatively systematic body of rules,…

A Reference Grammar of Spoken Kannada.

ERIC Educational Resources Information Center

Schiffman, Harold

This reference grammar is a description of the speech of educated people of the Bangalore/Mysore area of Karnataka State in South India. This particular dialect is used in films and, to some extent, on the radio. The four sections of the book deal with: (1) phonology, (2) the noun phrase, (3) the verb phrase, and (4) syntax. Each item that is…

When It Hurts (and Helps) to Try: The Role of Effort in Language Learning

PubMed Central

Finn, Amy S.; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L.

2014-01-01

Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories. PMID:25047901

When it hurts (and helps) to try: the role of effort in language learning.

PubMed

Finn, Amy S; Lee, Taraz; Kraus, Allison; Hudson Kam, Carla L

2014-01-01

Compared to children, adults are bad at learning language. This is counterintuitive; adults outperform children on most measures of cognition, especially those that involve effort (which continue to mature into early adulthood). The present study asks whether these mature effortful abilities interfere with language learning in adults and further, whether interference occurs equally for aspects of language that adults are good (word-segmentation) versus bad (grammar) at learning. Learners were exposed to an artificial language comprised of statistically defined words that belong to phonologically defined categories (grammar). Exposure occurred under passive or effortful conditions. Passive learners were told to listen while effortful learners were instructed to try to 1) learn the words, 2) learn the categories, or 3) learn the category-order. Effortful learners showed an advantage for learning words while passive learners showed an advantage for learning the categories. Effort can therefore hurt the learning of categories.

Linear grammar as a possible stepping-stone in the evolution of language.

PubMed

Jackendoff, Ray; Wittenberg, Eva

2017-02-01

We suggest that one way to approach the evolution of language is through reverse engineering: asking what components of the language faculty could have been useful in the absence of the full complement of components. We explore the possibilities offered by linear grammar, a form of language that lacks syntax and morphology altogether, and that structures its utterances through a direct mapping between semantics and phonology. A language with a linear grammar would have no syntactic categories or syntactic phrases, and therefore no syntactic recursion. It would also have no functional categories such as tense, agreement, and case inflection, and no derivational morphology. Such a language would still be capable of conveying certain semantic relations through word order-for instance by stipulating that agents should precede patients. However, many other semantic relations would have to be based on pragmatics and discourse context. We find evidence of linear grammar in a wide range of linguistic phenomena: pidgins, stages of late second language acquisition, home signs, village sign languages, language comprehension (even in fully syntactic languages), aphasia, and specific language impairment. We also find a full-blown language, Riau Indonesian, whose grammar is arguably close to a pure linear grammar. In addition, when subjects are asked to convey information through nonlinguistic gesture, their gestures make use of semantically based principles of linear ordering. Finally, some pockets of English grammar, notably compounds, can be characterized in terms of linear grammar. We conclude that linear grammar is a plausible evolutionary precursor of modern fully syntactic grammar, one that is still active in the human mind.

The Impact of Conferencing Assessment on EFL Students' Grammar Learning (Impacto de la evaluación mediante conferencias en el aprendizaje de la gramática en estudiantes de inglés como lengua extranjera)

ERIC Educational Resources Information Center

Baleghizadeh, Sasan; Zarghami, Zahra

2012-01-01

This article reports on a study that was carried out in order to examine the impact of conferencing assessment on students' learning of English grammar. Forty-two Iranian intermediate university students were randomly assigned to an experimental and a control group. The participants in the experimental group took part in four individual and four…

Prior familiarity with components enhances unconscious learning of relations.

PubMed

Scott, Ryan B; Dienes, Zoltan

2010-03-01

The influence of prior familiarity with components on the implicit learning of relations was examined using artificial grammar learning. Prior to training on grammar strings, participants were familiarized with either the novel symbols used to construct the strings or with irrelevant geometric shapes. Participants familiarized with the relevant symbols showed greater accuracy when judging the correctness of new grammar strings. Familiarity with elemental components did not increase conscious awareness of the basis for discriminations (structural knowledge) but increased accuracy even in its absence. The subjective familiarity of test strings predicted grammaticality judgments. However, prior exposure to relevant symbols did not increase overall test string familiarity or reliance on familiarity when making grammaticality judgments. Familiarity with the symbols increased the learning of relations between them (bigrams and trigrams) thus resulting in greater familiarity for grammatical versus ungrammatical strings. The results have important implications for models of implicit learning.

Pair Counting to Improve Grammar and Spoken Fluency

ERIC Educational Resources Information Center

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…

What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions

ERIC Educational Resources Information Center

Eskildsen, Søren W.

2015-01-01

Drawing on usage-based linguistics and its exemplar-based path of language learning, from recurring multiword expressions to increasingly abstract, schematized constructions, this article examines evidence for the exemplar-based developmental sequences for yes/no interrogatives and WH interrogatives in English as a second language (L2). The…

Awareness and Learning under Incidental Learning Conditions

ERIC Educational Resources Information Center

Rogers, John

2017-01-01

Recent years have witnessed a strong and increasing interest in the incidental learning of second language grammar. While much of this research has focused on the acquisition of second language word order or noun-determiner systems, relatively fewer studies have examined the learning of second language morphology. Results of studies that have…

Literature and Grammar.

ERIC Educational Resources Information Center

Claremont, Francesca

1993-01-01

This reprint of a lecture published in 1976 examines the uses of history and literary stories for instructing children in grammar, creative dramatics, natural history, and prehistory, as well as literary analysis. Provides a starting point for thinking about the power of literature as an integrating medium in the Montessori elementary classroom.…

Perspectives on the rhythm-grammar link and its implications for typical and atypical language development.

