Grammar - Science topic

CASE GRAMMAR: A MERGER OF SYNTAX AND SEMANTICS

Charles Fillmore’s Deep Cases are determined not by syntax, but rather by semantics. Rather than having Subject, Indirect Object and Direct Object, Fillmore uses such terms as Agent, Experiencer, Instrument, and Patient.

The semantic features often occur in contrasting pairs, like Animate vs. Inanimate, and Cause vs. Effect. Thus:

Agent: Animate Cause

Experiencer: Animate Effect

Instrument: Inanimate Cause

Patient: Inanimate Effect

In an Active Sentence the most active Deep Case is eligible to become the Subject and the least active is eligible to become the Direct Object.

In a Passive Sentence the least active Deep Case is eligible to become the Subject and the most active case becomes an Object of the Preposition “by.”

Normally, the most active deep case is selected as the subject of the sentence:

The Actor if there is one

If not, the Instrument if there is one

If there is no Actor or Instrument, the Object becomes eligible. Therefore we have the following:

The boy opened the door with the key.

The key opened the door.

The door opened.

Is Case Grammar an effective method for showing the interrelationships between syntax and semantics?

as i have joined a progressive school in teaching practices.

Hi everyone,

I'm wondering if there are tests to measure the learners' explicit productive knowledge in the field of SLA, focusing on the grammatical aspect. I'm aware of some tests to measure learners' receptive explicit/implicit knowledge (e.g., timed/untimed GJT) and productive explicit knowledge (e.g., Cloze test), but I couldn't find ones for explicit productive knowledge.

Thank you in advance !

The most frequent interpretation of the Sapir-Whorf hypothesis has been that of a synchronic working. This interpretation focuses on how users of different grammars come to a different evaluation of the world at the same time.

In contrast, a diachronic study would research how the same people come to a different evaluation of the world at different moments in time, in order to investigate how their grammar has evolved. This approach would involve studying language change over time and its impact on thought and perception.

Do you know of any research that has been conducted on this topic? My interest is in applying Sapir/Whorf to the role of communication in crisis resolution, starting from the hypothesis that the solution to the crisis must have found its way into linguistic expressions of the people who originally experienced the problem.

So far, I have been unable to find such research. Any help will be greatly appreciated!

#sapir/whorf #linguisticrelativity #diachronical #crisisresolution #CCO

Hello everyone!

I'm not a native speaker of English and Chat GPT (besides Grammarly) has been helping me immensely in correcting and improving my texts.

However, a professor told me that many universities and journals are reproving the use of Chat GPT. Considering many people do not have enough money to hire a person to correct texts and check grammar, why would be outrageous to use chat GPT?

What is your opinion?

---------------------------------

(In the text above I wrote using my knowledge. Now I'm gonna jot down the same text, but improved by Chat GPT:)

Hello everyone! I am not a native English speaker, and I must say that Chat GPT, along with Grammarly, has been tremendously helpful in correcting and enhancing my texts. However, I recently heard from a professor that many universities and journals are disapproving the use of Chat GPT. I find this rather puzzling because not everyone has the financial means to hire a person for text correction and grammar checks. In light of this, I wonder why it would be deemed inappropriate to use Chat GPT. I am curious to know your opinion on this matter.

To what extent could this study ascertain the current assertions about Philippine English grammar and lexical features as a unique variety of English and acceptable in the classroom context?

HUMOR AS IT RELATES TO RHETORIC, COMPOSITION, AND DISCOURSE

The classical rhetoricians of ancient Greece and Rome were concerned with the “five canons of rhetoric: 1. Invention, 2. Arrangement, 3. Style, 4. Memory, and 5. Delivery. Aristotle provided insights into invention, arrangement and style. But Aristotle’s most important contribution was in the direction of argument and persuasion. He said that an argument is usually developed from one of the following points of view: ETHOS: (Speaker Credibility), PATHOS: (Audience Appreciation), and LOGOS: (Logical Development).

Walker Gibson later wrote a book entitled, Tough, Sweet, and Stuffy in which he modernized Aristotle’s Ethos, Pathos, and Logos. For Gibson, Tough language was the language of the novel (told from the point of view of the author, or a character). Sweet language was the language of the advertisement (AROMA: Advertising Rhetoric of Madison Avenue, which is written for particular audiences). And Stuffy language is the language of academe (standard English).

