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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?
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Rodney: Excellent insights. To me it's a matter of higher or lower level of abstraction. Syntax is a lower level of abstraction (more practical); semantics is a middle level of abstraction (also practical, but now more conceptual and less grammatical); and pragmatics (despite the name) is the highest level of abstraction (not grammatical, but very conceptual--even more conceptual than semantics, because more context is taken into consideration). I'm not sure that Pragmatics be in the fieldc of Linguistics. It might be more appropriate in the field of Sociology, Psychology, or even Anthropology). Or even better, maybe more of our research should be cross-disciplinary.
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as i have joined a progressive school in teaching practices.
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Progressive teaching of grammar involves a gradual and systematic approach to teaching grammar concepts, starting from simpler concepts and building up to more complex ones. Here are some activities and strategies you can use to achieve this progressive teaching of grammar:
Start with the Basics:
Begin by introducing fundamental grammar concepts, such as parts of speech (nouns, verbs, adjectives, adverbs, etc.) and basic sentence structures. Ensure students have a solid understanding of these foundational elements before moving on to more advanced topics.
Use Contextual Examples:
Provide real-life examples and sentences that showcase the grammar concept you're teaching. Contextual examples help students understand how grammar functions within the context of communication.
Interactive Worksheets:
Use worksheets that gradually increase in complexity. Start with simple sentence correction exercises and gradually introduce more intricate sentence structures, tenses, and grammatical rules.
Sentence Building:
Engage students in activities where they construct sentences using the grammar rules they've learned. This could involve creating sentences with specific tenses, sentence types (declarative, interrogative, imperative, exclamatory), and sentence structures (simple, compound, complex).
Games and Puzzles:
Incorporate grammar-themed games like crossword puzzles, word searches, and grammar bingo. These games make learning fun and reinforce grammar concepts in an interactive way.
Editing and Proofreading:
Provide paragraphs or short passages with intentional grammatical errors. Ask students to identify and correct these errors, helping them practice grammar rules in context.
Guided Writing Activities:
Have students write short paragraphs or essays that incorporate specific grammar concepts. Provide prompts that require the use of certain tenses, sentence structures, or parts of speech.
Peer Review:
Introduce peer review sessions where students exchange their writing and review each other's work for grammar accuracy. This not only encourages collaboration but also reinforces grammar concepts through analysis.
Comparative Analysis:
Compare and contrast sentence structures, verb tenses, or other grammar concepts. This helps students understand the nuances and differences between various grammar rules.
Literature Analysis:
Analyze excerpts from literature to identify and discuss grammar usage. This can help students see how grammar is applied in real writing.
Project-Based Learning:
Integrate grammar into broader projects where students create presentations, stories, or reports. This encourages them to apply grammar rules creatively.
Scaffolded Learning:
Build on previously learned concepts. For example, start with simple present tense, then introduce past tense, and subsequently move to present perfect tense.
Incorporate Technology:
Use grammar-checking tools and educational apps that provide instant feedback on grammar correctness. These tools can supplement traditional teaching methods.
Modeling and Explanation:
Clearly explain grammar rules using examples and models. Break down complex rules into manageable parts and provide step-by-step explanations.
Continuous Assessment:
Use regular quizzes and tests to assess students' grasp of grammar concepts. This informs your teaching approach and allows for timely intervention.
Remember that progressive teaching of grammar should consider the diverse learning styles and needs of your students. It's essential to create a supportive and inclusive learning environment that allows students to learn at their own pace while building a strong foundation in grammar.
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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 !
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The term is broad. I think it would be better if you specify what aspect would you like to measure (specific indicators as to explicit production of SLA).
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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
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About your intriguing large language model idea: I guess we could easily identify differences in syntax, morphology and word choice of the language at different time points. But I don't quite see how we could examine the speakers' perceptions using a large language model. In Psycholinguistics, this is usually done in experiments with different L1 native speakers, for instance via their reaction time to the same stimulus. But this is of course impossible in diachronic research, since "older" L1 speakers are no longer ... available.
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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.
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Chat GPT can be an excellent tool for people who are not native speakers of English and need help with their grammar and syntax. It can help correct grammar mistakes, suggest better word choices, and even improve the overall readability of the text. However, some universities and journals may disapprove of using Chat GPT because they want to ensure that the paper is entirely original and not "over-edited" by an AI language model. In some cases, using such tools may also lead to plagiarism if it's not used appropriately. That said, if you're using Chat GPT for learning purposes and not for generating original content, then it can be a useful tool. It's essential to understand when and how to use such tools appropriately to avoid any ethical issues.