PubMed

Gordon, Reyna L; Jacobs, Magdalene S; Schuele, C Melanie; McAuley, J Devin

2015-03-01

This paper reviews the mounting evidence for shared cognitive mechanisms and neural resources for rhythm and grammar. Evidence for a role of rhythm skills in language development and language comprehension is reviewed here in three lines of research: (1) behavioral and brain data from adults and children, showing that prosody and other aspects of timing of sentences influence online morpho-syntactic processing; (2) comorbidity of impaired rhythm with grammatical deficits in children with language impairment; and (3) our recent work showing a strong positive association between rhythm perception skills and expressive grammatical skills in young school-age children with typical development. Our preliminary follow-up study presented here revealed that musical rhythm perception predicted variance in 6-year-old children's production of complex syntax, as well as online reorganization of grammatical information (transformation); these data provide an additional perspective on the hierarchical relations potentially shared by rhythm and grammar. A theoretical framework for shared cognitive resources for the role of rhythm in perceiving and learning grammatical structure is elaborated on in light of potential implications for using rhythm-emphasized musical training to improve language skills in children. © 2015 New York Academy of Sciences.

TRACX2: a connectionist autoencoder using graded chunks to model infant visual statistical learning.

PubMed

Mareschal, Denis; French, Robert M

2017-01-05

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning.This article is part of the themed issue 'New frontiers for statistical learning in the cognitive sciences'. © 2016 The Author(s).

TRACX2: a connectionist autoencoder using graded chunks to model infant visual statistical learning

PubMed Central

French, Robert M.

2017-01-01

Even newborn infants are able to extract structure from a stream of sensory inputs; yet how this is achieved remains largely a mystery. We present a connectionist autoencoder model, TRACX2, that learns to extract sequence structure by gradually constructing chunks, storing these chunks in a distributed manner across its synaptic weights and recognizing these chunks when they re-occur in the input stream. Chunks are graded rather than all-or-nothing in nature. As chunks are learnt their component parts become more and more tightly bound together. TRACX2 successfully models the data from five experiments from the infant visual statistical learning literature, including tasks involving forward and backward transitional probabilities, low-salience embedded chunk items, part-sequences and illusory items. The model also captures performance differences across ages through the tuning of a single-learning rate parameter. These results suggest that infant statistical learning is underpinned by the same domain-general learning mechanism that operates in auditory statistical learning and, potentially, in adult artificial grammar learning. This article is part of the themed issue ‘New frontiers for statistical learning in the cognitive sciences’. PMID:27872375

L1 Use in L2 Vocabulary Learning: Facilitator or Barrier

ERIC Educational Resources Information Center

Liu, Jing

2008-01-01

Based on empirical research and qualitative analysis, this paper aims to explore the effects of L1 use on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of L1 can effectively facilitate the memorization of new words, and the bilingual method (both English explanation and Chinese…

Effects of Using Self-Explanation on a Web-Based Chinese Sentence-Learning System

ERIC Educational Resources Information Center

Chang, Jia-Wei; Lee, Ming-Che; Su, Chien-Yuan; Wang, Tzone-I

2017-01-01

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

Individual differences in adult foreign language learning: the mediating effect of metalinguistic awareness.

PubMed

Brooks, Patricia J; Kempe, Vera

2013-02-01

In this study, we sought to identify cognitive predictors of individual differences in adult foreign-language learning and to test whether metalinguistic awareness mediated the observed relationships. Using a miniature language-learning paradigm, adults (N = 77) learned Russian vocabulary and grammar (gender agreement and case marking) over six 1-h sessions, completing tasks that encouraged attention to phrases without explicitly teaching grammatical rules. The participants' ability to describe the Russian gender and case-marking patterns mediated the effects of nonverbal intelligence and auditory sequence learning on grammar learning and generalization. Hence, even under implicit-learning conditions, individual differences stemmed from explicit metalinguistic awareness of the underlying grammar, which, in turn, was linked to nonverbal intelligence and auditory sequence learning. Prior knowledge of languages with grammatical gender (predominantly Spanish) predicted learning of gender agreement. Transfer of knowledge of gender from other languages to Russian was not mediated by awareness, which suggests that transfer operates through an implicit process akin to structural priming.

Classification of L2 Vocabulary Learning Strategies: Evidence from Exploratory and Confirmatory Factor Analyses

ERIC Educational Resources Information Center

Zhang, Bo; Li, Changyu

2011-01-01

This research presents a classification theory for the L2 vocabulary learning strategies. Based on the exploratory and confirmatory factor analyses of strategies that adult Chinese English learners used, this theory identifies six categories, four of which are related to the cognitive process in lexical acquisition and the other two are…

Discovery Learning Strategies in English

ERIC Educational Resources Information Center

Singaravelu, G.

2012-01-01

The study substantiates that the effectiveness of Discovery Learning method in learning English Grammar for the learners at standard V. Discovery Learning is particularly beneficial for any student learning a second language. It promotes peer interaction and development of the language and the learning of concepts with content. Reichert and…

Triumph through Texting: Restoring Learners' Interest in Grammar

ERIC Educational Resources Information Center

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…

Using "Reading to Learn" (R2L) Pedagogy to Teach Discussion Genre to Non-Chinese-Speaking Students in Hong Kong

ERIC Educational Resources Information Center

Shum, Mark Shiu-kee; Tai, Chung Pui; Shi, Dan

2018-01-01

Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. "Reading to Learn,…

Teacher to Teacher: What Is Your Most Compelling Reason for Teaching Grammar?

ERIC Educational Resources Information Center

English Journal, 2006

2006-01-01

This article presents compelling reasons from teachers why they teach grammar. Amy Benjamin from Hendrick Hudson High School says, she teaches grammar for two reasons. The first is that grammar instruction gives students metalanguage, "language about language." The second reason is that students are interested in language--its changes and…

CHINESE GRAMMARS AND THE COMPUTER AT THE OHIO STATE UNIVERSITY. PRELIMINARY REPORT.

ERIC Educational Resources Information Center

MEYERS, L.F.; YANG, J.