But why is it that ambiguity is bad, while double entendre is good;

cliches are bad while idiomatic expressions can be good;

confusion is bad, but paradox is good;

contradiction and incongruity are bad while oxymorons are good;

faulty grammar is bad, but anacoluthon (intentional faulty grammar) is good;

faulty parallelism is bad, but zeugma (intentional faulty parallelism) is good; repetitiveness is bad, but parody and caricature are good;

exaggeration is bad but hyperbole is good;

a spelling is bad, but cacography (intentionally bad writing) is good;

understatement is bad, but litotes is good.

For each of these pairs, the first example is an “error,” while the second is a “rhetorical device.”

How is it possible to distinguish between an “error” and a “rhetorical device” in student writing?

The only thing I know is some grammar mistakes like 'ain't' or the wrong grammatical order, which is normal in Mark Twain's fictions, using as a way to highlight the educational status of African Americans.

With the time goes by, I am thinking that maybe the author of Caroline, or Change uses it as a stereotype to express the particularity of the ethnic group. If it does work, there is must be some 'good' Characteristic to convey the African culture. Therefore, I wish people who have watched it before can give me some inspirations, thanks a lot!!!

Check English grammar

We have been trying Khan Academy and NoRedInk but apparently, this doesn't yield many results because students don't apply the skills learnt independently and transfer them into Academic Writing. What strategies would you propose?

I am working on non-finites forms in Turkish. Your suggestions will help me a lot

Overtime, there have been many methods , approaches and strategies being used and adopted in the teaching and learning of English Language ranging from grammar method, audio-visual, communicative competence teaching , etc.

However, most of these approaches, strategies and methods are usually being referred to as being traditional or something, significantly at the advent of technological advancements and information-driven economy.

There have been many new methods, approaches and strategies infused with technology principles and practicals in the 21st century.

Kindly tell me the ones that you know or have applied before or have read about before.

Thank you for you for your time and help.

I am currently drafting a paper on andative/ventive (also dislocative/cislocative) verbal morphosyntax and I would appreciate suggestions on grammars or specific studies that deal with this topic in any language. I am already familiar only with what has been said about andative/ventive in Sumerian and in the languages of the Caucasus so any hint will be more than appreciated. Thank you!

How is the evaluation process at the level of secondary school in your country? Do educators divide the lesson into speaking, writing, listening, grammar sections?

How about your books ? Do they include speaking, writing, listening and grammar exercise parts?

Do educators use English or native language to instruct their students?

Do you have smart boards with internet access and use interactive materials and activities from the board?

How do you evaluate your students?( How is the design of your exams?)

As in French le/la, in German der/die/das & other languages, thera are genders for words & so articles in some languages. Grammaticaly gender for words are complete redundancy !? Governments have to cancel them offically as soon as possible so that people can learn those languages easily also. One of the reason English almost became universal language is due to being genderless for words !

"It's an inheritance from our distant past. Researchers believe that Proto-Indo-European had two genders: animate and inanimate. It can also, in some cases, make it easier to use pronouns clearly when you're talking about multiple objects."

“A person’s mouth, neck, bosom, elbows, fingers, nails, feet, and body are of the male sex, and his head is male or neuter according to the word selected to signify it, and not according to the sex of the individual who wears it! A person’s nose, lips, shoulders, breast, hands, and toes are of the female sex; and his hair, ears, eyes, chin, legs, knees, heart, and conscience haven’t any sex at all…”

The Sapir-Whorf hypothesis, also known as (the) linguistic relativity (hypothesis), more or less states (in one of the most specific descriptions by Whorf): users of markedly different grammars are directed by their grammars towards a different evaluation of reality ('Language, Thought and Reality' (selected writings by Benjamin Lee Whorf), 1940: 221).

To my knowledge, research into this hypothesis has to date not touched on the paradox it introduces (and please let me know when I'm mistaken). How is this hypothesis paradoxical?