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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?
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This research title focuses on evaluating the acceptability level of Philippine English grammar and lexical features among selected public high school English teachers. The study aims to identify the current assertions regarding the Philippine English grammar and lexical features as a unique variety of English in the classroom context.
The study could potentially shed light on the current teaching practices in Philippine English classrooms, as well as the attitudes and beliefs of teachers towards the use of Philippine English grammar and lexical features in the classroom. Further, the study could also provide insights into the challenges faced by teachers in teaching Philippine English and the possible solutions to address these challenges.
To conduct this study, a survey can be administered among selected public high school English teachers in the Philippines. The survey can consist of questions that evaluate teachers' knowledge, attitudes and beliefs towards Philippine English grammar and lexical features. Additionally, the survey can also gather information on the teaching practices of teachers in relation to Philippine English, and any challenges they may face in the classroom.
This study could provide useful insights into the current state of Philippine English in the classroom and help guide future teaching practices and policies related to the use of Philippine English in education.
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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?
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Michael: I agree. Well stated.
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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!!!
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The use of contractions such as "ain't" is not limited to English in the United States or to African-Americans. It was and is still used in London Cockney English. So this contraction (and others) were and still in use in British English dialects prior to the language migration and adoption in the United States. There are some other modern grammatical changes that have occurred in US English such as "I wrote her" which would be considered erroneous in the UK and where the correct sentence would be "I wrote to her". Again this change and its use is not limited to ethnicity or education.
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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?
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Here are some strategies that may help college students learn grammar, punctuation, sentence structure, and error independently online:
Gamification: Designing games around topics such as punctuation, grammar, sentence structure, and error spotting can be beneficial in capturing students' attention and making learning more fun and engaging.
Personalized Feedback: Providing personalized feedback to students can help them identify their errors and thus, take the necessary steps to correct them. Interactive exercises, quizzes, and assessments with instant feedback can be helpful in this regard.
Peer Review: Peer review sessions can be helpful in creating motivation for college students to learn grammar, punctuation, and sentence structure. Additionally, giving students the opportunity to peer review one another's work encourages them to practice their writing skills.
Practical assignments: One way to help students apply grammar and writing skills learned in online courses is to provide practical assignments that require students to use the language constructively. These assignments can include writing essays, articles, and other types of academic writing that allow students to apply their language skills.
Interactive videos: Interactive videos that introduce grammar and sentence structure can be useful in making the learning process more interesting. They can have quizzes, interactive exercises and provide instant feedback at a pace that suits the learner.
These strategies have proven successful in surrounding projects as they offer a hands-on learning experience and would be effective in teaching college students online.
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I am working on non-finites forms in Turkish. Your suggestions will help me a lot
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you should go through these names and their works., RONALD LANGACKER, GEORGE LAKOFF. and this one is a school of psychology,,,, GESTALT PSYCHOLOGY. best luck.
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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.
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I have applied Mobile-Assisted Language Learning (MALL): MALL leverages mobile devices and apps for language learning anytime and anywhere. Mobile technology provides access to language learning apps, online dictionaries, language exchange platforms, and multimedia resources. MALL harnesses the power of mobile technology to provide learners with accessible, personalized, interactive, and continuous language learning opportunities, making it an impactful method for language acquisition and skill development.
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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!
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Hi Elia! The distinction you mention is pervasive in several languages of the Americas, off the top of my head I can think of Southern Uto-Aztecan (several Nahuatl varieties and Cora). SIL's (open-access) 'Studies in Uto-Aztecan Grammar' should get you off to a good start. Northern Iroquoian (Mohawk and Oneida) are also excellent examples. Feel free to contact me for further details, I can check my sources for you.
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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?)
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In the Philippines, we teachers are so serious about the teaching of English in the classroom. We do look into the 4 macro skills of communication: Listening, Speaking, reading and writing. We know very well, that we partner listening and speaking (for oral communication), and we tandem reading and writing (for written communication). Thus when we teach Listening, we cannot get read of speaking. In the same manner, when we teach Reading, we also touch on writing. Assessment of success in the teaching of these skills is very important, because it is our only to know the status of our students in their English proficiency. Our Filipino students are doing well in the use of the English language.
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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."
As Mark Twain once wrote in reference to German:
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…
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Each language has its own rules and structure. Governments have nothing to do with this. It is language specific. You can not change it in a fortnight.
Regards
Mustapha Boughoulid
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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?