SAMPLE OUTPUT SENTENCES OF VARIOUS COMIT AND SNOBOL PROGRAMS FOR TESTING A CHINESE GENERATIVE GRAMMAR ARE PRESENTED. THE GRAMMAR CHOSEN FOR EXPERIMENTATION IS A PRELIMINARY VERSION OF A TRANSFORMATIONAL GRAMMAR. ALL OF THE COMIT PROGRAMS AND ONE OF THE SNOBOL PROGRAMS USE A LINEARIZED REPRESENTATION OF TREE STRUCTURES, WITH ADDITIONAL NUMERICAL…

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

ERIC Educational Resources Information Center

Fatemipour, Hamidreza; Hemmati, Shiva

2015-01-01

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

Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners

ERIC Educational Resources Information Center

Solikhah, Imroatus

2017-01-01

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows:…

Hard Rules and Bad Memories: College Learners' Accounts of What Makes Learning German Grammar Difficult

ERIC Educational Resources Information Center

Chavez, Monika

2017-01-01

This questionnaire study analyzed responses of 96 first-, second-, third-, and fourth-year students of College German to the second part of a two-part question, namely, (a) what forms of German grammar are particularly difficult, and (b) why so. Response patterns show that word order, adjective endings, the subjunctive, and the gender/number/case…

The Emergence of Grammar: Early Verbs and beyond

ERIC Educational Resources Information Center

Armon-Lotem, Sharon; Berman, Ruth A.

2003-01-01

The paper examines the first twenty verb-forms recorded for six Hebrew-speaking children aged between 1;2 and 2;1, and how they evolve into fully inflected verbs for three of these children. Discussion focuses first on what word-forms children initially select for the verbs they produce, what role these forms play in children's emergent grammar,…

Grammar and the Lexicon. Working Papers in Linguistics 16.

ERIC Educational Resources Information Center

University of Trondheim Working Papers in Linguistics, 1993

1993-01-01

In this volume, five working papers are presented. "Minimal Signs and Grammar" (Lars Hellan) proposes that a significant part of the "production" of grammar is incremental, building larger and larger constructs, with lexical objects called minimal signs as the first steps. It also suggests that the basic lexical information in…

The Role of Teaching Grammar in First Language Education

ERIC Educational Resources Information Center

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…

The Place of Grammar in the Language Arts Curriculum.

ERIC Educational Resources Information Center

Einarsson, Robert

The history of grammar instruction includes two approaches: the handbook approach, which is practiced today, and the textbook approach. The handbook approach focuses on rules for correct writing and is an error-based view, while the textbook approach would treat grammar holistically and interpretively and would systematically explain new concepts…

Multiword Constructions in the Grammar.

PubMed

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.

Learning English as an L2 in the Global Context: Changing English, Changing Motivation

ERIC Educational Resources Information Center

Sung, Chit Cheung Matthew

2013-01-01

As the English language has become a global lingua franca today, it is not surprising that changes in attitudes and perceptions towards learning English in the international context have taken place at the same time. In this paper, I critically examine the notion of "integrative motivation" in the literature of second language (L2)…

Applying Semantic-based Probabilistic Context-Free Grammar to Medical Language Processing – A Preliminary Study on Parsing Medication Sentences

PubMed Central

Xu, Hua; AbdelRahman, Samir; Lu, Yanxin; Denny, Joshua C.; Doan, Son

2011-01-01

Semantic-based sublanguage grammars have been shown to be an efficient method for medical language processing. However, given the complexity of the medical domain, parsers using such grammars inevitably encounter ambiguous sentences, which could be interpreted by different groups of production rules and consequently result in two or more parse trees. One possible solution, which has not been extensively explored previously, is to augment productions in medical sublanguage grammars with probabilities to resolve the ambiguity. In this study, we associated probabilities with production rules in a semantic-based grammar for medication findings and evaluated its performance on reducing parsing ambiguity. Using the existing data set from 2009 i2b2 NLP (Natural Language Processing) challenge for medication extraction, we developed a semantic-based CFG (Context Free Grammar) for parsing medication sentences and manually created a Treebank of 4,564 medication sentences from discharge summaries. Using the Treebank, we derived a semantic-based PCFG (probabilistic Context Free Grammar) for parsing medication sentences. Our evaluation using a 10-fold cross validation showed that the PCFG parser dramatically improved parsing performance when compared to the CFG parser. PMID:21856440

Learning and liking of melody and harmony: further studies in artificial grammar learning.

PubMed

Loui, Psyche

2012-10-01

Much of what we know and love about music is based on implicitly acquired mental representations of musical pitches and the relationships between them. While previous studies have shown that these mental representations of music can be acquired rapidly and can influence preference, it is still unclear which aspects of music influence learning and preference formation. This article reports two experiments that use an artificial musical system to examine two questions: (1) which aspects of music matter most for learning, and (2) which aspects of music matter most for preference formation. Two aspects of music are tested: melody and harmony. In Experiment 1 we tested the learning and liking of a new musical system that is manipulated melodically so that only some of the possible conditional probabilities between successive notes are presented. In Experiment 2 we administered the same tests for learning and liking, but we used a musical system that is manipulated harmonically to eliminate the property of harmonic whole-integer ratios between pitches. Results show that disrupting melody (Experiment 1) disabled the learning of music without disrupting preference formation, whereas disrupting harmony (Experiment 2) does not affect learning and memory but disrupts preference formation. Results point to a possible dissociation between learning and preference in musical knowledge. Copyright © 2012 Cognitive Science Society, Inc.

Effect of Jigsaw I Technique on Teaching Turkish Grammar

ERIC Educational Resources Information Center

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…

Grammar Is Back, but When Will We Start Cooking?

