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grammar</title> <meta name="description" content="Search results for: grammar"> <meta name="keywords" content="grammar"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" 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class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="grammar"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 226</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: grammar</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">226</span> A Survey of Grammar-Based Genetic Programming and Applications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matthew%20T.%20Wilson">Matthew T. Wilson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper covers a selection of research utilizing grammar-based genetic programming, and illustrates how context-free grammar can be used to constrain genetic programming. It focuses heavily on grammatical evolution, one of the most popular variants of grammar-based genetic programming, and the way its operators and terminals are specialized and modified from those in genetic programming. A variety of implementations of grammatical evolution for general use are covered, as well as research each focused on using grammatical evolution or grammar-based genetic programming on a single application, or to solve a specific problem, including some of the classically considered genetic programming problems, such as the Santa Fe Trail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context-free%20grammar" title="context-free grammar">context-free grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20algorithms" title=" genetic algorithms"> genetic algorithms</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20programming" title=" genetic programming"> genetic programming</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20evolution" title=" grammatical evolution"> grammatical evolution</a> </p> <a href="https://publications.waset.org/abstracts/120249/a-survey-of-grammar-based-genetic-programming-and-applications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120249.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">187</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">225</span> Linguistics and Grammar Conceptions - An Honor to Ferdinand de Saussure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adriana%20Aparecida%20Rodrigues%20Leite">Adriana Aparecida Rodrigues Leite</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Linguistics and grammar conceptions are necessary to comprehend the structure of a language. On one hand, grammar depicts structural rules and instructions. On the other hand, linguistcs is a science which intends to understand the changes that occur in a language. Ferdinand de Saussure throughout his book called: Cours de linguistique générale (Course of general Linguistics) developed theories that portray explanations which defines linguistics as a real object of study of a language. It differs from grammar which is seen by Saussure as an element without scientific pattern. By that means, this research plans to decipher whether Ferdinand de Saussure would be against these conceptions and rules proposed by grammar. Besides that, this paper was based on the exploratory approach to pose concrete principles and facts to provide a response for the problem. This research is divided in the following sections: Introduction, Ferdinand de Saussure, Linguistics Conceptions, Linguistics for Saussure, Grammar Conceptions, and Grammar for Saussure. The result obtained from the analysis of the problem is highlighted in the section: Final Considerations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistics" title="linguistics">linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=ferdinand%20de%20saussure" title=" ferdinand de saussure"> ferdinand de saussure</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a> </p> <a href="https://publications.waset.org/abstracts/190610/linguistics-and-grammar-conceptions-an-honor-to-ferdinand-de-saussure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">28</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">224</span> Rethinking of Self-Monitoring and Self-Response Roles in Teaching Grammar Knowledge to Iranian EFL Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gholam%20Reza%20Parvizi">Gholam Reza Parvizi</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Reza%20Kargar"> Ali Reza Kargar</a>, <a href="https://publications.waset.org/abstracts/search?q=Amir%20Arani"> Amir Arani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the present days, learning and teaching researchers have emphasized the role which teachers, tutors, and trainers’ constraint knowledge treat in resizing and trimming what they perform in educational atmosphere. Regarding English language as subject to teaching, although the prominence of instructor’s knowledge about grammar has also been stressed, but the lack of empirical insights into the relationship between teacher’ self-monitoring and self-response of grammar knowledge have been observed. With particular attention to the grammar this article indicates and discusses information obtained self- feedback and conversing teachers of a kind who backwash the issue. The result of the study indicates that enabling teachers to progress and maintain a logical and realistic awareness of their knowledge about grammar have to be prominent goal for teachers’ education and development programs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=grammar%20knowledge" title="grammar knowledge">grammar knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=self-monitoring" title=" self-monitoring"> self-monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=self-response" title=" self-response"> self-response</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20grammar" title=" teaching grammar"> teaching grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20program" title=" language teaching program"> language teaching program</a> </p> <a href="https://publications.waset.org/abstracts/59477/rethinking-of-self-monitoring-and-self-response-roles-in-teaching-grammar-knowledge-to-iranian-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59477.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">223</span> Evaluation of the Grammar Questions at the Undergraduate Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Preeti%20Gacche">Preeti Gacche</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A considerable part of undergraduate level English Examination papers is devoted to grammar. Hence the grammar questions in the question papers are evaluated and the opinions of both students and teachers about them are obtained and analyzed. A grammar test of 100 marks is administered to 43 students to check their performance. The question papers have been evaluated by 10 different teachers and their scores compared. The analysis of 38 University question papers reveals that on an average 20 percent marks are allotted to grammar. Almost all the grammar topics are tested. Abundant use of grammatical terminology is observed in the questions. Decontextualization, repetition, possibility of multiple correct answers and grammatical errors in framing the questions have been observed. Opinions of teachers and students about grammar questions vary in many respects. The students responses are analyzed medium-wise and sex-wise. The Medium at the School level and the sex of the students are found to play no role as far as interest in the study of grammar is concerned. English medium students solve grammar questions intuitively whereas non-English medium students are required to recollect the rules of grammar. Prepositions, Verbs, Articles and Model auxiliaries are found to be easy topics for most students whereas the use of conjunctions is the most difficult topic. Out of context items of grammar are difficult to answer in comparison with contextualized items of grammar. Hence contextualized texts to test grammar items are desirable. No formal training in setting questions is imparted to teachers by the competent authorities like the University. They need to be trained in testing. Statistically there is no significant change of score with the change in the rater in testing of grammar items. There is scope of future improvement. The question papers need to be evaluated and feedback needs to be obtained from students and teachers for future improvement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context" title="context">context</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=tests" title=" tests"> tests</a> </p> <a href="https://publications.waset.org/abstracts/24049/evaluation-of-the-grammar-questions-at-the-undergraduate-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24049.