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Cees Jan Mol states that "when people reject linguistic relativity, they can only attempt to make their rejection understood by creating a different grammar." On the other, Hand Alireza Khormaee is right when he writes: "Sapir-Whorf hypothesis has to do with language not logic [...] , and we are dealing with the normal interpretation of language as a means of thought and communication." If we take 'grammar' in its usual meaning (see also Spring's reply), it is undeniable that there exist 'markedly different grammars' in Whorf's wording. Neurosciences and large typological studies have nowadays raised strong doubts on the ALEC axiom (All Languages are Equally Complex), already discussed by Bickerton in his 'linguistic bioprogram'. Moreover, studies on Second Language Acquisition (SLA) have proved that some languages are more difficult to learn than others that show a more complex grammar. Evidence seems to speak in favour of the Sapir-Whorf hypothesis.
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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
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In my opinion, it will depend on to what extent the language learner would like to view how the language works. I would say that if we opt to view language from the perspective of medium/tool in conveying messages or communication; incorporating structural grammar and IC analysis are beneficial to use the grammar correctly within the exact communication function to deliver the correct message by the encoder to the decoder.
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Is there any extra English grammar checker/proofreader of papers that can be plugged in the microsoftwords that is free?
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Hello,
Sir/Ma'am.
You are happy to know that, we are providing Tunitin, Grammarly, QuillBot premium account at a reasonable price with best qualiti.
WhatsApp:+8801629595968
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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
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On peut vous aider mais on a besoin de plus d’explication
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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
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Hello Angel. I would like to know what the project is about. Kind regards
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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
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My Serbian wife and I wrote such a course to learn Serbo-croation from Dutch (see: www.astrovdm.com/srpski.htm).
The grammatical cases were certainly the most difficult thing to learn! But also the sometimes illogical word formation like "duhovnik" = spiritual person, "govornik" = speaking person, "grešnik" = sinning person, but "hodnik" is not at all a walking person. Very confusing!
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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
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Overleaf and LaTEX is the best for changing paper formats.
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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
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Eloy Romero Muñoz, I share with you the following open access articles for your consideration.
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  1. .......................
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Maeona Canam Treatments are classified into two types: descriptive statistics, which describe your data in the form of a graph or summary statistic, and inferential statistics, which make predictions and test hypotheses based on your data.
Statistical treatment of data is the use of a statistical approach to a data set in order to change it from a collection of meaningless numbers into meaningful output.
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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?.
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Dear respected colleagues,
Related to this valuable discussion thread of Prof. Nabaraj Gautam, please let me point to another critical issue related to plagiarism software-detectors.
My friend was accused of plagiarism. Why?
After about five months, his promotion process to associate professor was rejected because of plagiarism. When he checked the promotion report, he found that one of his papers was accused of plagiarism and with a 100% percentage. The reason is that his manuscript was checked by his co-author using one of these checkers. It took him several months time of following up to solve the problem and removing the manuscript from their database. After that long period, he re-applies the promotion order for the second time.
Therefore, plagiarism software may retain a copy of the manuscript in its database. To state the truth, this is depending upon the settings and type of account subscription.
So, you may face a similar situation when you submit your manuscript after plagiarism checking to a journal. It may be rejected instantly because it would show up 100% similarity index.
To solve the problem, it may take several months time of following up and removing the manuscript from their database.
If there were accusations of plagiarism, it is not well for your reputation, in any meaning.
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A free site where you can check plagiarism and grammar.
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In my opinion, most of the free-software-checkers for plagiarism don't work effectively. Since there is no guarantee that the original content of your manuscript might not be copied and sold to others before it is published by you, I discourage using any free-software-checkers for plagiarism; some of them are betrayers.
  • WARNING 1: There are a massive number of betrayers!
  • WARNING 2: Plagiarism is a sin! If it is, severe action may be taken and/or legal notice may be given.
Unfortunately, you have to pay for the sake of getting good results. In any way, it is not well for your reputation if there were accusations of plagiarism.
In my personal opinion, free anti-plagiarism software is not safe.
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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🌼
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Hi there! Stylistics uses linguistics to explore literary texts. For example, is the language used in a specific text / corpus what you'd expect or are there aspects that make you think the author was (unwittinglly) conveying some kind of underlying message?
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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?
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Lilianne Dominguez Céspedes Yo te aconsejaría buscar un artículo scientifico que te gusta y luego intentar de "copiar" la estructura con tus proprios datos. Puedes empezar con el abstract / resumen por ejemplo. Si lo miras bien, abstract lleva muchos "chunks" que son frases estereotipadas como "this article investigates..." o "The purpose of this research is to...".
