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In sending text messages on mobile phones, students often use a special type of register, called textese. This register allows the omission of words. It is possible that a student's grammar system is influenced by textese as well as grammar rules which are often transgressed in this register. This paper aimed to find out the implication of texting on the English grammar skills of grade 7 students. Specifically, the study sought to answer the problems of how the respondents were characterized in terms of texting characteristics and its duration, their level of English grammar skills, and the significant relationship between their texting characteristics and their English Grammar as well as the significant relationship between their exposure to texting and their English Grammar skills level. The study employed a qualitative-quantitative research method. Respondents were asked to answer the English Grammar test composed of 6 parts; Sentence structure, Syntax, Spelling, Capitalization, Punctuation, and Abbreviation. In analyzing the data objectively, the statistical tools used included frequency and percentage, mean, and Pearson-product moment. Based on the respondents' characteristics on text messaging, the grade 7 students spent about 1-6 hours a day, incurred occasional to frequent shortcut spellings, and tended to have 50% to 75% content use of English. Second, among the different competencies in English grammar, the results revealed Spelling as the highest while Sentence Structure was their weakest performance. Third, in the correlation analysis between exposure to text messaging in English in terms of duration of texting, frequency of shortcut words, extent of texting in English, and Level of English Grammar Skills, the three variables revealed negative low correlations. Hence, after an intensive analysis of the data, the study concluded that texting has negative implications on the English grammar skills of grade 7 students. [ABSTRACT FROM AUTHOR]

The English pronominal system has been the matter of heated debate among grammarians for the last 300 years. This is especially the case of the dichotomy nominative-objective pronoun forms I/me; he/him; she/her; we/us; and they/them in a set of linguistic contexts. In present-day English, the phenomenon does not appear to be a matter of correct vs. incorrect language, but one of formal vs. informal language, although a different state of affairs is found in earlier periods of English. Since the eighteenth century, a great concern for language correctness grew, resulting in an upsurge in the publication of grammars as an attempt to regularize the language and ‘enforce a uniformity and conformity to some absolute standard’ (Drake 1977: 1). Usage books, however, reveal a lack of consensus among grammarians on the ‘correct’ use of pronouns, and a look at the evidence demonstrates significant variation on their usage during the late Modern period. The present paper aims to investigate the correlation between prescriptivist norms and actual usage as regards English pronominal forms over the course of the eighteenth and nineteenth centuries. Precepts are studied in view of prescriptive commentary in grammars, whereas quantitative data is retrieved from CLMET3.1 (The corpus of late modern English texts). The purpose of this piece of work is therefore twofold: a) to analyze the historical distribution of pronoun case forms in postverbal position in the period 1710–1920 and b) to evaluate the influence that prescriptive rules may have had upon their actual usage over time. Case variation is thus explored in three different linguistic environments, including the use of pronouns after the linking verb be (e.g. ‘it is I/me’) and after the conjunctions than (e.g. ‘she is taller than I/me’) and as (e.g. ‘she is as tall as I/me’). [ABSTRACT FROM AUTHOR]

This paper discusses the use of zero and that as connectors for object clauses in eighteenth-century English. Previous approaches have shown that the use of zero increased in late Middle English and became well-established in the second half of the sixteenth century, especially in speech-based text-types. Our own research, based on the evidence of The Parsed Corpus of Early English Correspondence, has shown that in the mid-seventeenth century zero was well beyond the mid-range stage of lexical diffusion (73%) with the five high frequency verbs to know, to think, to say, to tell and to hope. Chronologically, it has been shown that progress of the zero innovation was thwarted in the eighteenth century, which has been attributed to the effect of prescriptivism. In this paper, we intend to throw light on this issue by tracking the courses of zero and that during the eighteenth century in both usage and precept. With this purpose we rely on two sources of information. On the one hand, a precept corpus containing a selection of grammars published in Britain in 1681–1800. Usage, on the other, has been surveyed in light of the evidence of The Corpus of Early English Correspondence Extension Sampler. Our aim is to assess the existence of a correlation between usage and precept in the expression of object clauses in this period with the following objectives: i) to analyse the use and distribution of zero and that clauses among grammarians; ii) to evaluate the incidence of the phenomenon in correspondence, as an input mirroring the vernacular; and iii) to assess the role of the grammarians’ statements in the propagation of the marked conjunction over the period. [ABSTRACT FROM AUTHOR]

