Grammar - Science topic

Implementing structural grammar and immediate constituent (IC) analysis among Saudi EFL (English as a Foreign Language) students in intensive English programs can be approached through several strategies:

1. Curriculum Design: Integrate structural grammar concepts into the curriculum, focusing on sentence structure, parts of speech, and grammatical relationships. Develop lesson plans that explicitly teach these concepts alongside vocabulary and reading comprehension.

2. Focus on Form: Teach the rules of structural grammar explicitly. This could involve identifying the subject, verb, and object in sentences and understanding modifiers and phrases. Use diagrams or charts to represent sentence structures visually.

3. IC Analysis Workshops play a crucial role in developing students' grammar skills. These workshops teach students how to break down sentences into their constituents and provide a practical and effective way to enhance their understanding of sentence structures.

4. Interactive Activities: Use activities like sentence diagramming, where students can visually map out the structure of sentences. Include pair or group work to encourage collaborative learning and discussion about different structures and their uses.

5. Contextual Learning: Incorporate authentic materials, such as articles or stories, and have students analyze the sentence structures used in them. This helps students understand practical applications of structural grammar in real texts.

6. Regular feedback is a key component of effective teaching. By using IC analysis to help students understand errors in their grammar structure and guide them in correcting their sentences, educators can ensure that students are continuously improving their language skills.

7. Technology Integration: Utilize language learning apps and software that provide exercises based on structural grammar and analysis, allowing students to practice outside the classroom.

8. Professional Development for Teachers: Ensure that instructors are well-versed in structural grammar and IC analysis, providing them with the necessary training and resources to teach these concepts effectively.

9. Assessment Strategies: Include assessments that require students to demonstrate their understanding of structural grammar and their ability to perform IC analysis on both written and spoken English.

10. Cultural Relevance: Connect grammar instruction to cultural contexts familiar to Saudi students. Use examples and scenarios that resonate with their experiences, making the learning process more engaging.

By employing these strategies, educators can effectively teach structural grammar and IC analysis, thereby significantly enhancing the language skills of Saudi EFL students in intensive English programs and inspiring them to achieve their full potential.

Your valuable opinions, more scientific comments, creative suggestions, and critical analysis are not just invited but crucial to share and make it a complete discourse analysis of the above-asked question and discussion topic.

Best,

Dr. Meenakshi

provide me with the main topics and subjects dealt by the domain mentioend

Actually, AI tools such as ChatGPT are types of facilitators of nowadays' task-crowded life, so why don't we get the ultimate use of these tools?

How do Otto Jespersen’s contributions to 19th-century comparative grammar inform our understanding of modern language changes, particularly in relation to historical linguistics?

Jespersen's work is more aligned with historical linguistic studies and comparative grammar rather than modern linguistic changes.

Could someone clarify how Jespersen’s work fits within the broader scope of both historical and modern linguistic studies?

I've been meaning to invite someone to write and article with me related to that.

It seems that it is difficult to find and download some measurment tools such as questionaires.

How does CFG contribute to the practical applications of natural language processing , particularly in parsing and language recognition? Provide a how CFG facilitates these processes in a real-world scenario.

The Sydney School versus Berkeley...

I've seen a lot of work, and even didactic unit productions, that approach language teaching through the lens of translanguaging. These works may deal with teaching grammar, vocabulary, but rarely pronunciation.

Most of the studies I've come across on teaching pronunciation through translanguaging use it only as an oral support. Here, the teacher allows the students to speak in another language or uses other languages to explain the content. We know that translanguaging is much more than that, so my question is how to work on pronunciation in a way that really accesses the students' repertoire for that purpose.

Dead languages are potentially easier to automate because they are stagnant thus have both permanent vocabulary and grammar.

“It was Pavlov who showed that language was a consequence of the human cerebral complexity and that it objectified the superiority and specificity of the human brain with respect to animal brains. He perceived language as a special type of conditioned reflexes, a second system of signalization, the first one being that of gnosis and praxis of direct thinking by images. To each image will be substituted through education its verbal denomination. Since they name everything, instead of associating images, human beings can directly associate the corresponding names, a system more efficient in maximizing the abstraction capabilities of the human brain” [Chauchard 1960, p. 122, from Michaud 2019].

In short, Pavlov believed that the process of thinking is possessed by all animals (which runs contrary to the views of Chomsky 1965, 2012), and what happened to humans (between 2 and 0.5 mya, Everett 2016; Kimura 1993) is that they invented language (as they invented writing, the steam engine, and AI) by using the ‘thinking’ process of the neocortex to make associations between sounds and objects in the real world (a little like what Chat-GPT does today, but more efficiently and at an accelerated rate during development). The universal grammar proposed by Chomsky (1965) is merely an acknowledgement that all Homo sapiens are of the same species and therefore have a common capacity to acquire language, which today includes reading and writing both of which have become global requirements for citizenship by way of state-sponsored education from K to 12. Indeed, Pavlov’s view (unlike Chomsky’s) fits better with our understanding of evolution and human inventiveness (Michaud 2019), two notions ignored by Chomsky.

Hello everyone,

I hope you are all doing well.