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">353</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">222</span> New Methods to Acquire Grammatical Skills in A Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Indu%20ray">Indu ray</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today’s digital world the internet is already flooded with information on how to master grammar in a foreign language. It is well known that one cannot master a language without grammar. Grammar is the backbone of any language. Without grammar there would be no structure to help you speak/write or listen/read. Successful communication is only possible if the form and function of linguistic utterances are firmly related to one another. Grammar has its own rules of use to formulate an easier-to-understand language. Like a tool, grammar formulates our thoughts and knowledge in a meaningful way. Every language has its own grammar. With grammar, we can quickly analyze whether there is any action in this text: (Present, past, future). Knowledge of grammar is an important prerequisite for mastering a foreign language. What’s most important is how teachers can make grammar lessons more interesting for students and thus promote grammar skills more successfully. Through this paper, we discuss a few important methods like (Interactive Grammar Exercises between students, Interactive Grammar Exercise between student to teacher, Grammar translation method, Audio -Visual Method, Deductive Method, Inductive Method). This paper is divided into two sections. In the first part, brief definitions and principles of these approaches will be provided. Then the possibility and the case of combination of this approach will be analyzed. In the last section of the paper, I would like to present a survey result conducted at my university on a few methods to quickly learn grammar in Foreign Language. We divided the Grammatical Skills in six Parts. 1.Grammatical Competence 2. Speaking Skills 3. Phonology 4. The syntax and the Semantics 5. Rule 6. Cognitive Function and conducted a survey among students. From our survey results, we can observe that phonology, speaking ability, syntax and semantics can be improved by inductive method, Audio-visual Method, and grammatical translation method, for grammar rules and cognitive functions we should choose IGE (teacher-student) method. and the IGE method (pupil-pupil). The study’s findings revealed, that the teacher delivery Methods should be blend or fusion based on the content of the Grammar. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=innovative%20method" title="innovative method">innovative method</a>, <a href="https://publications.waset.org/abstracts/search?q=grammatical%20skills" title=" grammatical skills"> grammatical skills</a>, <a href="https://publications.waset.org/abstracts/search?q=audio-visual" title=" audio-visual"> audio-visual</a>, <a href="https://publications.waset.org/abstracts/search?q=translation" title=" translation"> translation</a> </p> <a href="https://publications.waset.org/abstracts/156977/new-methods-to-acquire-grammatical-skills-in-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156977.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">221</span> Redundancy in Malay Morphology: School Grammar versus Corpus Grammar </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zaharani%20Ahmad">Zaharani Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Hashimah%20Jalaluddin"> Nor Hashimah Jalaluddin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to examine and identify the issue of linguistic redundancy in two competing grammars of Malay, namely the school grammar and the corpus grammar. The former is a normative grammar which is formally and prescriptively taught in the classroom, whereas the latter is a descriptive grammar that is informally acquired and mastered by the students as native speakers of the language outside the classroom. Corpus grammar is depicted based on its actual used in natural occurring texts, as attested in the corpus. It is observed that the grammar taught in schools is incompatible with the grammar used in the corpus. For instance, a noun phrase containing nominal reduplicated form which denotes plurality (i.e. murid-murid ‘students’ which is derived from murid ‘student’) and a modifier categorized as quantifiers (i.e. semua ‘all’, seluruh ‘entire’, and kebanyakan ‘most’) is not acceptable in the school grammar because the formation (i.e. semua murid-murid ‘all the students’ kebanyakan pelajar-pelajar ‘most of the students’) is claimed to be redundant, and redundancy is prohibited in the grammar. Redundancy is generally construed as the property of speech and language by which more information is provided than is precisely required for the message to be understood, so that, if some information is omitted, the remaining information will still be sufficient for the message to be comprehended. Thus, the correct construction to be used is strictly the reduplicated form (i.e. murid-murid ‘students’) or the quantifier plus the root (i.e. semua murid ‘all the students’) with the intention that the grammatical meaning of plural is not repeated. Nevertheless, the so-called redundant form (i.e. kebanyakan pelajar-pelajar ‘most of the students’) is frequently used in the corpus grammar. This study shows that there are a number of redundant forms occur in the morphology of the language, particularly in affixation, reduplication and combination of both. Apparently, the so-called redundancy has grammatical and socio-cultural functions in communication that is to give emphasis and to stress the importance of the information delivered by the speakers or writers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20grammar" title="corpus grammar">corpus grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=redundancy" title=" redundancy"> redundancy</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20grammar" title=" school grammar"> school grammar</a> </p> <a href="https://publications.waset.org/abstracts/42192/redundancy-in-malay-morphology-school-grammar-versus-corpus-grammar" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">342</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">220</span> ESL Material Evaluation: The Missing Link in Nigerian Classrooms</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulkabir%20Abdullahi">Abdulkabir Abdullahi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper is a pre-use evaluation of grammar activities in three primary English course books (two of which are international primary English course books and the other a popular Nigerian primary English course book). The titles are - Cambridge Global English, Collins International Primary English, and Nigeria Primary English – Primary English. Grammar points and grammar activities in the three-course books were identified, grouped, and evaluated. The grammar activity which was most common in the course books, simple past tense, was chosen for evaluation, and the units which present simple past tense activities were selected to evaluate the extent to which the treatment of simple past tense in each of the course books help the young learners of English as a second language in Nigeria, aged 8 – 11, level A1 to A2, who lack the basic grammatical knowledge, to know grammar/communicate effectively. A bespoke checklist was devised, through the modification of existing checklists for the purpose of the evaluation, to evaluate the extent to which the grammar activities promote the communicative effectiveness of Nigerian learners of English as a second language. The results of the evaluation and the analysis of the data reveal that the treatment of grammar, especially the treatment of the simple past tense, is evidently insufficient. While Cambridge Global English’s, and Collins International Primary English’s treatment of grammar, the simple past tense, is underpinned by state-of-the-art theories of learning, language learning theories, second language learning principles, second language curriculum-syllabus design principles, grammar learning and teaching theories, the grammar load is insignificantly low, and the grammar tasks do not promote creative grammar practice sufficiently. Nigeria Primary English – Primary English, on the other hand, treats grammar, the simple past tense, in the old-fashioned direct way. The book does not favour the communicative language teaching approach; no opportunity for learners to notice and discover grammar rules for themselves, and the book lacks the potency to promote creative grammar practice. The research and its findings, therefore, underscore the need to improve grammar contents and increase grammar activity types which engage learners effectively and promote sufficient creative grammar practice in EFL and ESL material design and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=activity" title=" activity"> activity</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=activity-types" title=" activity-types"> activity-types</a>, <a href="https://publications.waset.org/abstracts/search?q=creative%20grammar%20practice" title=" creative grammar practice"> creative grammar practice</a> </p> <a href="https://publications.waset.org/abstracts/164227/esl-material-evaluation-the-missing-link-in-nigerian-classrooms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164227.