Te aconsejo consultar este enlace: https://owl.purdue.edu/owl/purdue_owl.html
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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
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Hello, I suggest using the Hewings grammar/vocabulary series, FCE/CAE practice books, and as a source of reference, Longman Grammar of Spoken and Written English.
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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 ?
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Grammar is the backbone of any language, therefore it essential
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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.
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Thank you again to those who responded to my question.
I actually found a platform that works near perfectly. It is called Riddle. They offer a 14-day free trial with no credit card required. It is worth checking out.
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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?
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Michal Mistecky: Excellent link. Thanks.
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I'm looking for an instrument to measure teachers' cognitions about grammar teaching. Any suggestions?
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You may want to have a look at a questionnaire we (Van Rijt, Wijnands & Coppen) used in 2019, for a study published in L1-Educational Studies in Language and Literature: . Hope you will find it helpful. Good luck!
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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.
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Karl Pfeifer you can try Wiley or the International Journal of Linguistics, Literature, and Translation (IJLLT)
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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.
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You might find the following articles helpful:
Proofreading and Proof-Editing:
Academic Editing vs. Academic Proofreading:
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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.
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interested
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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
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You can use grammarly
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Whether overt or covert method of teaching English grammar is more effective and why?
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Amalgamation of both will be more effective.
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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?
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There are always circumstances that accompany the teaching process of both L1 and L2. Since learning is a complex cognitive process, many variables affect and associate the whole process of learning. You may wish to consult the literature available on language learning and teaching.
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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
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Same issue
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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.
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Since there is no guarantee that the original content of your manuscript might not be copied and sold to others before it is published by you, I discourage using any free-software-checkers for plagiarism; some of them are betrayers. On the other hand, I don't believe that there is a completely free one!
In any way, if you are insisting to use anti-plagiarism software, offline checker programs are better than online ones. If I were you, I prefer to use my own words instead.
Anyhow, you can see the following site:
Moreover, there is a related discussion thread on this portal:
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البحث عن استخدمات حرف اتش فى النحو اللغة السوحيلية
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Thanks a lot! You are right. But in other areas it is
/jɔ:k/
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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
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The following systemic review of studies conducted in L2 gamification might help. Check it out.
Poole, F. J., & Clarke-Midura, J. (2020). A systematic review of digital games in second language learning studies. International Journal of Game-Based Learning, 10(3), 1-15. https://doi.org/10.4018/ijgbl.2020070101
Cheers,
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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!
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In my experience, TBL is difficult to organise into a course/syllabus, but Cutting Edge claims to use a (weak) task-based approach.
Language Leader includes task-based 'Scenarios'
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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.
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The topic itself sounds interesting but in order to tell if I can be of any help first I need to read your draft and see the figures/images you have probably prepared. If you like you could send me the materials with a message.
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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.
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Thanks, Leslie. I'll look for these suggestions! If you can help me to find them I would be very happy.
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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?
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Hi, you may consult Wechsler Intelligence Scale, which measures general IQ (performance IQ and verbal IQ). Non-verbal IQ is also contained in Wechsler, as there are different sub-tests related. Besides, verbal memory can be assessed by digit span.
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Would you have any suggestions for bibliography on the grammaticography of Spanish? I have investigated how the Spanish standardization process took place through grammars.
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Thanks. My e-mail addres is araujoleandrosilveira@gmail.com. I hope you find them!
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is it possible free grammar and punctuation checker and corrector?
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I just tried it, Nicholas R Walker . It scored me 14% on grammar and give me a mark of 36% on an excerpt from one of my published papers in philosophy. It couldn't even recognize the use of the verb "may", which it flagged as an error because months should be capitalized.
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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.
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In order to correct the grammatical mistakes the EFLU has proposed a course where the people can learn and teach better way.
some scholars are doing research about this and they are in the progress.
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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.
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The use of different terminology may require different type and criteria of test. For example, if you use the term 'mastery' it means the you test comprehensive knowledge of grammar. Then you will come to the intricacy of 'comprehensiveness of the type of grammar' that you may want to test. If you use 'skill', it means you test their ability in using grammar. It will require you to explore their ability in using the grammar in speaking and or writing. If you use the term competence, you will need to the test for both theoretical knowledge and application; both knowledge and skill. So, you need to match the definition of the terminology you use with the type of test that you will make. And then you can avoid using certain term that can mean something else.
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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.