ERIC Educational Resources Information Center

Vavra, Ed

2003-01-01

Suggests that the current "return" to grammar will fail unless educators can come to terms with definitions of fundamental grammatical concepts. Considers how educators cannot go back to teaching the traditional, because the traditional no longer exists. Argues that pedagogical grammar currently has too many cooks, all trying to prepare the same…

Construction Morphology and the Parallel Architecture of Grammar

ERIC Educational Resources Information Center

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…

EEG: Elements of English Grammar: Rules Explained Simply. Workbook.

ERIC Educational Resources Information Center

Ratti, Marianne

This workbook is a supplement to Harold Van Winkle's "Elements of English Grammar: Rules Explained Simply," a book intended for self-instruction which presents the basic rules of standard English grammar in an easy-to-understand manner. The workbook's six chapters correspond to those in the book and contain exercises on: (1) The…

State Competency Testing for Teachers: Problems with Testing Grammar,

ERIC Educational Resources Information Center

Shafer, Robert E.

In Arizona, beginning teachers applying for certification must take the Arizona Teacher Proficiency Examination which tests professional knowledge, reading, mathematics, and grammar. The high failure rate on the grammar test has caused a great deal of concern; 40 percent of the examinees, and a higher percentage of minority groups, failed it in…

Literary Texts and Grammar Instruction: Revisiting the Inductive Presentation

ERIC Educational Resources Information Center

Paesani, Kate

2005-01-01

This article outlines an approach to explicit grammar instruction that uses literary texts as comprehensible, meaning-bearing input. In this approach, which employs strategies from the teaching of grammar and the teaching of reading, literary texts serve as the basis of the inductive presentation of new grammatical forms and as a springboard for…

Where Is She? Gender Occurrences in Online Grammar Guides

ERIC Educational Resources Information Center

Amare, Nicole

2007-01-01

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

Comments on Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?"

ERIC Educational Resources Information Center

Reynolds, Barry Lee

2012-01-01

Anthony Bruton, Miguel Garcia Lopez, and Raquel Esquiliche Mesa's "Incidental L2 Vocabulary Learning: An Impracticable Term?" (2011) offers some constructive criticism regarding the conventional terminology used in second language (L2) acquisition research and language pedagogy. Although the author finds much of their evidence reasonable and is…

Domain-general sequence learning deficit in specific language impairment.

PubMed

Lukács, Agnes; Kemény, Ferenc

2014-05-01

Grammar-specific accounts of specific language impairment (SLI) have been challenged by recent claims that language problems are a consequence of impairments in domain-general mechanisms of learning that also play a key role in the process of language acquisition. Our studies were designed to test the generality and nature of this learning deficit by focusing on both sequential and nonsequential, and on verbal and nonverbal, domains. Twenty-nine children with SLI were compared with age-matched typically developing (TD) control children using (a) a serial reaction time task (SRT), testing the learning of motor sequences; (b) an artificial grammar learning (AGL) task, testing the extraction of regularities from auditory sequences; and (c) a weather prediction task (WP), testing probabilistic category learning in a nonsequential task. For the 2 sequence learning tasks, a significantly smaller proportion of children showed evidence of learning in the SLI than in the TD group (χ2 tests, p < .001 for the SRT task, p < .05 for the AGL task), whereas the proportion of learners on the WP task was the same in the 2 groups. The level of learning for SLI learners was comparable with that of TD children on all tasks (with great individual variation). Taken together, these findings suggest that domain-general processes of implicit sequence learning tend to be impaired in SLI. Further research is needed to clarify the relationship of deficits in implicit learning and language.

Reading Aloud Activity in L2 and Cerebral Activation

ERIC Educational Resources Information Center

Takeuchi, Osamu; Ikeda, Maiko; Mizumoto, Atsushi

2012-01-01

This article explores the cerebral mechanism of reading aloud activities in L2 learners. These activities have been widely used in L2 learning and teaching, and its effect has been reported in various Asian L2 learning contexts. However, the reasons for its effectiveness have not been examined. In order to fill in this gap, two studies using a…

Effect of Direct Grammar Instruction on Student Writing Skills

ERIC Educational Resources Information Center

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…

The Impact of Blended e-Learning on Undergraduate Academic Essay Writing in English (L2)

ERIC Educational Resources Information Center

Ferriman, Nicholas

2013-01-01

This paper describes a quasi-experimental study into the impact of a blended e-learning environment on academic writing assignments in English (L2) at a Thai international college. An experimental group of 15 students used an on-line bulletin board, as well as face-to-face (F2F) communication in class, to share information for essay topics they…

Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

ERIC Educational Resources Information Center

Vogel, Severine P.; Engelhard, George, Jr.

2011-01-01

The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement…

Sequence-specific procedural learning deficits in children with specific language impairment.

PubMed

Hsu, Hsinjen Julie; Bishop, Dorothy V M

2014-05-01

This study tested the procedural deficit hypothesis of specific language impairment (SLI) by comparing children's performance in two motor procedural learning tasks and an implicit verbal sequence learning task. Participants were 7- to 11-year-old children with SLI (n = 48), typically developing age-matched children (n = 20) and younger typically developing children matched for receptive grammar (n = 28). In a serial reaction time task, the children with SLI performed at the same level as the grammar-matched children, but poorer than age-matched controls in learning motor sequences. When tested with a motor procedural learning task that did not involve learning sequential relationships between discrete elements (i.e. pursuit rotor), the children with SLI performed comparably with age-matched children and better than younger grammar-matched controls. In addition, poor implicit learning of word sequences in a verbal memory task (the Hebb effect) was found in the children with SLI. Together, these findings suggest that SLI might be characterized by deficits in learning sequence-specific information, rather than generally weak procedural learning. © 2014 The Authors. Developmental Science Published by John Wiley & Sons Ltd.