When someone denies the hypothesis, it means that he or she has arrived at a different evaluation of reality than Whorf, as witnessed by his articulation of the hypothesis. Understanding that Whorf not necessarily meant 'actual wording' by 'grammar' (implying that it's not because those people don't understand the sentence that they reject it), upon asking for clarification of their rejection, they will rationalize their opinion as to why they consider the hypothesis to be wrong. In other words: although in all likeliness expressed in English, their rationalization will reflect an underlying logic different to the one they will say to have read in the hypothesis they rejected. That underlying logic (expressed in a configuration of arguments) will therefore indicate a different 'grammar' which orients the intention of the words they use.

The paradox is that, when people reject linguistic relativity, they can only attempt to make their rejection understood by creating a different grammar intended to persuade their opponents to share their evaluation of reality, not Whorf's. Two grammars, two evaluations of reality (hypothesis is wrong, hypothesis is right). They will, at that point, have paradoxically proven the hypothesis.

Or am I wrong?

The most venerable professors and research scholars

Your critical comments, valuable opinions, scientific facts and thoughts, and supportive discussion on how can structural grammar and IC analysis be justified in the recent pedagogical and enhancement trends in EIP for EFL adult learners.

I shall be thankful sincerely for your kind participation.

Best,

Dr. Meenakshi

Is there any extra English grammar checker/proofreader of papers that can be plugged in the microsoftwords that is free?

Good morning, dear Researchers, I am looking for a colleague to work on a research project about “Advanced Grammar Checkers”, please let if you would like to be part of the team.

Sincerely,

Angel Tellez Tula

Good morning, dear Researchers, I am looking for a colleague to work on a research project about “Advanced Grammar Checkers”, please let if you would like to be part of the team.

Sincerely,

Angel Tellez Tula

I am currently working on a project for which I would like to know people's experiences of learning Croatian as a second language.

The project consists of writing a handbook of Croatian grammar designed to make the process of learning the language easier for foreigners, focusing on the areas that they struggle with the most.

I got the idea for this project both from my own experience learning the language, and from this paper, which remarks that an appropiate Croatian grammar handbook for foreign learners has not yet been published.

CROATIAN WITH OR WITHOUT GRAMMAR

Vesna Požgaj Hadži; Maša Plešković; Tomislav Ćužić; Faculty of Philosophy, University of Ljubljana, Slovenija

1. The Writing Assignment Calculator by Concordia University. Originally developed by the University of Minnesota. http://cdweb.concordia.ca This helps to break down your assignment writing. Just put in your assignment due date and you will get how to go about writing your assignment in eight steps. For sample images check here: https://lnkd.in/ezEdYiNQ Note: They also have -- “Dissertation Calculator”. Check here: https://lnkd.in/eaUmfGxy 2. Trinka.ai: This is an online grammar checker and language correction AI tool for academic and technical writing. https://lnkd.in/e_hYcmP6 3. Ref-N-Write: Referencing Tools, Paraphrasing Tools, Academic Phrasebank, Plagiarism Checker https://lnkd.in/eNAau3qV 4. Authorea: Upload or create your research work, disseminate your research rapidly, and get published in a refereed journal https://www.authorea.com 5. Hemingway app: I am sure you will know about it. The “Hemingway app” makes your writing bold and clear. https://hemingwayapp.com 6. Spinbot: Intelligent, Free Text Rewriting Tool https://spinbot.com 7. Online correction: this is a tool designed to find spelling, as well as basic grammar and stylistic mistakes, in English texts. https://lnkd.in/eapTTZEp 8. Power Thesaurus: is a fast, convenient and comprehensive online thesaurus https://lnkd.in/emm7uGQQ For some more academic tools. You can read my other post here: https://lnkd.in/eCjduv8J Thank you for reading! #writingtools #sciencecommunication #researcher

Hi all,

I'm looking for research that has assessed the efficacy - or lack thereof - of Murphy's Grammar in Use series.

Can anyone help?

Thanks in advance.

Eloy

The students from the least developed country can not afford the expensive plagiarism checker tool. Further, its almost impossible to finance the paid version. Could you suggest/find the best plagiarism checker free software or webpage for student?.

A free site where you can check plagiarism and grammar.

How can I find a topic that links grammar to literature or links grammar to language analysis, such as

1,Ellipsis in Literature "select text "

2,The Pragmatic Functions of Modal Verbs in Dostoevsky's " The Dream of a Ridiculous Man"

To do a graduation research ,as a student in the English Department.