While discourse competence (DC) has been identified as the core competence in English as a foreign language (EFL) learning and communication, only a few empirical studies have focused on DC in speaking assessments. This study investigates the discourse features (i.e., cohesion and coherence) of Taiwanese candidates' performances in an argumentative exposition task in the General English Proficiency Test (GEPT) by analyzing the construction of cohesion and coherence across four band scores (i.e., Bands 2, 3, 4, and 5). Cohesion analysis showed that all the three types of cohesion devices (i.e., grammatical, logical, and lexical) develop linearly with increasing band score levels. The higher-score test-takers (Bands 4 and 5) adopted grammatically and semantically more appropriate references to establish an accurate relation with the referents. They also tended to use a higher frequency of overall conjunctions (particularly additive) and repetition to promote logical and lexical cohesion. Coherence analysis found that high-score candidates were more equipped to produce a response that complies with the expected generic structure of argumentative tasks. While more complex theme-rheme patterns appeared more frequently in the discourse of higher-score candidates, theme reiteration patterns were only observed in Band 2. These results illustrate how Taiwanese EFL learners demonstrate DC with cohesive and coherence strategies in speaking test performance across band scores. Pedagogical implications for language teaching and learning are then discussed. [ABSTRACT FROM AUTHOR]

This study investigates how prepositional phrases within English noun phrases (e.g., the studentof physicsfrom Italy) are represented and processed by advanced Chinese‐speaking learners of English (henceforth L2ers). Using grammaticality judgment tasks and self‐paced reading tasks, we aim to examine the offline performance and the real‐time processing of English NP‐internal PPs in relation to the head nouns. To this end, two groups of participants were instructed to provide judgments of testing materials and to respond on‐line to experimental stimuli containing the proform one. Results indicate that highly proficient L2ers processed English NP‐internal PPs utterly differently from English controls in that they demonstrated almost no sensitivity to the existence of PPs as complements following one, mostly without consciously distinguishing them from PP adjuncts. To account for L2ers' response patterns, we propose a partial representation hypothesis (PRH), claiming that L2ers tend to disregard intermediate categories containing PP‐complements in English NPs, thus only partially representing syntactic constituents of the target language. As a structural explanation, PRH awaits further corroboration and/or falsification from more empirical studies. [ABSTRACT FROM AUTHOR]

A considerable body of research has investigated the influence of linguistic variables on comprehensibility and accentedness in L2 speech. However, studies on this topic have overwhelmingly focused on L2 English, with little known about other L2s. This study investigated linguistic influences on accentedness and comprehensibility in L2 Korean. Participants included 198 L2 Korean speakers of varying proficiency levels and L1 and 82 L1 Korean listeners from South Korea. The speakers completed a monologic speaking task and their speech samples were coded for phonological, lexical, grammatical, and fluency variables. Listener ratings indicated speakers were perceived as more comprehensible than they were nativelike, but the correlation between the two was extremely strong (r = 0.90). Regression models using linguistic variables to predict comprehensibility and accentedness yielded R2 values of 0.71 and 0.65, respectively. Most linguistic variables had similar influences on comprehensibility and accentedness, with some notable exceptions: intonational phrasing errors and lexical diversity predicted comprehensibility, but not accentedness. [ABSTRACT FROM AUTHOR]

The present paper aims to investigate the interplay of lexical and grammatical development in school-aged Greek-Albanian bilingual children by providing evidence both from majority, Greek, and heritage, Albanian. To this end, 47 8 to 10-year-old bilingual children were tested by means of expressive vocabulary tests in Greek and in Albanian, while their grammatical skills were evaluated by means of the LITMUS Sentence Repetition Task administered in both languages. Additionally, input-related measures in both languages, such as oral language practices, literacy, and educational practices were used to assess the bilingual experience and examine how it would correlate with lexical and grammatical skills. The analysis showed that within each language, lexical and grammatical skills were closely related both for the majority and the heritage language, while when examining across-language effects, grammatical skills in the heritage language were correlated with grammatical skills in the majority language. Concerning the role of input, we found that input in the heritage language supported skills both in the heritage and the majority language. The study's contribution is that by providing novel evidence from this specific language pair it shows that supporting the use of heritage language can boost language skills in both languages. [ABSTRACT FROM AUTHOR]