Consistent Parameter and Transfer Function Estimation using Context Free Grammars

NASA Astrophysics Data System (ADS)

Klotz, Daniel; Herrnegger, Mathew; Schulz, Karsten

2017-04-01

search space for equations. The parametrization of the transfer functions is then achieved through a second optimization routine. The contribution explores different aspects of the described procedure through a set of experiments. These experiments can be divided into three categories: (1) The inference of transfer functions from directly measurable parameters; (2) The estimation of global parameters for given transfer functions from runoff data; and (3) The estimation of sets of completely unknown transfer functions from runoff data. The conducted tests reveal different potentials and limits of the procedure. In concrete it is shown that example (1) and (2) work remarkably well. Example (3) is much more dependent on the setup. In general, it can be said that in that case much more data is needed to derive transfer function estimations, even for simple models and setups. References: - Chomsky, N. (1956): Three Models for the Description of Language. IT IRETr. 2(3), p 113-124 - O'Neil, M. (2001): Grammatical Evolution. IEEE ToEC, Vol.5, No. 4 - Samaniego, L.; Kumar, R.; Attinger, S. (2010): Multiscale parameter regionalization of a grid-based hydrologic model at the mesoscale. WWR, Vol. 46, W05523, doi:10.1029/2008WR007327

Lexical and Grammatical Associations in Sequential Bilingual Preschoolers

ERIC Educational Resources Information Center

Kohnert, Kathryn; Kan, Pui Fong; Conboy, Barbara T.

2010-01-01

Purpose: The authors investigated potential relationships between traditional linguistic domains (words, grammar) in the first (L1) and second (L2) languages of young sequential bilingual preschool children. Method: Participants were 19 children, ages 2;11 (years;months) to 5;2 (M = 4;3) who began learning Hmong as the L1 from birth and English as…

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

ERIC Educational Resources Information Center

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…

A Grammar of Kurtop

ERIC Educational Resources Information Center

Hyslop, Gwendolyn

2011-01-01

Kurtop is a Tibeto-Burman language spoken by approximately 15,000 people in Northeastern Bhutan. This dissertation is the first descriptive grammar of the language, based on extensive fieldwork and community-driven language documentation in Bhutan. When possible, analyses are presented in typological and historical/comparative perspectives and…

Sensing the Sentence: An Embodied Simulation Approach to Rhetorical Grammar

ERIC Educational Resources Information Center

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,…

A Tool for Intersecting Context-Free Grammars and Its Applications

NASA Technical Reports Server (NTRS)

Gange, Graeme; Navas, Jorge A.; Schachte, Peter; Sondergaard, Harald; Stuckey, Peter J.

2015-01-01

This paper describes a tool for intersecting context-free grammars. Since this problem is undecidable the tool follows a refinement-based approach and implements a novel refinement which is complete for regularly separable grammars. We show its effectiveness for safety verification of recursive multi-threaded programs.

Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge

ERIC Educational Resources Information Center

van Compernolle, Rémi A.; Henery, Ashlie

2015-01-01

This article explores the development of pedagogical content knowledge in relation to one teacher's experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as "concept-based pragmatics instruction" (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at…

Development and Validation of a Diagnostic Grammar Test for Japanese Learners of English

ERIC Educational Resources Information Center

Koizumi, Rie; Sakai, Hideki; Ido, Takahiro; Ota, Hiroshi; Hayama, Megumi; Sato, Masatoshi; Nemoto, Akiko

2011-01-01

This article reports on the development and validation of the English Diagnostic Test of Grammar (EDiT Grammar) for Japanese learners of English. From among the many aspects of grammar, this test focuses on the knowledge of basic English noun phrases (NPs), especially their internal structures, because previous research has indicated the…

Assimilation of L2 vowels to L1 phonemes governs L2 learning in adulthood: a behavioral and ERP study

PubMed Central

Grimaldi, Mirko; Sisinni, Bianca; Gili Fivela, Barbara; Invitto, Sara; Resta, Donatella; Alku, Paavo; Brattico, Elvira

2014-01-01

According to the Perceptual Assimilation Model (PAM), articulatory similarity/dissimilarity between sounds of the second language (L2) and the native language (L1) governs L2 learnability in adulthood and predicts L2 sound perception by naïve listeners. We performed behavioral and neurophysiological experiments on two groups of university students at the first and fifth years of the English language curriculum and on a group of naïve listeners. Categorization and discrimination tests, as well as the mismatch negativity (MMN) brain response to L2 sound changes, showed that the discriminatory capabilities of the students did not significantly differ from those of the naïve subjects. In line with the PAM model, we extend the findings of previous behavioral studies showing that, at the neural level, classroom instruction in adulthood relies on assimilation of L2 vowels to L1 phoneme categories and does not trigger improvement in L2 phonetic discrimination. Implications for L2 classroom teaching practices are discussed. PMID:24860470

A Grammar of Bih

ERIC Educational Resources Information Center

Nguyen, Tam Thi Minh

2013-01-01

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

L2 and L3 Ultimate Attainment: An Investigation of Two Parameters

ERIC Educational Resources Information Center

Hermas, Abdelkader

2014-01-01

This study considers the upper limit of ultimate attainment in the L2 French and L3 English of trilingual learners. The learners are native speakers of Moroccan Arabic who started learning L2 French at eight and L3 English at 16. They are advanced in both languages. Four constructions representing the verb movement and null subject parameter were…

L1 and L2 Strategy Use in Reading Comprehension of Chinese EFL Readers

ERIC Educational Resources Information Center

Tsai, Yea-Ru; Ernst, Cheryl; Talley, Paul C.

2010-01-01

This study revealed the relationship between L1 (Mandarin Chinese) and L2 (English) strategy use in L2 reading comprehension by focusing on the correlation of L1 reading ability, L2 proficiency and employed reading strategies. The participants, 222 undergraduates learning English as a foreign language (EFL), were classified into skilled and…

EEG: Elements of English Grammar: Rules Explained Simply.