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">81</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">219</span> The Use of Authentic Videos to Change Learners’ Negative Attitudes and Perceptions toward Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaldi%20Youcef">Khaldi Youcef</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This investigation seeks to inquire into the effectiveness of using authentic videos for grammar teaching purposes. In this investigation, an English animated situation, Hercules, was used as a type of authentic multimedia to teach a particular grammatical structure, namely conditional sentences. This study also aims at investigating the EFL learners’ attitudes toward grammar learning after being exposed to such an authentic video. To reach that purpose, 56 EFL learners were required ultimately to respond to a questionnaire with an aim to reveal their attitudes towards grammar as a language entity and as a subject for being learned. Then, as a second stage of the investigation, the EFL learners were divided into a control group and an experimental group with 28 learners in each. The first group was taught grammar -conditional sentences- using a deductive-inductive approach, while the second group was exposed to an authentic video to learn conditional sentences. There was a post-lesson stage that included a questionnaire to be answered by learners of each group. The aim of this stage is to capture any change in learners' attitudes shown in the pre-lesson questionnaire. The findings of the first stage revealed learners' negative attitudes towards grammar learning. And the third stage results showed the effectiveness of authentic videos in entirely turning learners' attitudes toward grammar learning to be significantly positive. Also, the utility of authentic videos in highly motivating EFL learners can be deduced. The findings of this survey asserted the need for incorporation and integration of authentic videos in EFL classrooms as they resulted in rising effectively learners’ awareness of grammar and looking at it from a communicative perspective. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimedia" title="multimedia">multimedia</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20videos" title=" authentic videos"> authentic videos</a>, <a href="https://publications.waset.org/abstracts/search?q=negative%20attitudes" title=" negative attitudes"> negative attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20learning" title=" grammar learning"> grammar learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20learners" title=" EFL learners"> EFL learners</a> </p> <a href="https://publications.waset.org/abstracts/150040/the-use-of-authentic-videos-to-change-learners-negative-attitudes-and-perceptions-toward-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150040.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">218</span> The Implementation of Special Grammar Circle (Spegraci) as the Media Innovation for Blind People to Learn English Tenses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aji%20Budi%20Rinekso">Aji Budi Rinekso</a>, <a href="https://publications.waset.org/abstracts/search?q=Revika%20Niza%20Artiyana"> Revika Niza Artiyana</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Widayanti"> Lisa Widayanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English is one of the international languages in the world. People use this language to communicate with each other in the international forums, international events or international organizations. As same as other languages, English has a rule which is called grammar. Grammar is the part of english which has a role as the language systems. In grammar, there are tenses which provide a time period system for past, present and future. Sometimes it is difficult for some English learner to remember all of the tenses completely. Especially for those with special needs or exceptional children with vision restrictiveness. The aims of this research are 1) To know the design of Special Grammar Circle (Spegraci) as the media for blind people to learn english grammar. 2) To know the work of Special Gramar Circle (Spegraci) as the media for blind people to learn english grammar. 3) To know the function of this device in increasing tenses ability for blind people. The method of this research is Research and Development which consists of several testing and revision of this device. The implementation of Special Grammar Circle (Spegraci) is to make blind people easily to learn the tenses. This device is easy to use. Users only roll this device and find out the tense formula and match to the name of the formula in braille. In addition, this device also enables to be used by normal people because normal written texts are also provided. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blind%20people" title="blind people">blind people</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20innovation" title=" media innovation"> media innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=spegraci" title=" spegraci"> spegraci</a>, <a href="https://publications.waset.org/abstracts/search?q=tenses" title=" tenses"> tenses</a> </p> <a href="https://publications.waset.org/abstracts/38099/the-implementation-of-special-grammar-circle-spegraci-as-the-media-innovation-for-blind-people-to-learn-english-tenses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38099.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">217</span> A Theoretical and Corpus-Based Analysis of English and Spanish Syntax Derived from Método de Los Relojes Verb Types According to Systemic-Functional Grammar as a Foundation for Methodological Adaption</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Timothy%20William%20Lawrence">Timothy William Lawrence</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The goal of this paper is to research and categorize the four basic verb types found in the Spanish descriptive grammar book Método de los Relojes using verb clauses as representation as found in M.A.K. Halliday's Systemic-Functional Grammar with the purpose of establishing theoretical along with syntactical parallels and deviations between English and Spanish. Results confirm theoretical correlations exist therefore leading to an analysis of English grammar syntax resulting in delineating commonalities and differences from Spanish. Corpora searches were carried out on different patterns of syntactical structures confirming divergences in verb syntax, making it possible to establish parameters to adapt English verbs to the criteria of the four basic Método de los Relojes verb types. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus%20studies" title="corpus studies">corpus studies</a>, <a href="https://publications.waset.org/abstracts/search?q=M%C3%A9todo%20de%20los%20Relojes" title=" Método de los Relojes"> Método de los Relojes</a>, <a href="https://publications.waset.org/abstracts/search?q=structural-functional%20grammar" title=" structural-functional grammar"> structural-functional grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=verb%20syntax" title=" verb syntax"> verb syntax</a> </p> <a href="https://publications.waset.org/abstracts/145197/a-theoretical-and-corpus-based-analysis-of-english-and-spanish-syntax-derived-from-metodo-de-los-relojes-verb-types-according-to-systemic-functional-grammar-as-a-foundation-for-methodological-adaption" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145197.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">216</span> Critical Comparison of Two Teaching Methods: The Grammar Translation Method and the Communicative Teaching Method</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aicha%20Zohbie">Aicha Zohbie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to critically compare two teaching methods: the communicative method and the grammar-translation method. The paper presents the importance of language awareness as an approach to teaching and learning language and some challenges that language teachers face. In addition, the paper strives to determine whether the adoption of communicative teaching methods or the grammar teaching method would be more effective to teach a language. A variety of features are considered for comparing the two methods: the purpose of each method, techniques used, teachers’ and students’ roles, the use of L1, the skills that are emphasized, the correction of students’ errors, and the students’ assessments. Finally, the paper includes suggestions and recommendations for implementing an approach that best meets the students’ needs in a classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20teaching%20methods" title="language teaching methods">language teaching methods</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20awareness" title=" language awareness"> language awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20method%20grammar%20translation%20method" title=" communicative method grammar translation method"> communicative method grammar translation method</a>, <a href="https://publications.waset.org/abstracts/search?q=advantages%20and%20disadvantages" title=" advantages and disadvantages"> advantages and disadvantages</a> </p> <a href="https://publications.waset.org/abstracts/150192/critical-comparison-of-two-teaching-methods-the-grammar-translation-method-and-the-communicative-teaching-method" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150192.