Can you suggest topics for me .

with many thanks🌼

I have been thinking about hiring a writing coach to help me get better at planning and scheduling my writing activities, separate from actual conduct of the research. Not for grammar/language purposes, but for actually getting the writing done productively! Has anyone done this? Any recommendations for online coaches?

Hello dear reader!

Have you any idea about any good english books/publishers for writing, grammar, language etc. for ages 11-15 that's famous around the globe(uk, us, germany: you get the gist). Secondly, the same request for science books. Any particulars based on conceptual understanding? Which is common within schools around the world?

Thank you in advance,

Best,

Birajita

There are different views on teaching grammar to be or not to be. Does teaching grammar need to be taught explicitly for adult L2 learners? If you think so, how ?

I have been searching for a platform to run a timed forced grammar judgment test. I have found many that allowed timing for the entire test, however, I have yet to find one that allows timing for the individual questions.

Since the 1800s, linguistics have been using Reed-Kellogg diagramming to teach about English syntax, but in 1916 we have Ferdinand de Saussure’s “Langue vs. Parole.” In 1954 we have John Gumpers’s and Dell Hymes’s S.P.E.A.K.I.N.G. model for language variation. In 1955 we have George Trager’s and Henry Lee Smith’s –eme and allo- forms (phoneme, allophone, etc.). In 1957 we have Noam Chomsky’s Generative Transformational grammar. In 1959, we have Kenneth Pike’s “Particle, Wave, and Field” grammar. In 1966 we have Charles Fillmore’s Deep Cases. In 1969 we have John Searle’s and J. L. Austin’s “Speech Acts” grammar. In 1980 we have George Lakoff’s “Metaphors we Live By.” In 1989 we have H. P. Grice’s “Conversational Implicatures.” In 2000 we have George Lakoff’s Embodiment. In 2000 we have Victor Raskin’s Script-Model Grammar, Salvatore Attardo’s adaption of Script-Model Grammar to long and sophisticated discourses, and Christian Hempleman’s adaption of Script-Model Grammar to Artificial Intelligence. So what is next in the continuing history of linguistics?

I'm looking for an instrument to measure teachers' cognitions about grammar teaching. Any suggestions?

Can anyone recommend a journal for submission? I am particularly looking for journals that (i) accept pieces in the 800 to 2000 word range, and (ii) that have no publication fees.

What are the best scientific proof editing and proof reading services?

I'd came across few articles with very limited scope and extremely humble results, but somehow they managed to publish the work in really good journals (I don't want to put any reference here).

The thing I observed from those articles is their presentation. The data presentation and writing was impressive and the flow of those articles was touching maximum limits. And i think this was the only reason that the article got published.

I'm not native English person, and often have some serious grammatical errors, along with content flow problem. Is there any proof editing service (not proof reading only that check grammar) that may suggest the content flow, sentence structure and other things that make the findings more colorful?

I tested with one service that roughly edit the article but most of the article remain like that, giving me the impression that my language was already good.

In linguistics, literary criticism, and in many other fields of study, the FORM vs. FUNCTION dichotomy is interesting, and fundamental. For instance, in linguistics, this distinction opposes the British and Russian SYSTEMIC-FUNCTIONAL grammars (Jakobson, Halliday, Quirk, Greenbaum, Leech, Crystal, etc.) to the American STRUCTURAL-TRANSFORMATIONAL grammars (Chomsky, Gleason, Fries, Pike, Bloomfield, etc.). There has also been a strong semiotic tradition in linguistics (Saussure, Barthes, Derrida, Eco, Sebeok, etc.) that has claimed that language is ENTIRELY systemic, rather than functional. And recently, I have claimed that language is fundamentally temporal/rhythmic, with rhythmic qualities being the foundational of form. This series of related, but distinct grammars, it seems, gets very close to the essence of things, philosophically. Ontologically, things can be rhythmic, and/or formal, and/or functional, and/or systemic, with the most pervasive things, such as language, being ALL of the above, simultaneously. So my question, I guess, is this: What is going on here? What is the best way to deal with this issue? For instance, the great Quirk et al. COMPREHENSIVE GRAMMAR OF ENGLISH, alternates chapters, first one on form and then one on function. It also has a large section, later on, that addresses discourse, and so things that are more systematic than formal and functional. It also has an appendix that addresses things like prosody and rhythm, and so flushes out all four of these concerns, but in a kind of disjunct, chaotic, if not incoherent, way. In the end, I think, it seems evident that, on these issues, the authors know not what. But they are trying. Oh well.