ERIC Educational Resources Information Center

Van Winkle, Harold

Intended to help interested people speak and write more correctly through self-instruction, this book presents the basic rules of standard English grammar in an easy-to-understand manner. The book's six chapters are as follows: (1) The Sentence; (2) Parts of Speech; (3) Case; (4) Modifiers; (5) Agreement; and (6) Building Better Sentences. The…

Strategic Planning, Recasts, Noticing, and L2 Development

ERIC Educational Resources Information Center

Hama, Mika

2012-01-01

Since the mid-1990s, the link between recasts and L2 development has been extensively tested, and the results from those studies have largely demonstrated that recasts have a positive effect on L2 learning. With this firm support from previous empirical evidence, studies have begun to focus on how recasts assist learning and under what conditions…

Grammar Is a System That Characterizes Talk in Interaction

PubMed Central

Ginzburg, Jonathan; Poesio, Massimo

2016-01-01

Much of contemporary mainstream formal grammar theory is unable to provide analyses for language as it occurs in actual spoken interaction. Its analyses are developed for a cleaned up version of language which omits the disfluencies, non-sentential utterances, gestures, and many other phenomena that are ubiquitous in spoken language. Using evidence from linguistics, conversation analysis, multimodal communication, psychology, language acquisition, and neuroscience, we show these aspects of language use are rule governed in much the same way as phenomena captured by conventional grammars. Furthermore, we argue that over the past few years some of the tools required to provide a precise characterizations of such phenomena have begun to emerge in theoretical and computational linguistics; hence, there is no reason for treating them as “second class citizens” other than pre-theoretical assumptions about what should fall under the purview of grammar. Finally, we suggest that grammar formalisms covering such phenomena would provide a better foundation not just for linguistic analysis of face-to-face interaction, but also for sister disciplines, such as research on spoken dialogue systems and/or psychological work on language acquisition. PMID:28066279

Garfield Latin Grammar Magnet Elementary Schools: 1990-1991. Formative Evaluation.

ERIC Educational Resources Information Center

Robinson-Lewis, G.

The second year of implementation of the Garfield Latin Grammar Magnet Elementary School in Kansas City, Missouri, is reported. The Latin grammar program operates in a traditional setting that includes strong emphasis on discipline and behavior, systemative and rigorous homework policies, and the strong commitment of staff, students, and parents.…

Studies in Inuktitut Grammar

ERIC Educational Resources Information Center

Beach, Matthew David

2012-01-01

This dissertation addresses a number of issues about the grammar of Eastern Canadian Inuktitut. Inuktitut is a dialect within the Inuit dialect continuum which is a group of languages/dialects within the Eskimo-Aleut language family. (Eastern Canadian Inuktitut has an ISO 693-3 language code of "ike".) Typologically, it is an ergative…

A Case Study on the Effects of an L2 Writing Instructional Model for Blended Learning in Higher Education

ERIC Educational Resources Information Center

So, Lee; Lee, Chung Hyun

2013-01-01

This case study explores EFL (English as a foreign language) students' perceptions toward a prototype of an instructional model for second language (L2) writing in blended learning and the effects of the model on the development of L2 writing skills in higher education. This model is primarily founded on the process-oriented writing approach…

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

ERIC Educational Resources Information Center

Myhill, Debra; Watson, Annabel

2014-01-01

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

Deriving a probabilistic syntacto-semantic grammar for biomedicine based on domain-specific terminologies

PubMed Central

Fan, Jung-Wei; Friedman, Carol

2011-01-01

Biomedical natural language processing (BioNLP) is a useful technique that unlocks valuable information stored in textual data for practice and/or research. Syntactic parsing is a critical component of BioNLP applications that rely on correctly determining the sentence and phrase structure of free text. In addition to dealing with the vast amount of domain-specific terms, a robust biomedical parser needs to model the semantic grammar to obtain viable syntactic structures. With either a rule-based or corpus-based approach, the grammar engineering process requires substantial time and knowledge from experts, and does not always yield a semantically transferable grammar. To reduce the human effort and to promote semantic transferability, we propose an automated method for deriving a probabilistic grammar based on a training corpus consisting of concept strings and semantic classes from the Unified Medical Language System (UMLS), a comprehensive terminology resource widely used by the community. The grammar is designed to specify noun phrases only due to the nominal nature of the majority of biomedical terminological concepts. Evaluated on manually parsed clinical notes, the derived grammar achieved a recall of 0.644, precision of 0.737, and average cross-bracketing of 0.61, which demonstrated better performance than a control grammar with the semantic information removed. Error analysis revealed shortcomings that could be addressed to improve performance. The results indicated the feasibility of an approach which automatically incorporates terminology semantics in the building of an operational grammar. Although the current performance of the unsupervised solution does not adequately replace manual engineering, we believe once the performance issues are addressed, it could serve as an aide in a semi-supervised solution. PMID:21549857

Grammaire nouvelle? Questions pour des questions (New Grammar? Questions about Questions).

ERIC Educational Resources Information Center

Lamy, Andre

1987-01-01

Implications of the "new grammar" approach to teaching French are examined, including the issues of nomenclature, definition, rules and generalizations, and native language use in the second language class. Grammar itself has not changed, and the principal concern is still good usage. (MSE)

A Grammar of Sierra Popoluca (Soteapanec, a Mixe-Zoquean Language)

ERIC Educational Resources Information Center

de Jong Boudreault, Lynda J.

2009-01-01

This dissertation is a comprehensive description of the grammar of Sierra Popoluca (SP, aka Soteapanec), a Mixe-Zoquean language spoken by approximately 28,000 people in Veracruz, Mexico. This grammar begins with an introduction to the language, its language family, a typological overview of the language, a brief history of my fieldwork, and the…

Reflections on Grammar's Demise

ERIC Educational Resources Information Center

Mulroy, David

2004-01-01

Of the seven liberal arts, on which Western education was based, grammar has always been preeminent. Yet English teachers in recent years have belittled it to the point of an irrelevance. Not only has this higher illiteracy rendered Americans unable to extract ideas from sophisticated prose, David Mulroy worries, but also it leaves us with the…

Existential Grammar for Composition.