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">151</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">215</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">214</span> Systemic Functional Grammar Analysis of Barack Obama's Second Term Inaugural Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadiq%20Aminu">Sadiq Aminu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmed%20Lamido"> Ahmed Lamido</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research studies Barack Obama’s second inaugural speech using Halliday’s Systemic Functional Grammar (SFG). SFG is a text grammar which describes how language is used, so that the meaning of the text can be better understood. The primary source of data in this research work is Barack Obama’s second inaugural speech which was obtained from the internet. The analysis of the speech was based on the ideational and textual metafunctions of Systemic Functional Grammar. Specifically, the researcher analyses the Process Types and Participants (ideational) and the Theme/Rheme (textual). It was found that material process (process of doing) was the most frequently used ‘Process type’ and ‘We’ which refers to the people of America was the frequently used ‘Theme’. Application of the SFG theory, therefore, gives a better meaning to Barack Obama’s speech. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ideational" title="ideational">ideational</a>, <a href="https://publications.waset.org/abstracts/search?q=metafunction" title=" metafunction"> metafunction</a>, <a href="https://publications.waset.org/abstracts/search?q=rheme" title=" rheme"> rheme</a>, <a href="https://publications.waset.org/abstracts/search?q=textual" title=" textual"> textual</a>, <a href="https://publications.waset.org/abstracts/search?q=theme" title=" theme"> theme</a> </p> <a href="https://publications.waset.org/abstracts/89617/systemic-functional-grammar-analysis-of-barack-obamas-second-term-inaugural-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">213</span> The Role of Communicative Grammar in Cross-Cultural Learning Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tonoyan%20Lusine">Tonoyan Lusine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Communicative Grammar (CG) of a language deals with semantics and pragmatics in the first place as communication is a process of generating speech. As it is well known people can communicate with the help of limited word expressions and grammatical means. As to non-verbal communication, both vocabulary and grammar are not essential at all. However, the development of the communicative competence lies in verbal, non-verbal, grammatical, socio-cultural and intercultural awareness. There are several important issues and environment management strategies related to effective communication that one might need to consider for a positive learning experience. International students bring a broad range of cultural perspectives to the learning environment, and this diversity has the capacity to improve interaction and to enrich the teaching/learning process. Intercultural setting implies creative and thought-provoking work with different cultural worldviews and international perspectives. It is worth mentioning that the use of Communicative Grammar models creates a profound background for the effective intercultural communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CG" title="CG">CG</a>, <a href="https://publications.waset.org/abstracts/search?q=cross-cultural%20communication" title=" cross-cultural communication"> cross-cultural communication</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20awareness" title=" intercultural awareness"> intercultural awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=non-verbal%20behavior" title=" non-verbal behavior"> non-verbal behavior</a> </p> <a href="https://publications.waset.org/abstracts/47387/the-role-of-communicative-grammar-in-cross-cultural-learning-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47387.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">212</span> The Relationship between Iranian EFL Learners' Multiple Intelligences and Their Performance on Grammar Tests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Shayeghi">Rose Shayeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pejman%20Hosseinioun"> Pejman Hosseinioun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Multiple Intelligences theory characterizes human intelligence as a multifaceted entity that exists in all human beings with varying degrees. The most important contribution of this theory to the field of English Language Teaching (ELT) is its role in identifying individual differences and designing more learner-centered programs. The present study aims at investigating the relationship between different elements of multiple intelligence and grammar scores. To this end, 63 female Iranian EFL learner selected from among intermediate students participated in the study. The instruments employed were a Nelson English language test, Michigan Grammar Test, and Teele Inventory for Multiple Intelligences (TIMI). The results of Pearson Product-Moment Correlation revealed a significant positive correlation between grammatical accuracy and linguistic as well as interpersonal intelligence. The results of Stepwise Multiple Regression indicated that linguistic intelligence contributed to the prediction of grammatical accuracy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multiple%20intelligence" title="multiple intelligence">multiple intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=ELT" title=" ELT"> ELT</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=TIMI" title=" TIMI"> TIMI</a> </p> <a href="https://publications.waset.org/abstracts/34916/the-relationship-between-iranian-efl-learners-multiple-intelligences-and-their-performance-on-grammar-tests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34916.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">211</span> Enquiry Based Approaches to Teaching Grammar and Differentiation in the Senior Japanese Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Devine">Julie Devine</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This presentation will look at the approaches to teaching grammar taken over two years with students studying Japanese in the last two years of high school. The main focus is an enquiry based approach to grammar introduction and a three tier system using videos and online support material to allow for differentiation and personalised learning in the classroom. The aim is to create space for motivated students to do some higher order activities using the target pattern to solve problems and create scenarios. Less motivated students have time to complete basic exercises and struggling students have some time with the teacher in smaller groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differentiation" title="differentiation">differentiation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20technologies" title=" digital technologies"> digital technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=personalised%20learning%20plans" title=" personalised learning plans"> personalised learning plans</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/78724/enquiry-based-approaches-to-teaching-grammar-and-differentiation-in-the-senior-japanese-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">210</span> Agreement Across Borders: Theoretical Templates in the Brain of a New Language Learner</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sadeq%20Al%20Yaari">Sadeq Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Ayman%20Al%20Yaari"> Ayman Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Adham%20Al%20Yaari"> Adham Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Montaha%20Al%20Yaari"> Montaha Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Aayah%20Al%20Yaari"> Aayah Al Yaari</a>, <a href="https://publications.waset.org/abstracts/search?q=Sajedah%20Al%20Yaari"> Sajedah Al Yaari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The aim of this study is to investigate how the brain of a new language learner establishes theoretical templates to help understand grammatical structure. Method: The study recruited fourteen typically developing and achieving participants from eleven nationalities (ages between 23 and 30). Pre- and post-tests were administered, and the analysis was psychoneurolinguistically discussed. Results: Outline results show that, in grammar acquisition), the challenge that faces the second language learner is in the establishment of the templates relating to abstract nouns. During the process of grammar acquisition, the earlier, the better and fMRI was found to be the practical detector of brain theoretical templates. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=template" title="template">template</a>, <a href="https://publications.waset.org/abstracts/search?q=brain" title=" brain"> brain</a>, <a href="https://publications.waset.org/abstracts/search?q=imaging%20technique" title=" imaging technique"> imaging technique</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20acquisition" title=" grammar acquisition"> grammar acquisition</a> </p> <a href="https://publications.waset.org/abstracts/187001/agreement-across-borders-theoretical-templates-in-the-brain-of-a-new-language-learner" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">35</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">209</span> Raising Linguistic Awareness through Metalinguistic Written Corrective Feedback </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Orit%20Zeevy-Solovey">Orit Zeevy-Solovey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Grammar has traditionally been taught for its own sake, emphasizing rules and drills. However, in recent years, more emphasis is given to communicative competence. Current research suggests that form-focused instruction is notably efficient when incorporated in a meaningful communicative context. It is maintained that writing tasks related to the students’ academic fields will encourage them to express themselves openly in topics that are close to their hearts, without feeling too uneasy about grammatical forms. The teacher can further reduce students’ apprehension of grammar by announcing that credit will be given for merely doing the task and that grammar mistakes will not affect the grade. Students’ linguistic errors can then be corrected by giving metalinguistic feedback which involves providing learners with some kind of explicit remark about the nature of the errors they have made. Research has also shown that learners’ developmental readiness is an important factor influencing the effectiveness of written corrective feedback. Larger effect sizes appear as the proficiency level is higher. The purposes of this paper are to demonstrate how grammar can be taught indirectly through writing tasks, and more specifically, how the use of metalinguistic written corrective feedback given to advanced English as a Foreign Language (EFL) students can raise their linguistic awareness. Since errors are not directly corrected, the students have to work out the corrections needed through exploring grammar books and websites. Longitudinal studies of metalinguistic written corrective feedback comparing the number of errors in students’ first and fourth compositions have shown a decrease in errors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20awareness" title=" linguistic awareness"> linguistic awareness</a>, <a href="https://publications.waset.org/abstracts/search?q=metalinguistic%20corrective%20feedback" title=" metalinguistic corrective feedback"> metalinguistic corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20grammar%20through%20writing" title=" teaching grammar through writing"> teaching grammar through writing</a> </p> <a href="https://publications.waset.org/abstracts/110399/raising-linguistic-awareness-through-metalinguistic-written-corrective-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/110399.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">132</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">208</span> Psycholinguistic Analysis on Stuttering Treatment through Systemic Functional Grammar in Tom Hooper’s The King’s Speech</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nurvita%20Wijayanti">Nurvita Wijayanti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The movie titled The King’s Speech is based on a true story telling an English king suffers from stuttering and how he gets the treatment from the therapist, so that he can reduce the high frequency on stuttering. The treatment uses the unique approach implying the linguistic principles. This study shows how the language works significantly in order to treat the stuttering sufferer using psychological approach. Therefore, the linguistic study is done to analyze the treatment activity. Halliday’s Systemic Functional Grammar is used as the main approach in this study along with qualitative descriptive method. The study finds that the therapist though using the orthodox approach applies the psycholinguistic method to overcome the king’s stuttering. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title="psycholinguistics">psycholinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=stuttering" title=" stuttering"> stuttering</a>, <a href="https://publications.waset.org/abstracts/search?q=systemic%20functional%20grammar" title=" systemic functional grammar"> systemic functional grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=treatment" title=" treatment "> treatment </a> </p> <a href="https://publications.waset.org/abstracts/73172/psycholinguistic-analysis-on-stuttering-treatment-through-systemic-functional-grammar-in-tom-hoopers-the-kings-speech" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73172.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">252</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">207</span> Logic and Arabic Grammar Debates at Medieval Ages: A Quest for Muslim Contributions to Philosophical Development</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Umar%20Sheikh%20Tahir">Umar Sheikh Tahir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the historiography of the relationship between Logic and Arabic grammar in the Muslim Medieval Ages (a period between 750 and 1100/ 150 and 500 Ah). This sensation appears in the famous debate among many others between grammarians represented by abū Sa'id al-Sairafī and logicians represented by abū Bishr Mattā on Logic and its validity. This incident took place in Baghdad around 932 AD. However, this study singlehandedly samples these debates as the base for the contributions of Islamic philosophers to philosophy of language as well as Epistemology. The question that shapes this research is: What is the intellectual development for Muslim thinkers to philosophy of language in regards to this debate? The current research addresses the Arabic grammar and logical debates by conducting historiography to emphasize on Islamic philosophers’ concerns about this issue. Consequently, this debate generates philosophical phenomena and resolutions in deep-thinking. In addition, these dialogues create a language impression for Philosophy in Islamic world from the period under study. Thereupon, Islamic philosophers’ discourse on this phenomenon serves as contribution to the Philosophy of Language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=debates" title="debates">debates</a>, <a href="https://publications.waset.org/abstracts/search?q=epistemology" title=" epistemology"> epistemology</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20and%20grammarians" title=" grammar and grammarians"> grammar and grammarians</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20philosophy" title=" Islamic philosophy"> Islamic philosophy</a>, <a href="https://publications.waset.org/abstracts/search?q=philosophy%20language" title=" philosophy language"> philosophy language</a>, <a href="https://publications.waset.org/abstracts/search?q=logic" title=" logic"> logic</a> </p> <a href="https://publications.waset.org/abstracts/74688/logic-and-arabic-grammar-debates-at-medieval-ages-a-quest-for-muslim-contributions-to-philosophical-development" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">224</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">206</span> Modern Nahwu's View about the Theory of Amil</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kisno%20Umbar">Kisno Umbar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Arabic grammar (nahwu) is one of the most important disciplines to learn about the Islamic literature (kitab al-turats). In the last century, learning Arabic grammar was difficult for both the Arabian or non-Arabian native. Most of the traditional nahwu scholars viewed that the theory of amil is a major problem. The views had influenced large number of modern nahwu scholars, and some of them refuse the theory of amil to simplify Arabic grammar to make it easier. The aim of the study is to compare many views of the modern nahwu scholars about the theory of amil including their reasons. In addition, the study is to reveal whether they follow classic scholars or give a view. The author uses literature study approach to get data of modern nahwu scholars from their books as a primary resource. As a secondary resource, the author uses the updated relevant researches from journals about the theory of amil. Besides, the author put on several resources from the traditional nahwu scholars to compare the views. The analysis showed the contrasting views about the theory of amil. Most of the scholars refuse the amil because it isn’t originally derived from Arabic tradition, but it is influenced by Aristotelian philosophy. The others persistently use the amil inasmuch as it is one of the characteristics that differ Arabic language and other languages. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20grammar" title="Arabic grammar">Arabic grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=Amil" title=" Amil"> Amil</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabic%20tradition" title=" Arabic tradition"> Arabic tradition</a>, <a href="https://publications.waset.org/abstracts/search?q=Aristotelian%20philosophy" title=" Aristotelian philosophy"> Aristotelian philosophy</a> </p> <a href="https://publications.waset.org/abstracts/99121/modern-nahwus-view-about-the-theory-of-amil" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99121.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">205</span> Pictorial Multimodal Analysis of Selected Paintings of Salvador Dali</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shaza%20Melies">Shaza Melies</a>, <a href="https://publications.waset.org/abstracts/search?q=Abeer%20Refky"> Abeer Refky</a>, <a href="https://publications.waset.org/abstracts/search?q=Nihad%20Mansoor"> Nihad Mansoor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Multimodality involves the communication between verbal and visual components in various discourses. A painting represents a form of communication between the artist and the viewer in terms of colors, shades, objects, and the title. This paper aims to present how multimodality can be used to decode the verbal and visual dimensions a painting holds. For that purpose, this study uses Kress and van Leeuwen’s theoretical framework of visual grammar for the analysis of the multimodal semiotic resources of selected paintings of Salvador Dali. This study investigates the visual decoding of the selected paintings of Salvador Dali and analyzing their social and political meanings using Kress and van Leeuwen’s framework of visual grammar. The paper attempts to answer the following questions: 1. How far can multimodality decode the verbal and non-verbal meanings of surrealistic art? 2. How can Kress and van Leeuwen’s theoretical framework of visual grammar be applied to analyze Dali’s paintings? 3. To what extent is Kress and van Leeuwen’s theoretical framework of visual grammar apt to deliver political and social messages of Dali? The paper reached the following findings: the framework’s descriptive tools (representational, interactive, and compositional meanings) can be used to analyze the paintings’ title and their visual elements. Social and political messages were delivered by appropriate usage of color, gesture, vectors, modality, and the way social actors were represented. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodal%20analysis" title="multimodal analysis">multimodal analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=painting%20analysis" title=" painting analysis"> painting analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=Salvador%20Dali" title=" Salvador Dali"> Salvador Dali</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20grammar" title=" visual grammar"> visual grammar</a> </p> <a href="https://publications.waset.org/abstracts/131544/pictorial-multimodal-analysis-of-selected-paintings-of-salvador-dali" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">204</span> Left to Right-Right Most Parsing Algorithm with Lookahead</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jamil%20Ahmed">Jamil Ahmed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Left to Right-Right Most (LR) parsing algorithm is a widely used algorithm of syntax analysis. It is contingent on a parsing table, whereas the parsing tables are extracted from the grammar. The parsing table specifies the actions to be taken during parsing. It requires that the parsing table should have no action conflicts for the same input symbol. This requirement imposes a condition on the class of grammars over which the LR algorithms work. However, there are grammars for which the parsing tables hold action conflicts. In such cases, the algorithm needs a capability of scanning (looking-ahead) next input symbols ahead of the current input symbol. In this paper, a ‘Left to Right’-‘Right Most’ parsing algorithm with lookahead capability is introduced. The 'look-ahead' capability in the LR parsing algorithm is the major contribution of this paper. The practicality of the proposed algorithm is substantiated by the parser implementation of the Context Free Grammar (CFG) of an already proposed programming language 'State Controlled Object Oriented Programming' (SCOOP). SCOOP’s Context Free Grammar has 125 productions and 192 item sets. This algorithm parses SCOOP while the grammar requires to ‘look ahead’ the input symbols due to action conflicts in its parsing table. Proposed LR parsing algorithm with lookahead capability can be viewed as an optimization of ‘Simple Left to Right’-‘Right Most’ (SLR) parsing algorithm. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=left%20to%20right-right%20most%20parsing" title="left to right-right most parsing">left to right-right most parsing</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax%20analysis" title=" syntax analysis"> syntax analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=bottom-up%20parsing%20algorithm" title=" bottom-up parsing algorithm"> bottom-up parsing algorithm</a> </p> <a href="https://publications.waset.org/abstracts/128733/left-to-right-right-most-parsing-algorithm-with-lookahead" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">203</span> Integrating Critical Stylistics and Visual Grammar: A Multimodal Stylistic Approach to the Analysis of Non-Literary Texts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shatha%20Khuzaee">Shatha Khuzaee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study develops multimodal stylistic approach to analyse a number of BBC online news articles reporting some key events from the so called ‘Arab Uprisings’. Critical stylistics (CS) and visual grammar (VG) provide insightful arguments to the ways ideology is projected through different verbal and visual modes, yet they are mode specific because they examine how each mode projects its meaning separately and do not attempt to clarify what happens intersemiotically when the two modes co-occur. Therefore, it is the task undertaken in this research to propose multimodal stylistic approach that addresses the issue of ideology construction when the two modes co-occur. Informed by functional grammar and social semiotics, the analysis attempts to integrate three linguistic models developed in critical stylistics, namely, transitivity choices, prioritizing and hypothesizing along with their visual equivalents adopted from visual grammar to investigate the way ideology is constructed, in multimodal text, when text/image participate and interrelate in the process of meaning making on the textual level of analysis. The analysis provides comprehensive theoretical and analytical elaborations on the different points of integration between CS linguistic models and VG equivalents which operate on the textual level of analysis to better account for ideology construction in news as non-literary multimodal texts. It is argued that the analysis well thought out a plan that would remark the first step towards the integration between the well-established linguistic models of critical stylistics and that of visual analysis to analyse multimodal texts on the textual level. Both approaches are compatible to produce multimodal stylistic approach because they intend to analyse text and image depending on whatever textual evidence is available. This supports the analysis maintain the rigor and replicability needed for a stylistic analysis like the one undertaken in this study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multimodality" title="multimodality">multimodality</a>, <a href="https://publications.waset.org/abstracts/search?q=stylistics" title=" stylistics"> stylistics</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20grammar" title=" visual grammar"> visual grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semiotics" title=" social semiotics"> social semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=functional%20grammar" title=" functional grammar"> functional grammar</a> </p> <a href="https://publications.waset.org/abstracts/77486/integrating-critical-stylistics-and-visual-grammar-a-multimodal-stylistic-approach-to-the-analysis-of-non-literary-texts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77486.