Hi everyone

Language editing is a major concern for authors who do not have English as their primary language. Problems with grammar, language, and syntax can result in the rejection of manuscripts from international biomedical Journals. The editors and experts often recommend professional editing which can sometimes cost hundreds of dollars. This is not feasible nor affordable for the majority of authors and researchers based in developing countries who do not have sufficient funds or institutional support.

Many online language editing softwares are now available but the better ones have limited functionality for the free version for example Grammarly.

Please share your experience of using online language editing software with their and strengths and shortcomings. I have been Trinka for 4 months now with excellent results and would highly recommend it

It is the world’s first grammar and language enhancement tool is custom-built for academic & technical writing. Its standout features are that it works with the author and goes beyond the grammar and spellcheck to ensure holistic language enhancement.

If you have not tried it yet, Sign up for a free account from this link

Share your experience of other software too

Whether overt or covert method of teaching English grammar is more effective and why?

Grammar has been a debatable issue in language acquisition. However, what are actually the specific reasons why some teachers' perceptions debunk the use and teaching grammar to students?

Respected Sir/Mam

My Manuscript has been accepted. I received the email of the Editor that a certificate of proofreading from Native English Speaker is mandatory to publish your MS. If someone can help to check my MS for English language usage, Grammar, Punctuation and Spelling, i will be very thankful. This will save my money. nazirmkd@gmail.com

I am looking for software that can suggest grammar and plagiarism related issues offline. The checking should be based on paragraph.

If any scholar have information on link it will be of great help for my upcoming research work.

Thank You in advance for your support.

البحث عن استخدمات حرف اتش فى النحو اللغة السوحيلية

Good morning!

I am looking for references in connection with the topic given in the title section. I would like to carry out a research regarding the usage of grammar among ESL students in videogames' multiplayer mode. Can you help me?

Thank you in advance.

Bence Dukavits

Hello everyone,

It was my first experience for a research. I plan to explore the differences in grammar teaching in the two kinds of books: one is task-based and one is currently used in a target secondary/elementary school. But I still cannot find the appropriate TB materials for me to base the comparison on. I saw the series ATLAS 1-4 of Nunan (1995) is claimed to be task-based, but I couldn’t find ways to get it in pdf. Could you kindly give me some suggestions on my problem?

Manh thanks!

have used shape grammar methodolgy in analyzing facades of identified buildings in historical texture of Tehran city in Iran. And I have suggested generated facades based on the grammar of existing facades. I want to improve the paper in order to publish the paper for one of the top ranking journals of ISI. I was wondering if anyone is interested to help me to improve the paper.It is also worth mentioning that your name will be mentioned as one of the authors of the paper and the paper is ready and by the guide of an expert it has the potential to be puplished in journal.

Would you have any suggestions for bibliography on the grammar of the Italian language? Would you have any suggestions for bibliography on the grammaticography of Italian ? I have investigated how the Italian standardization process took place through grammars.

As most will intuitively know, language ability is an umbrella term that comprises various different categories: some people are better at grammar, some at vocabulary and some at spelling. IQ tests sometimes incorporate a verbal portion. What is this based on and does it take into account the many different aspects of language ability?

Would you have any suggestions for bibliography on the grammaticography of Spanish? I have investigated how the Spanish standardization process took place through grammars.

is it possible free grammar and punctuation checker and corrector?

I am looking for papers (articles / chapters / presentations) which report on studies that examined the grammatical knowledge/awareness of teachers of English as a foreign/second language (ELT / TESOL) or teachers of English to L1 primary/secondary students. Please note that I am interested in the grammatical knowledge of *practising* teachers -- not trainee teachers.

I'm conducting a research to measure the development of EFL students' grammar knowledge by using grammar tests focusing on parts of speech and tenses in the forms of multiple choices, short essays, and error recognition. What is the appropriate term of the measured variable? I really appreciate your responses.

These questions refer to Swain’s Comprehensible Output theory and Schmidt’s Noticing Hypothesis.