ERIC Educational Resources Information Center

Merchant, Frank

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

ULTRA: Universal Grammar as a Universal Parser

PubMed Central

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

Learning to Sing to a Different Tune: Identifying Means to Enrich Grammar Curricula through Diversifying Explicit Instruction

ERIC Educational Resources Information Center

Schenck, Andrew D.

2014-01-01

Characteristics of a grammatical feature, type of instruction, and proficiency level of the learner all contribute to the effectiveness of various types of explicit grammar curricula. Modern curricular designs and explicit pedagogical techniques must move beyond traditional one-size-fits-all strategies. This can be accomplished in two steps.…

Impact of Co-Operative Learning Strategies in English

ERIC Educational Resources Information Center

Singaravelu, G.

2010-01-01

The study illuminates the effectiveness of Co-operative Learning Strategies in learning English Grammar for the learners at secondary level. Cooperative Learning is particularly beneficial for any student learning as a second language. It promotes peer interaction, which helps the development of language and the learning of concepts with content.…

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

PubMed

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

Quelques problemes poses a la grammaire casuelle (Some Problems Regarding Case Grammar)

ERIC Educational Resources Information Center

Fillmore, Charles J.

1975-01-01

Discusses problems related to case grammar theory, including: the organizations of a case grammar; determination of semantic roles; definition and hierarchy of cases; cause-effect relations; and formalization and notation. (Text is in French.) (AM)

Proceedings of a Conference--"The Future of Grammar in American Schools" (Winchester, VA, August 10-11, 1990).

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL. Assembly for the Teaching of English Grammar.

Providing alternatives to the way grammar is taught, this proceedings includes every paper (or summary) except one delivered at a conference on the future of grammar in American schools. Papers in the proceedings are: "Keynote: The Future of Grammar in American Schools" (Martha Kolln); "Approaches to Grammar: Teaching &…

Children creating language: how Nicaraguan sign language acquired a spatial grammar.

PubMed

Senghas, A; Coppola, M

2001-07-01

It has long been postulated that language is not purely learned, but arises from an interaction between environmental exposure and innate abilities. The innate component becomes more evident in rare situations in which the environment is markedly impoverished. The present study investigated the language production of a generation of deaf Nicaraguans who had not been exposed to a developed language. We examined the changing use of early linguistic structures (specifically, spatial modulations) in a sign language that has emerged since the Nicaraguan group first came together: In tinder two decades, sequential cohorts of learners systematized the grammar of this new sign language. We examined whether the systematicity being added to the language stems from children or adults: our results indicate that such changes originate in children aged 10 and younger Thus, sequential cohorts of interacting young children collectively: possess the capacity not only to learn, but also to create, language.

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

ERIC Educational Resources Information Center

Moore, Jensen; Jones, Khristen

2015-01-01

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

Effective Intervention for Expressive Grammar in Children with Specific Language Impairment

ERIC Educational Resources Information Center

Smith-Lock, Karen M.; Leitao, Suze; Lambert, Lara; Nickels, Lyndsey

2013-01-01

Background: Children with specific language impairment are known to struggle with expressive grammar. While some studies have shown successful intervention under laboratory conditions, there is a paucity of evidence for the effectiveness of grammar treatment in young children in community settings. Aim: To evaluate the effectiveness of a…

Language Acquisition and Machine Learning.

DTIC Science & Technology

1986-02-01

machine learning and examine its implications for computational models of language acquisition. As a framework for understanding this research, the authors propose four component tasks involved in learning from experience-aggregation, clustering, characterization, and storage. They then consider four common problems studied by machine learning researchers-learning from examples, heuristics learning, conceptual clustering, and learning macro-operators-describing each in terms of our framework. After this, they turn to the problem of grammar

Assisting Your Child's Learning in L2 Is Like Teaching Them to Ride a Bike: A Study on Parental Involvement

ERIC Educational Resources Information Center

Castillo, Rigoberto; Camelo Gámez, Linda Catherine

2013-01-01

This article deals with parental involvement as a strategy to assist young learners in their efforts to learn an L2. It discusses an 18-month experience involving ten young learners, their parents, and teachers, in the development of another language (L2). The parents had expressed that they were unable to support their children's development in…

Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

ERIC Educational Resources Information Center

Sparks, Richard L.; Patton, Jon

2013-01-01

The Foreign Language Classroom Anxiety Scale (FLCAS) has been challenged on the grounds that it may also assess language learning skills. In this study, 128 students who had been administered measures of first language (L1) skills in elementary school were followed from 1st to 10th grade. Fifty-three students had completed second language (L2)…

Human behavior recognition using a context-free grammar

NASA Astrophysics Data System (ADS)

Rosani, Andrea; Conci, Nicola; De Natale, Francesco G. B.

2014-05-01

Automatic recognition of human activities and behaviors is still a challenging problem for many reasons, including limited accuracy of the data acquired by sensing devices, high variability of human behaviors, and gap between visual appearance and scene semantics. Symbolic approaches can significantly simplify the analysis and turn raw data into chains of meaningful patterns. This allows getting rid of most of the clutter produced by low-level processing operations, embedding significant contextual information into the data, as well as using simple syntactic approaches to perform the matching between incoming sequences and models. We propose a symbolic approach to learn and detect complex activities through the sequences of atomic actions. Compared to previous methods based on context-free grammars, we introduce several important novelties, such as the capability to learn actions based on both positive and negative samples, the possibility of efficiently retraining the system in the presence of misclassified or unrecognized events, and the use of a parsing procedure that allows correct detection of the activities also when they are concatenated and/or nested one with each other. An experimental validation on three datasets with different characteristics demonstrates the robustness of the approach in classifying complex human behaviors.