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I think both of these hypothesis by Swain and Schmidt are highly correlated with the nature of Call performance.
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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.
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I prefer to use Grammarly service...
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I am working on this issue in Thailand where grammar has not been welcome by a high number of English learners at all levels.
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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?
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My mother tongue is Arabic .. There are other languages taught in schools within the curriculum, including French.In fact it did not affect much in our native language, but there are some simple French vocabulary used in our Arab society, such as greetings and words of thanks, and some cosmetics and other
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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?
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Yes, but they consider that (the faculty of) language is syntactically pre-structured, so to say, whereas this part of the activity is plainly neural. Languages disorders come mainly from the (final) motor part of the activity: when biology meets culture, precisely!
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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
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Hello Nafila,
To my knowledge, English grammar books do not provide much insight into reasoning in written English. In addition, some English grammar books are simply too long and the grammar rules are, many times, simply bewildering. If you need a concise book on English grammar, let me suggest: Leo Hamalian, Frederick R. Karl; Everything You Need To Know About Grammar; Fawcett Crest Book published by Ballantine Books; 1978. On the other hand, books on logic do analyze the reasoning that is intrinsic to written and spoke English, see, for example: Irving M. Copi, Carl Cohen, Kenneth McMahon; Introduction to Logic, 14th Edition; Pearson Education, Inc. publishing as Prentice Hall; 2011. The study of reasoning has its roots in the study of language since language preceded the formal subject and study of logic.
Regards,
Tom Cuff
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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
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Possibly you can use platforms like Mechanical Turk for the surveys....
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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.
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follow indeed
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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.
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Nice
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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.
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Ebenezer - Personally, I don't think that there is a smart and fast strategy for such a task. If you are talking about starting a PhD thesis from scratch and completing it within 4-8 weeks - I can't see that it is possible - unless one intends to fail. Even in the worst-case scenario - PhD students would commence writing (full-time or part-time) 12 months before submission. Most will start well before then - and have been crafting publications i.e. their literature review before then. One has to factor in other limiters - such as supervisors receiving drafts and feeding back periods.
I also note that you state a 40,000 word doctoral thesis. Most 'full' (not PhD by coursework i.e. EdD) PhD theses are usually more around at least double that.
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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?  
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Quite an appealing discussion! Any postulates on the topic can be only speculative until we finally meet an alien race. However, literature, and more specifically, SF, has contributed some invaluable ideas. The Encyclopedia of Fictional and Fantastic Languages by Tim Conley and Stephen Cain gather loads of such examples.
For instance, Ted Chiang's Heptapod A, and Heptapod B. The former, as described in the novella, sounds like "a wet dog shaking the water out of its fur" (119), that is, an unpronounceable sound for human physiology. The latter, in turn, was so different that enabled its speakers to realise time in a non-linear way.
There are also cases like the Kesh language, describe in Ursula Le Guin's Always Coming Home that is more phonetically similar to human languages but quite distinct when it comes to grammar, which also happens because of physiological differences between humans and the aliens.
Most of the cases to point into one direction: if the alien species are physiologically similar to humans, so are their languages; whereas if the aliens' physical buildup is different, so is their language. As Michael W. Marek has mentioned, the unimaginably different culture the alien races might have developed over millennia of existence may cause quasi-untranslatable languages - we can already see similar cases in human languages. That makes total sense, in my opinion.
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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.
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Ah, Ok.
Yes, currently that site needs a bit of work ;)
Sounds like an interesting idea.
But again, is there any way to record the endangered language? All good to have semantic and lexical comparison, but without pronunciation, if all speakers of a language passed on, nobody would know how to pronounce what you're recording :)
(just a few thoughts....)
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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 .
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Fully agree with Tyrone Bishop, it is not an easy question to answer. Methods of teaching may vary significantly, depending on the age, level of proficiency, aims and needs of learners. If you teach children, games and activities can help a lot. If you teach business people, the communicative approach can help them develop their speaking skills as, most probably, they need to be able to communicate successfully. If you teach academic students who need to be able to write decent essays and assignments, the task-based approach and some other methods can give them the chance to improve their grammar and writing skills. What works best, in my opinion, is to know your students, their needs, aims and reasons for learning English as L2 and based on that, to tailor their syllabus and materials accordingly, so that you can meet most of their needs and expectations, and you can help them be successful in their learning. Just like there isn't ONE perfect textbook to teach English to everyone, there isn't one perfect method or approach of teaching which works equally well for all the learners.
Hope this helps.
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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?