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">220</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">202</span> Exploring the Vocabulary and Grammar Advantage of US American over British English Speakers at Age 2;0</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janine%20Just">Janine Just</a>, <a href="https://publications.waset.org/abstracts/search?q=Kerstin%20Meints"> Kerstin Meints</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aims to compare vocabulary size and grammatical development between US American English- and British English-speaking children at age 2;0. As there is evidence that precocious children with large vocabularies develop grammar skills earlier than their typically developing peers, it was investigated if this also holds true across varieties of English. Thus, if US American children start to produce words earlier than their British counterparts, this could mean that US children are also at an advantage in the early developmental stages of acquiring grammar. This research employs a British English adaptation of the MacArthur-Bates CDI Words and Sentences (Lincoln Toddler CDI) to compare vocabulary and also grammar scores with the updated US Toddler CDI norms. At first, the Lincoln TCDI was assessed for its concurrent validity with the Preschool Language Scale (PLS-5 UK). This showed high correlations for the vocabulary and grammar subscales between the tests. In addition, the frequency of the Toddler CDI’s words was also compared using American and British English corpora of adult spoken and written language. A paired-samples t-test found a significant difference in word frequency between the British and the American CDI demonstrating that the TCDI’s words were indeed of higher frequency in British English. We then compared language and grammar scores between US (N = 135) and British children (N = 96). A two-way between groups ANOVA examined if the two samples differed in terms of SES (i.e. maternal education) by investigating the impact of SES and country on vocabulary and sentence complexity. The two samples did not differ in terms of maternal education as the interaction effects between SES and country were not significant. In most cases, scores were not significantly different between US and British children, for example, for overall word production and most grammatical subscales (i.e. use of words, over- regularizations, complex sentences, word combinations). However, in-depth analysis showed that US children were significantly better than British children at using some noun categories (i.e. people, objects, places) and several categories marking early grammatical development (i.e. pronouns, prepositions, quantifiers, helping words). However, the effect sizes were small. Significant differences for grammar were found for irregular word forms and progressive tense suffixes. US children were more advanced in their use of these grammatical categories, but the effect sizes were small. In sum, while differences exist in terms of vocabulary and grammar ability, favouring US children, effect sizes were small. It can be concluded that most British children are ‘catching up’ with their US American peers at age 2;0. Implications of this research will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title="first language acquisition">first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar" title=" grammar"> grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20report%20instrument" title=" parent report instrument"> parent report instrument</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/66683/exploring-the-vocabulary-and-grammar-advantage-of-us-american-over-british-english-speakers-at-age-20" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">201</span> Communicative Competence versus Language Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pouya%20Vakili">Pouya Vakili</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of present paper is to have a rough comparison between language proficiency and communicative competence, moreover, how different scholars in the field of second language acquisition/assessment have defined competence in different paradigms. Researchers differ, however, in how they view 'competence'. Those who are dealing with generative tradition associated with Chomsky have defined it as linguistic competence (knowledge of the grammar of L2). Other researchers have adopted a broader perspective that is examining how learners acquire communicative competence (knowledge of both the L2 grammar and of how this system is put to use in actual communication). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=competence" title=" competence"> competence</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20competence" title=" linguistic competence"> linguistic competence</a> </p> <a href="https://publications.waset.org/abstracts/33462/communicative-competence-versus-language-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">200</span> Developing Writing Skills of Learners with Persistent Literacy Difficulties through the Explicit Teaching of Grammar in Context: Action Research in a Welsh Secondary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jean%20Ware">Jean Ware</a>, <a href="https://publications.waset.org/abstracts/search?q=Susan%20W.%20Jones"> Susan W. Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: The benefits of grammar instruction in the teaching of writing is contested in most English speaking countries. A majority of Anglophone countries abandoned the teaching of grammar in the 1950s based on the conclusions that it had no positive impact on learners’ development of reading, writing, and language. Although the decontextualised teaching of grammar is not helpful in improving writing, a curriculum with a focus on grammar in an embedded and meaningful way can help learners develop their understanding of the mechanisms of language. Although British learners are generally not taught grammar rules explicitly, learners in schools in France, the Netherlands, and Germany are taught explicitly about the structure of their own language. Exposing learners to grammatical analysis can help them develop their understanding of language. Indeed, if learners are taught that each part of speech has an identified role in the sentence. This means that rather than have to memorise lists of words or spelling patterns, they can focus on determining each word or phrase’s task in the sentence. These processes of categorisation and deduction are higher order thinking skills. When considering definitions of dyslexia available in Great Britain, the explicit teaching of grammar in context could help learners with persistent literacy difficulties. Indeed, learners with dyslexia often develop strengths in problem solving; the teaching of grammar could, therefore, help them develop their understanding of language by using analytical and logical thinking. Aims: This study aims at gaining a further understanding of how the explicit teaching of grammar in context can benefit learners with persistent literacy difficulties. The project is designed to identify ways of adapting existing grammar focussed teaching materials so that learners with specific learning difficulties such as dyslexia can use them to further develop their writing skills. It intends to improve educational practice through action, analysis and reflection. Research Design/Methods: The project, therefore, uses an action research design and multiple sources of evidence. The data collection tools used were standardised test data, teacher assessment data, semi-structured interviews, learners’ before and after attempts at a writing task at the beginning and end of the cycle, documentary data and lesson observation carried out by a specialist teacher. Existing teaching materials were adapted for use with five Year 9 learners who had experienced persistent literacy difficulties from primary school onwards. The initial adaptations included reducing the amount of content to be taught in each lesson, and pre teaching some of the metalanguage needed. Findings: Learners’ before and after attempts at the writing task were scored by a colleague who did not know the order of the attempts. All five learners’ scores were higher on the second writing task. Learners reported that they had enjoyed the teaching approach. They also made suggestions to be included in the second cycle, as did the colleague who carried out observations. Conclusions: Although this is a very small exploratory study, these results suggest that adapting grammar focused teaching materials shows promise for helping learners with persistent literacy difficulties develop their writing skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=explicit%20teaching%20of%20grammar%20in%20context" title="explicit teaching of grammar in context">explicit teaching of grammar in context</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy%20acquisition" title=" literacy acquisition"> literacy acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=persistent%20literacy%20difficulties" title=" persistent literacy difficulties"> persistent literacy difficulties</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a> </p> <a href="https://publications.waset.org/abstracts/92233/developing-writing-skills-of-learners-with-persistent-literacy-difficulties-through-the-explicit-teaching-of-grammar-in-context-action-research-in-a-welsh-secondary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92233.