Swain’s (1997) comprehensible output theory posits learning partly happens when learners encounter knowledge gaps. Learners become aware of the gaps and modify output accordingly.

Through, Schmidt’s (1990) Noticing Hypothesis, students learn grammatical features once noticing them. The first step involves learners becoming aware of knowledge gaps in grammar and afterward strategizing plans for overcoming those gaps.

Here are my questions.

First, is there any literature that attempts to identify a minimum amount of content for comprehensible input or noticing to occur? I’m assuming the more is better and the exact number depends on student characteristics. That being said, is there any literature on the subject? I would like to reference something tangible.

Second, Swain seems to hedge her definition of the comprehensible output theory by providing example dialogues of Person B telling Person A what is wrong with A's grammar (wording, pragmatics) explicitly. For example:

A: How you doing?

B: No, not “how you doing”? You want to say, How are you doing?

A: Thanks

To reference Swain’s CO theory, should we refer explicitly to interactions containing people talking about error corrections?

I would like to think the theory states that language acquisition occurs regardless of one person correcting another person’s language during a conversation.

I am thinking about using the term “modified CO theory” but not if I don't have to.

We, scholars, are writing a lot. The language of science today is the English, however, for many of us, English is not our mother tongue. Even though we may be fluent in English. I found grammar check programmes/applications useful. Do you have recommendations about such apps? I am using MS Office grammar check (of course) and also I started to use Grammarly. Do you think there are better programmes (apps) or which are you using?

Thank you.

I am working on this issue in Thailand where grammar has not been welcome by a high number of English learners at all levels.

Did French influence your native language in any way - its vocabulary, grammar or, maybe, even pronunciation? If so, do you consider this fact positive? Or do you think that your language could have done without this influence?

Grammar, syntax, and morphology can be seen as autonomous levels of language development from other cognitive domains or language is part of various cognitive nonlinguistic features such as auditory perception, general intelligence, hierarchical structuring abilities? So, language is embedded in more general cognitive abilities?

I am about to write a contrastive study about clauses of reasoning in Arabic and English. I can not find enough resources related to the topic in English .. Hope you can advise me of some .. Thank you

Hello everyone, i'm a last year college student and recently i'm about to do my thesis for my bachelor degree. i'm on business management major, with human resources management as my main major.

Recently i've got troubles for finding some Firm/Organization for me to ask them about HR topics/problems. most of them said they cant because of 'firm privacy'.

what i want to ask is, is there any alternative method for me to do my thesis beside of looking forward to some companies and give them questionnaire/interview?

thank you before for, and i really appreciate it if you could help me :)

ps : sorry for my bad grammar because english is not my first language

Ah, the mien of the mignonette and milfoil of the spent occasionalism and blessedness of the Emperean boon of exultation and inner most pacification has transmogrified. Let's strive with zeloso to be theophilanthropist along with enormousness and immeasurability in adoration to the cosmos runner and creator after all the compliant benediction, earnest supplication and lamenting Kotow before the invisibly existent maker of the vast expanse of constellation. May we savvy the Neplus ultra and pinnacle of the eonic transpired month. May this blissfully mixed occasion of heightened mirthfulness and gayness be longed earnestly for all that you are in dote with.

photos: aldine logo in Hippone Basilique /aldine logo on a italian grammar by Aldus Manutius the Younger, with the logo drawn by Antonio Manutius (it's unclear if he's brother or uncle). I think Antonio Manutius, once becoming Hassan Pacha Veneziano, king of Algiers, re-converted to Christian before dying. The text in the ecusson says "faithful to the new god", typical of converted. Gabriel Piroird was the last archibishop of Constantine. He isn't dead, but retired in France but curiously have a tomb in Algeria. I think in Hassan Pacha Veneziano had hidden books in his tomb. But Eglise Chrétienne d'Afrique is itself a carefully closed tomb. The most incredible thing is I took the shot in Annaba (Algeria) when traveling over there, without knowing who he was and the enormous historical world this logo represents. My Algerian friends insisted for taking me there, even if I told them I wasn't Christian but Buddhist. I took the shot because I love dolphins and anchors and was looking for a tattoo image. Two years later, I discovered that most of the references in marginalia of Topography and General History of Algiers were primarly printed in Aldine pres. whose logo is precisely the one I shot in St-Augustine Basilique. I did the tattoo.