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Too much correction can become a serious deterrent to fluency, let alone motivation. Therefore, correction should be used wisely. However, I do believe correction has a role to play. In this regard, it is not a matter of numbers, like saying a 20 or a 10%; instead, each error should be assessed individually and qualitatively. I would usually correct recurrent mistakes and those that affect communication.
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Any reference or idea shows the effect of UG on oral reluctance in English or any other language classroom please
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Notably, the fact whether UG is accessible to L2 learners or not has very little to do with L2 speaking . Reluctance to use L2 is an important issue which teachers should consider.The language teachers should try to train their students in using language learning strategies, and to achieve this end, they should learn about the students, their interests, motivations, and learning styles. The main goal in post modern era should be to help learners to develop liberatory autonomy so that they are able to set their own directions for attaining the targeted goals.
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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.
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You can also consider library(latticeExtra). Here is just a very basic example from my data for a 3D (if you have already created a data.frame from your table you can manipulate using your data):
library(latticeExtra)
set.seed(1)
my_data <- data.frame(MDF)
head(my_data)
p<- cloud(slope_angle ~ profile * sedim_thick, data = my_data)
p
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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?
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Kjartan Skogly Kversøy Many thanks . Keep enlightening us.
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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.
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This paper by Mark De Vries gives a nice overview of the adjunct/complement distinction plus a new idea: https://benjamins.com/catalog/avt.17.21vri/fulltext/avt.17.21vri.pdf
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.Quranic schools are environments of Arabic grammar, which the learner learns.
المدارس القرآنية تعد بيئات للانغماس اللغوي في العربية، مما يساد المتعلم في تعلمها.
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أعتقد أن للتعليم القرآني عموما سواء أكان عبارة عن مدارس نظامية أم في صورة كتاتيب وزوايا وحلقات مسجدية ...إلخ دورا هاما في تعليم العربية وترسيخ ملكتها لدى منتسبي هذا النوع من التعليم، وذلك من خلال البيئة الاصطناعية من الانغماس في النص القرآني سماعا وتكرارا وتدبرا وحفظا ... مما يساعد على عملية الاكتساب للغة وإن لم تكن مقصودة عينا، وهو ما تؤكده النظرية السلوكية في تعليم وتعلّم اللغات، وغيرها من النظريات مثل نظرية تشوكمسكي العقلية ونظرية الفطرة والممارسة لعبد الدنان...إلخ
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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?
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In paired skill teaching writing is the most important quotient in learning proper grammar without mistakes. If the teacher focus on developing proper writing skill just like by giving them an unknown topic in which they have to write a paragraph, automatically it will enhance the knowledge of grammar. Again regarding speaking proper English ask the student to read what they have written in their copies and teacher can rectify their mistakes along with the pronunciation.
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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?
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The members of one culture do things in special patterned ways for specific culturally shared and understood meanings . I think the position is totally different in different cultures in manner of misunderstands . The same is true for my colleagues Indians , French , Chinese code-switching when they have a secret talk and they don't want others to know. Some times a lot of jokes occur in that areas . As a fun .@
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I am very interested. I tried with the LIS.
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بالطبع كل لغة لها رمزها الخاص بها مع قواعدها. إذا كنت ترى يمكنك العثور على شبكة ASL -LIS -
DGS. لقد قمت صباح هذا اليوم بترجمة الرسالة التي أرسلتها مع قواعد لغتك مع ilgoogle. إذا كنت تريد معرفة المزيد عن القواعد الرقمية
Non so ho tradotto con il google ma ho scoperto che la tua lingua ha una dislocazione nominale a sinistra. Grazie
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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:
a + : + b
- a is noun phrase
- b is the description of a
a + prep + b
- a is do(ing) something
- b is some techniques
- prep is with, by, in, of, on, for...
Welcome to list the interesting titles you've seen : )
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I prefer to create catchy titles as they can attract to read. Many other researchers don't prefer this technique of titling, as they prefer classic titles that tells the rough work done only. Any how, I think titles should contains the problem and technique used to solve. :)
Regards
Samaa
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Answers should differentiate using games form gamification.
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ESL games are an important, almost vital, part of the ESL classroom. finding activities that are fun, engaging, and deeply beneficial gets a lot more challenging.📷Your advanced students are going to get a little bored if you just have them throwing the sticky ball at the board every class. for more involved and stimulating activities that will have ,due to students having so much fun they don’t even realize how much they are learning.
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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
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I do not trust computer software to give perfect advice about grammar and vocabulary. Even Microsoft Word is wrong a significant amount of the time.