Grammar - Science topic

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

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?

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.

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

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 ?

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

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

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

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

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

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

Hi everyone

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

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

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

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

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

Share your experience of other software too

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

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

Respected Sir/Mam

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

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

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

Thank You in advance for your support.

البحث عن استخدمات حرف اتش فى النحو اللغة السوحيلية

Good morning!

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

Thank you in advance.

Bence Dukavits

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?.

Hello everyone,

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

Manh thanks!

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

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

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

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

is it possible free grammar and punctuation checker and corrector?

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

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

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

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

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

Here are my questions.

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

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

A: How you doing?

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

A: Thanks

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

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

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

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

Thank you.

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

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

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

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

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

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

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

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

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

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

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

Dear researchers,

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

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

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

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

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

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

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

My two models are:

y = 0.49867x - 4.78577

y = 76.13084x + 4.81945

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

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

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

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

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

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

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

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

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

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

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

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

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

I am very interested. I tried with the LIS.

I'm just curious if that's been made before.

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

Some common formats:

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

Answers should differentiate using games form gamification.

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

thanks

In English grammar, dummy elements are those elements that have a grammatical function. However, sime say that they have a semantic function..if you have an idea please help me.

Though grammar translation method (GTM) is considered as a traditional method and syllabus of EFL have been changed to meet CLT approach, GTM is still of use in many schools, Do you think it is still useful and why??

Some teachers do not bother much about spelling mistakes, punctuation or the consistency of tense in writing an essay. Priority is always given to development of ideas into paragraphs.

there seems to be certain definite similarities in certain words and the logic in which hindi and mandarin flow. besides the tongue moves similarly too in some cases. so may be hindi speakers have an advantage ..?

A unified theory of language and grammar might suggest that there is a base level of innate grammar that belongs to the structures of mind such as notions of agency, causality and intentionality. So that all sentences have a subject which causes an action with or without intentionality. Grammatical language works like this because rational mind works like this.

However layered on top of this we might have more functional grammar such as 'he' 'she' 'we' 'one' 'you' which can change according to social register and category such a gender. Verb grammar can change socially also in that verb endings and tenses are shaped socially rather than set in the mind but the notion of tense itself may well be set in the mind in terms of the passage of time. Could we then say that at base Grammar with a capital 'G' is mind base whereas functional grammar (small 'g' ) at the surface is socially shaped? Therefore the nativist and constructivist perspectives can be combined and layered? What do you think? Please advise on this research related question? Thankyou. Dave

"Adjective-noun order as representational structure: Native-language grammar influences perception of similarity and recognition memory " ( )

this is the article, which I am doing a college work and the only missing point that we have difficulty is how we can apply it in a real life example. Could someone help?

The Virtual Writing Tutor grammar checker is my attempt to help to serve the needs of English Second Language learners around the world that are not well-served by the big commercial grammar checkers. Suggestions from the community will help me determine what features to work on next. Have your say!

Hello, I'm gathering data about sign language grammar of each country and I'm finding very interesting results, however I need more data to confirm this.

I created a survey with examples that exist on multiple sign language books in order to verify and validate them with deaf sign language users.

Right now we got information about countries partnered with our project, but even with those more information would be welcome, specially International Sign Language.

Here is a link to the survey: https://goo.gl/forms/OZ8HYlSUSXZXDTqp1

To fill the survey you need a google account, thank you.

Here is a link to the last publication of the project:

Can we consider language a complex adaptive system?

If so, how can we model it, and how can we test a model like this?

We tried a model considering it as a system composed of four subsystems/events (Lexicon, Discourse, Semantics and Grammar) in a two-mode network (we proposed eleven hypotheses for this). Speakers are the elements interacting through the events. Comments, critics, and suggestions are welcomed for discussion, in special considering possibilities of data to test the model.

I have a diglossic situation, in which the main different between L and H seems to be in the realm of grammar (also vocabulary, but less so). Can you recommend any specific literature on that, especially contemporary theories? I have already covered most of the general literature on diglossia.

I am going to do a research on improving students' grammatical competence through the use of Grammar Consciousness-raising Tasks (GCRT) in a vocational high school. I want to implement these tasks within a Task-based Instruction framework. I have considered to use Willis' framework (Pre-task, Task Cycle, Language Focus) and steps in designing the tasks proposed by Ellis which has been modified by some researchers (Attending Task, Noticing Task, Analysis Task, Checking Task, Production Task) but then I face a difficulty in dividing these tasks into the framework, especially on the part of Task Cycle and Language Focus, because GCRT are tasks that are focusing on forms. So, based on the problem, should I ...

1. implement the tasks proposed by Ellis in Pre-task, Task Cycle, and Language Focus with full considerations?

2. implement the tasks proposed by Ellis in Willis' framework but omitting the Language Focus part?

3. just use tasks proposed by Ellis because they ARE basically also considered as a framework to Task-based Instruction (which is specially designed for GCRT)?