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">156</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">199</span> Syntactic Ambiguity and Syntactic Analysis: Transformational Grammar Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Olupe">Olufemi Olupe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Within linguistics, various approaches have been adopted to the study of language. One of such approaches is the syntax. The syntax is an aspect of the grammar of the language which deals with how words are put together to form phrases and sentences and how such structures are interpreted in language. Ambiguity, which is also germane in this discourse is about the uncertainty of meaning as a result of the possibility of a phrase or sentence being understood and interpreted in more than one way. In the light of the above, this paper attempts a syntactic study of syntactic ambiguities in The English Language, using the Transformational Generative Grammar (TGG) Approach. In doing this, phrases and sentences were raised with each description followed by relevant analysis. Finding in the work reveals that ambiguity cannot always be disambiguated by the means of syntactic analysis alone without recourse to semantic interpretation. The further finding shows that some syntactical ambiguities structures cannot be analysed on two surface structures in spite of the fact that there are more than one deep structures. The paper concludes that in as much as ambiguity remains in language; it will continue to pose a problem of understanding to a second language learner. Users of English as a second language, must, however, make a conscious effort to avoid its usage to achieve effective communication. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=syntax" title=" syntax"> syntax</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a>, <a href="https://publications.waset.org/abstracts/search?q=ambiguity" title=" ambiguity"> ambiguity</a> </p> <a href="https://publications.waset.org/abstracts/51240/syntactic-ambiguity-and-syntactic-analysis-transformational-grammar-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">394</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> Grammar as a Logic of Labeling: A Computer Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacques%20Lamarche">Jacques Lamarche</a>, <a href="https://publications.waset.org/abstracts/search?q=Juhani%20Dickinson"> Juhani Dickinson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper introduces a computational model of a Grammar as Logic of Labeling (GLL), where the lexical primitives of morphosyntax are phonological matrixes, the form of words, understood as labels that apply to realities (or targets) assumed to be outside of grammar altogether. The hypothesis is that even though a lexical label relates to its target arbitrarily, this label in a complex (constituent) label is part of a labeling pattern which, depending on its value (i.e., N, V, Adj, etc.), imposes language-specific restrictions on what it targets outside of grammar (in the world/semantics or in cognitive knowledge). Lexical forms categorized as nouns, verbs, adjectives, etc., are effectively targets of labeling patterns in use. The paper illustrates GLL through a computer model of basic patterns in English NPs. A constituent label is a binary object that encodes: i) alignment of input forms so that labels occurring at different points in time are understood as applying at once; ii) endocentric structuring - every grammatical constituent has a head label that determines the target of the constituent, and a limiter label (the non-head) that restricts this target. The N or A values are restricted to limiter label, the two differing in terms of alignment with a head. Consider the head initial DP ‘the dog’: the label ‘dog’ gets an N value because it is a limiter that is evenly aligned with the head ‘the’, restricting application of the DP. Adapting a traditional analysis of ‘the’ to GLL – apply label to something familiar – the DP targets and identifies one reality familiar to participants by applying to it the label ‘dog’ (singular). Consider next the DP ‘the large dog’: ‘large dog’ is nominal by even alignment with ‘the’, as before, and since ‘dog’ is the head of (head final) ‘large dog’, it is also nominal. The label ‘large’, however, is adjectival by narrow alignment with the head ‘dog’: it doesn’t target the head but targets a property of what dog applies to (a property or value of attribute). In other words, the internal composition of constituents determines that a form targets a property or a reality: ‘large’ and ‘dog’ happen to be valid targets to realize this constituent. In the presentation, the computer model of the analysis derives the 8 possible sequences of grammatical values with three labels after the determiner (the x y z): 1- D [ N [ N N ]]; 2- D [ A [ N N ] ]; 3- D [ N [ A N ] ]; 4- D [ A [ A N ] ]; 5- D [ [ N N ] N ]; 5- D [ [ A N ] N ]; 6- D [ [ N A ] N ] 7- [ [ N A ] N ] 8- D [ [ Adv A ] N ]. This approach that suggests that a computer model of these grammatical patterns could be used to construct ontologies/knowledge using speakers’ judgments about the validity of lexical meaning in grammatical patterns. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=syntactic%20theory" title="syntactic theory">syntactic theory</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20linguistics" title=" computational linguistics"> computational linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=logic%20and%20grammar" title=" logic and grammar"> logic and grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=semantics" title=" semantics"> semantics</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20and%20grammar" title=" knowledge and grammar"> knowledge and grammar</a> </p> <a href="https://publications.waset.org/abstracts/187462/grammar-as-a-logic-of-labeling-a-computer-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187462.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">38</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> Programming with Grammars</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20M.%20Maurer%20Maurer">Peter M. Maurer Maurer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> DGL is a context free grammar-based tool for generating random data. Many types of simulator input data require some computation to be placed in the proper format. For example, it might be necessary to generate ordered triples in which the third element is the sum of the first two elements, or it might be necessary to generate random numbers in some sorted order. Although DGL is universal in computational power, generating these types of data is extremely difficult. To overcome this problem, we have enhanced DGL to include features that permit direct computation within the structure of a context free grammar. The features have been implemented as special types of productions, preserving the context free flavor of DGL specifications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=DGL" title="DGL">DGL</a>, <a href="https://publications.waset.org/abstracts/search?q=Enhanced%20Context%20Free%20Grammars" title=" Enhanced Context Free Grammars"> Enhanced Context Free Grammars</a>, <a href="https://publications.waset.org/abstracts/search?q=Programming%20Constructs" title=" Programming Constructs"> Programming Constructs</a>, <a href="https://publications.waset.org/abstracts/search?q=Random%20Data%20Generation" title=" Random Data Generation"> Random Data Generation</a> </p> <a href="https://publications.waset.org/abstracts/129615/programming-with-grammars" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129615.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info 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