My New Teaching Partner? Using the Grammar Checker in Writing Instruction

ERIC Educational Resources Information Center

Potter, Reva; Fuller, Dorothy

2008-01-01

Grammar checkers do not claim to teach grammar; they are tools to bring potential problems to the writer's attention. They also offer only formal and Standard English preferences, limiting the freer expression of some literary forms. Without guidance, students may misuse the checker, become frustrated, and feel discouraged. Users must be…

The Role of Guided Induction in Paper-Based Data-Driven Learning

ERIC Educational Resources Information Center

Smart, Jonathan

2014-01-01

This study examines the role of guided induction as an instructional approach in paper-based data-driven learning (DDL) in the context of an ESL grammar course during an intensive English program at an American public university. Specifically, it examines whether corpus-informed grammar instruction is more effective through inductive, data-driven…

The Grammar of Artifactual Action.

ERIC Educational Resources Information Center

Bhola, H. S.

This paper examines the process of intervention design as it relates to the grammar of artifactual action. In his discussion, the author identifies three separate elements of artifactual action. These elements include defining the situation of action and the change agent's relationship to the situation; generating typical expectations about…

Phonological Bases for L2 Morphological Learning

ERIC Educational Resources Information Center

Hu, Chieh-Fang

2010-01-01

Two experiments examined the hypothesis that L1 phonological awareness plays a role in children's ability to extract morphological patterns of English as L2 from the auditory input. In Experiment 1, 84 Chinese-speaking third graders were tested on whether they extracted the alternation pattern between the base and the derived form (e.g.,…

Domain-specific learning of grammatical structure in musical and phonological sequences.

PubMed

Bly, Benjamin Martin; Carrión, Ricardo E; Rasch, Björn

2009-01-01

Artificial grammar learning depends on acquisition of abstract structural representations rather than domain-specific representational constraints, or so many studies tell us. Using an artificial grammar task, we compared learning performance in two stimulus domains in which respondents have differing tacit prior knowledge. We found that despite grammatically identical sequence structures, learning was better for harmonically related chord sequences than for letter name sequences or harmonically unrelated chord sequences. We also found transfer effects within the musical and letter name tasks, but not across the domains. We conclude that knowledge acquired in implicit learning depends not only on abstract features of structured stimuli, but that the learning of regularities is in some respects domain-specific and strongly linked to particular features of the stimulus domain.

A REFERENCE GRAMMAR OF ADAMAWA FULANI. AFRICAN LANGUAGE MONOGRAPH NUMBER 8.

ERIC Educational Resources Information Center

STENNES, LESLIE H.

THIS REFERENCE WORK IS A STRUCTURAL GRAMMAR OF THE ADAMAWA DIALECT OF FULANI AS SPOKEN IN NIGERIA AND CAMEROUN. IT IS PRIMARILY WRITTEN FOR LINGUISTS AND THOSE WHO ALREADY KNOW FULANI. THE GRAMMAR IS DIVIDED INTO THREE PARTS--(1) PHONEMICS AND MORPHOPHONEMICS, DISCUSSING SEGMENTAL AND SUPRASEGMENTAL PHONEMES, PERMITTED SEQUENCES OF PHONEMES,…

Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories.

ERIC Educational Resources Information Center

Ritchie, Graeme

2003-01-01

Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning…

Explicit Instruction and Implicit Use of L2 Learning Strategies in Higher Secondary EFL Course Books

ERIC Educational Resources Information Center

Bueno-Alastuey, M. Camino; Agulló, Gloria Luque

2015-01-01

Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford's taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher…

Brain responses before and after intensive second language learning: proficiency based changes and first language background effects in adult learners.

PubMed

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner's first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1-L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., "grammaticalization") are modulated by individual levels of L2 behavioural performance and learning.

Brain Responses before and after Intensive Second Language Learning: Proficiency Based Changes and First Language Background Effects in Adult Learners

PubMed Central

White, Erin Jacquelyn; Genesee, Fred; Steinhauer, Karsten

2012-01-01

This longitudinal study tracked the neuro-cognitive changes associated with second language (L2) grammar learning in adults in order to investigate how L2 processing is shaped by a learner’s first language (L1) background and L2 proficiency. Previous studies using event-related potentials (ERPs) have argued that late L2 learners cannot elicit a P600 in response to L2 grammatical structures that do not exist in the L1 or that are different in the L1 and L2. We tested whether the neuro-cognitive processes underlying this component become available after intensive L2 instruction. Korean- and Chinese late-L2-learners of English were tested at the beginning and end of a 9-week intensive English-L2 course. ERPs were recorded while participants read English sentences containing violations of regular past tense (a grammatical structure that operates differently in Korean and does not exist in Chinese). Whereas no P600 effects were present at the start of instruction, by the end of instruction, significant P600s were observed for both L1 groups. Latency differences in the P600 exhibited by Chinese and Korean speakers may be attributed to differences in L1–L2 reading strategies. Across all participants, larger P600 effects at session 2 were associated with: 1) higher levels of behavioural performance on an online grammaticality judgment task; and 2) with correct, rather than incorrect, behavioural responses. These findings suggest that the neuro-cognitive processes underlying the P600 (e.g., “grammaticalization”) are modulated by individual levels of L2 behavioural performance and learning. PMID:23300641

Algorithme et enseignement de la grammaire (Algorithm and the Teaching of Grammar)

ERIC Educational Resources Information Center

Michiels, A.

1975-01-01

Binary algorithmic logic may prove useful for teaching grammar, especially in the case of 'closed-system items.' (Text is in French.) Available from Instituut voor Toegepaste Linguistiek, Vesaliusstraat 2, B. 3000 Leuven, Belgium. (TL)

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

PubMed Central

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

2016-01-01