I'm doing an initial work on restandardization evaluation trying to explore to what extent the new Catalan spelling and grammar (2016) can be evaluated as terminology planning and language policy and planning are, mainly because this evaluation is needed and it has not been undertaken systematically. It is founded on the basic assumption that terminology planning evaluation (TPE) and language policy and planning evaluation (LPPE) can be applied to the Catalan restandardization evaluation. So the general question addressed is to what extent this restandardization can be evaluated according to the models for TPE (Fathi Terminology Planning Evaluation: The Case of Persian Language. [PhD. thesis UPF 2017]) and LPPE (Gazzola 2014 The Evaluation of Language Regimes: Theory and Application to Multilingual Patent Organisations). After presenting Haugen’s (1983) model of standardization with complementary concepts of Cooper (1989) and Cerruti, Crocco & Marzo (2017a), this model is analiyzed from Fathi’s (2017) and from Gazzola’s (2014) perspectives, with examples of what has been done in the official Catalan standardization. The principal original contributions of my work are this analysis of Haugen’s model from Fathi’s and Gazzola’s evaluation models and the general positive verification of the hypothesis, which makes new research lines to arise for the future.

I ve written a paper abt it, not done yet. Im working on gestures in classroom. I found only a small group of researchers/scholars has worked on it ( Langacker).

The manuscript deals on changes across time of some body traits of Bearded Tits (Panurus biarmicus) under climatic variations given at local scale to try elucidate the proximate causes of its quasi-extinction at small Western Mediterranean wetlands.

I need to take look of the style and grammar of the text and if it is possible to make suggestion to improve it.

The name of reviewer would be enclosed in the section of acknowledgements if he/she wants.

I am not only asking about physical attributes (e.g. their speed of speaking, their tone of voice, speed of response to questions etc., though studies about those are very much welcome). I would like to know if such studies also evaluated the content of their speech, such as their grammar, sentence structures, word choices, word association etc.--in other words, how the content of their speech differs from those not suffering from those diseases.

Are there any researchers interested in the constitution of oral corpora in spoken Arabic in different parts of the Arab world? The data collected could be of interest to researchers working on different objects (morphology, syntax, semantics, semantics, pragmatic, didactics, language contact, grammar, koinization relationships, etc.).

Recently, I have communicated a manuscript to a peer reviewed journal. The manuscript was copy edited by a professional copy editor from US, whose service I have taken on previous several occasions. The comment form one of the reviewer, I got is "The English in the present manuscript is not of publication quality and require major improvement. Please carefully proof-read spell check to eliminate grammatical errors". I and my colleagues could not find any grammatical errors. The revised manuscript from the copy-editor came with some minor changes. I am clueless.

My question is - do the reviewers some time give biased statement on English grammar, for an author from a non-english speaking country? Though, the affiliation of an author is not shared to the reviewer by the journal, but he can know the country from the material method of acknowledgement section. How I can handle this reviewer's comment?

What is more formal and grammatical correct:

to say 'any comment' or 'any comments'?

for reference service

If all languages have the same underlying grammar (Universal Grammar), this implies that it is an innate human disposition. Chomsky suggests that is the reason why humans learn languages so easily as children. But surely we learn lots of things more easily when we are young such as learning to play a musical instrument?

How can Chomsky's notion of Universal Grammar be tested empirically to distinguish it from so many other things that we learn more easily when we are younger? What makes then the language function a part of psychology rather than something to be learned amongst all the other things we learn? Thank you for your ideas with this. Dave

Hello,

I'm trying to deepen my knowledge on NLP, mainly on Probabilistic CYK algorithm. First, I will train a probabilistic context-free grammar (PCFG) on a syntactically annotated corpus.

So, I've some concerns to address:

1)From a computational point of view, which is the most tractable approach: the probabilistic or the non-probabilistic CYK algorithm? Why?

2) We know that the introduction of the <unknown> terminal is useful for dealing with unseen words when parsing new sentences. Now, imagine that there is no word occurring once. Other than simply increasing the threshold on the number of occurrences, can we come up with another alternative of introducing the <unknown> pseudo-word where all words in the training data are candidate to the replacement?

3) How does the trained PCFG (Probabilistic context free grammar) can be used to perform language modeling?. Do you think the grammar that we'll train will be able to do a sufficiently qualitative modeling of the English language? What is the issue?

Hi Everyone,

My question is as follows:

Taking into account that, it is well known there are many languages spoken around the world and each of them has several disadvantages on writing, conjugation, spelling, pronunciation, ..

The demand for a language independent of the speaker culture is crucial. Nowadays we can exploit the benefits of high performance computing system in favor of developing of a smart lexicon, simple rules of a new solid, easy-to-understand, easy-to-learn and easy-to-speak human language.

Do you know any project about this?

Jaafar,

Hello, I am a researcher in UC Berkeley. As an experimentalist, from day to day, I just suffered from lots of things in my research, for example, I sometimes found there not sufficient components for my experiment setup, so I have to order and wait for the shipping.

But more importantly, in my research career, I found writing a paper is time consuming in making nice graphs and checking grammar problems. The first time writing cover letter is also a rough experience, not too much guidance from the advisor as he is super busy. Also, the way how journal review papers just consumes a lot of time, which is where I am stuck.

So just curious what are your painful moments? which of them are really low-efficient in your opinion?

Tom Wolfe’s 2016 article in Harper’s, The Origins of Speech, mentions Chomsky's idea of a language organ as explaining the emergence of language. Are there arguments based on principle, linguistics, mathematics, physics, physiology and science in general that the idea of a language organ is wrong? Are there arguments in support?

Just consider Secondary school.

hello there!

i want to know how can i teach grammar in Spanish as a Foreing Language in level B2 but in a didactic way. please if you have some articles or some authors please let me know.

Thanks

Hola todos!

quisiera saber como puedo enseñar gramática en Español como Lengua Extranjera (ELE) para el nivel B2 pero de una forma didáctica,por favor si tienen artículos o autores, hacérmelos llegar

Gracias y buen dia