I have already checked plagiarism, related articles’ structures, and grammar, and they seem fine, but good impact factor journals that I have written my article based on their latest published articles are rejecting my article so fast without any obvious reason. Does anyone know what the problem might be?

I am wondering which term is more appropriate for use in titles when discussing a group within a larger category: 'among' or 'in'?

For example:

'Prevalence of sleep disorders among children with autism'

'Prevalence of sleep disorders in children with autism'

Could you explain the difference between using 'among' and 'in' in such contexts and advise which option is more suitable for title usage?

I am trying to research the way to teach English to students in an EFL environment. My major is English education, especially in English grammar. I read some papers about this. (FonF, task-based learning, Inductive method, ...) I would like to know more about grammar instruction in an EFL environment, especially grammar instruction that takes place in the classroom. If you have a paper you would recommend, please let me know. I would prefer something free to read.

Words get thrown around. Terminology changes. Therefore, syntax is center of linguistics.

I would like to see a paper on grammar instruction that conducts experiments with English language learners (students) and analyzes the results.

I am planning the instruction of "subjunctive mood" for junior high school students or high school students. I am searching for an effective introduction or essential grammatical elements, the way of explanation, and so on. Then, I check whether they can get a better understanding or not.

If there are some interesting research papers, please recommend me!!!

I am trying to write a paper on English education in Japan. I am particularly interested in paying attention to English grammar and wondering if there are effective ways to introduce and explain English grammar to students in a way that will deepen their understanding of the subject. I am looking for papers on grammar essentials and grammar instruction. Please let me know if you have any recommendations.

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

explicit or implicit grammar

transitivity Analysis can identify the development of the human language according to the analysis done by Halliday and Roqaia Hassen on the work of William Golding's novel " the inheritors"

Visit Today: Grammar Lessons, Quiz, PDF, YouTube Videos, worksheets etc.

If a language’s grammar is unnecessary to study, to learn the tongue, then is linguistics more rationalist or empiricist? How? Why?

¿En Español, cuàndo los numerales se transforman en ordinales por añadir “ismo” al fin? ¿Cómo? ¿Por Què?

I am wondering this because I have seen two articles using different tenses despite being published in one publisher. This question is nothing important but once the reviewer told me it's better to be written using past-tense grammar stuffs.

Atypical Chinese nominal uses(nouns are typically used as subject and object) such as nominal predicate sentences are commonly used in daily life.Can anyone suggest some other usages and theire analytical framework?

Grammar and linguistics are both important fields within the study of language, but they differ in their focus and scope. Here are some key differences and similarities between grammar and linguistics:

1. Definition and Focus:

- Grammar: Grammar refers specifically to the set of rules and structures that govern how words are organized and combined to form sentences in a particular language. It focuses on the study of syntax, morphology, and semantics, dealing with the structural and functional aspects of language.

- Linguistics: Linguistics is a broader field that encompasses the scientific study of language, covering various sub-disciplines such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. It explores language from a more comprehensive and theoretical perspective, aiming to understand how language is acquired, used, and processed.

2. Scope:

- Grammar: Grammar is more concerned with the description and analysis of specific languages, looking closely at grammatical structures and rules within those languages. It aims to provide a systematic account of how language works in a given context.

- Linguistics: Linguistics, on the other hand, takes a broader perspective, seeking universal principles and patterns that underpin all languages. It investigates the similarities and differences across languages, aiming to uncover the fundamental properties of human language as a cognitive system.

3. Application:

- Grammar: Grammar is essential for the practical application of language. It provides guidelines and rules that enable effective communication and understanding within a specific language. It is often used in language teaching, writing, editing, and translation.

- Linguistics: Linguistics informs our understanding of language structures, acquisition, and usage. It contributes to fields such as psycholinguistics, sociolinguistics, computational linguistics, and forensic linguistics. It helps develop language technologies, analyze language disorders, and unravel the intricacies of human communication.

Despite their differences, grammar and linguistics share some similarities:

- Both study language and its structures, seeking to describe and understand how language functions.

- Both employ formal analysis and observation to uncover patterns and rules within language systems.

- Both contribute to the effective use and comprehension of language, enabling communication in various contexts.

- Both contribute to our knowledge of human cognition, perception, and cultural expression through language.

However, grammar focuses on the specific rules and structures of individual languages, while linguistics is a broader, interdisciplinary study of language as a whole. While grammar provides practical guidelines for language usage, linguistics delves into theoretical aspects and seeks universal patterns across languages.

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?

Dear all

Our new article "About Probiotics" is ready for final submission after two peer reviews. However, the reviewer and editor recommend minor grammatical corrections in MS either by a native English speaker colleague or to avail paid online grammar editing service. We do not have sufficient funds to bear the cost, nor do a native speaker, what should we do in this case, the MS has already taken more than 6 months, please suggest.

Thanks a lot for your attention. Have a great day.

the name of the person mentioned as the author in the article

If you are interested, send an email to the following address.

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 !

as i have joined a progressive school in teaching practices.

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

I am working on Tamil grammar rule based sentiment for Tweets (Tamil Movies). How many grammar rules are there in Tamil and how to use those grammar rules for Tweets for categorization.

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?

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.

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.