Dear researchers,

I would like to hear and learn from your suggestions based on your general experience, during the course of your doctoral thesis writing.

According to Noam Chomsky, "the Martian language might not be so different from human language after all.”  And, "if a Martian visited Earth, it would think we all speak dialects of the same language, because all terrestrial languages share a common underlying structure” — he must mean "universal grammar."  Others also believe that since the laws of the universe are supposedly the same everywhere, the language alien civilizations use might be fundamentally similar.  Stephen Krashen, on the other hand, wrote "It is possible that alien language will be completely different from human languages." Do you think alien language would be similar to or different from human language?  

Multigram (http://MultiGram.ulb.ac.be) is a multilingual platform based on the comparison between French and other European languages. The structure of the platform could be useful to add other languages in order to make them known to the rest of the world.

Communicative Language approach and task based Teaching . But sometimes with a class of low achievers who prefer repetition I use TPR= Total Physical Respond and GTM = Grammar Translation Method .

Some teachers claim that a student should not be corrected in terms of grammar or pronunciation or semantics when he speaks in front of colleagues as the most important thing is that a student should practice language in the first place?

Any reference or idea shows the effect of UG on oral reluctance in English or any other language classroom please

Is it possible to generate a 3D plot from models using plotly? I tried to search over the internet, but many examples are based on the infamous volcano dataset that generates a plot from a matrix of points.

My two models are:

y = 0.49867x - 4.78577

y = 76.13084x + 4.81945

If not possible, how can i transform my data into the matrix format such as that in the volcano dataset? For more details, I attach my data file.

I have never used plotly before and i'm unfamiliar with the grammar, but i think i can manage if i can at least format my data into the same format of the volcano dataset.

I wonder how the analyses: grammar sketch can help the speech/language community on whose language the research is done?

Why people write for the 'high impact' research journals? Why they can't make it for the use of the community and consequently for their empowerment?

How to leave the colonial shadow, rather the colonial man, in our research?

We all know that NP has two constituents, which is the head noun and the one which is called as attribute. The attribute itself may be filled by various grammatical unit such as adjective, noun, or a relative clause. Relative clause is a clause which modifies a noun. In other words, a relative clause is a grammatical unit which has similar function as apposition which is to give more clear distinction or explanation about something or someone that is stated in the head noun. So, what is the difference between them? Would anyone kindly leave a respond for me? Thank you in advance.

.Quranic schools are environments of Arabic grammar, which the learner learns.

المدارس القرآنية تعد بيئات للانغماس اللغوي في العربية، مما يساد المتعلم في تعلمها.

I am looking into the matter of grammar while teaching paired skills. Should we give equal share of focus to grammar in the same way we do with reading-writing and speaking-listening?

The default academic assumption in linguistics is that people speak one language at a time. So when speakers code-switch, so the theory goes, they draw from a competent understanding of more than one language they have in common with another speaker and switch from one grammar to the other at various predictable junctures.

Why not view it, if just for fun, from the perspective that the default is that people use whatever linguistic tools or other communicative devices are at their disposal regardless of how we might categorize what belongs to what language and regardless of competence within a language?

Recently, I listened as my Mexican neighbor, who has very limited English ability, conversed with my USA-born son, who picked up limited Spanish from co-workers over the past decade or so. With each understanding very little of each other's native vocabulary and unable to execute much formal syntax of the respective non-native language, they managed to get the message through. At times, they drew from a sign language that neither speaker had any systematic understanding of.

Does the situation of limited ability in a language describe the norm, or does communication necessarily grow from a competent internalized grammar of more than one language? Is traditional code-switching among competent speakers just an extension of cases where the speakers might be less than competent in any common language?

I am very interested. I tried with the LIS.

I was going to find several title formats, but interestingly, I found that these two title structures already cover most papers.I know that research papers must emphasize the method they used, but I want to know if we can use English grammar to create a more unique and attractive title for our papers?

Some common formats:

Welcome to list the interesting titles you've seen : )

Answers should differentiate using games form gamification.

I am working on intelligent feedback currently. I am seeking for help. I am sure about the strategies for giving feedback but not sure about how to do it.

thanks