Gaining competency in a foreign language is a challenging task, but learners can make progress in their language-learning endeavors by implementing suitable techniques and strategies when learning different language skills. With the aid of these strategies, students can improve their understanding and communicative application of different language skills effectively. Grammar learning strategies (GLSs) are a critical aspect of language learning, as they enable learners to refine the rules and practices of the target language. By investing in effective GLSs, foreign language learners can become more successful in the long run. Therefore, the present study aims to explore GLSs that Saudi EFL learners use and consider effective. To achieve this objective, the current study employed a mixed-method approach to examine a cohort of 102 Saudi EFL learners. These students were both high and low achievers. They were provided with an Arabic-translated version of Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI). Collected data were analyzed quantitatively and qualitatively. The study concluded that high achievers employ a greater variety of grammar learning strategies compared to low achievers. The two groups agreed on prioritizing two types GLSs which are cognitive GLSs that enhance grammar comprehension and production and GLSs that address corrective feedback. However, they differed in the utilization of other types of strategies. This implies the need for further investigation of EFL low achievers to diagnose the drawbacks of their use of GLSs in order to fully take advantage of these strategies. [ABSTRACT FROM AUTHOR]

The traditional English grammar error correction system has problems such as poor error recognition precision and error correction success rate to be improved. Therefore, in this study, data augmentation techniques were used to transform and process error correcting English texts, and a rule-based and shallow neural network-based English text grammar correction model was constructed. The experimental results showed that the grammar error generation (GEG), rule-based (RB), classification-based (CB), and recurrent neural network (RNN) models achieved accuracy rates of 93.92%, 82.17%, 79.41%, and 88.09% in correcting grammar errors on 1702641 test sentences in the One Billion word corpus, respectively. The experimental results showed that the English grammar error correction model designed in this study had a strong error correction ability, but the computational efficiency was low. The research results significantly improved the accuracy and generalization ability of English grammar correction, optimized learning costs, and brought positive impacts to educational applications, providing strong support for the development of intelligent English grammar correction. [ABSTRACT FROM AUTHOR]

The article discusses the importance of conducting grammatical analysis to describe grammatical complexity in learner language. It critiques the use of omnibus measures that overlook specific grammatical structures and syntactic functions, advocating for a more principled linguistic analysis. The authors argue that a comprehensive understanding of grammatical complexity in English learner language requires a detailed examination of grammatical structures and syntactic functions. They highlight the limitations of relying on general measures and emphasize the need for collaboration between SLA researchers and grammarians to develop linguistically adequate methods. [Extracted from the article]

The article "Guhtlac a line 475a: textual criticism and metrical decontraction" by Rafael J. Pascual discusses the analysis of a specific verse in Old English poetry, Guthlac A line 475a, focusing on the metrical structure and textual criticism. The verse in question, ealdfeonda, has attracted scholarly attention due to its unique three-position structure, below the typical four-position requirement. Different scholars have proposed emendations and interpretations, with debates on the necessity of decontraction and potential textual transmission errors. The article explores various possibilities and offers insights into the complexities of Old English meter and poetic composition. [Extracted from the article]

Languages differ in their realization of the subject argument: non-null-subject languages, like English, require subjects to be phonologically overt; rather, null-subject languages, like Greek, allow the subject to be overt or null. This cross-linguistic difference can lead to the transfer of grammatical properties across languages during bilingual language acquisition. The direction of crosslinguistic transfer is known to be affected by structural overlap and linguistic dominance. This exploratory study was conducted to establish whether structural overlap or linguistic dominance affect the production patterns of Greek children who acquire English at preschool. If structural overlap determines the direction of transfer, then children will overuse overt subjects in Greek; if dominance determines the direction of transfer, then children will overuse null subjects in English. Two groups of Greek children (between 3;6–4;5 and 4;6–5;8) attending a monolingual English immersion programme in Greece participated in a novel oral elicitation task that tested their use of null and overt subjects in both languages. Both groups produced significantly more null and fewer overt subjects in English than an English monolingual control group, but the same number of null and overt subjects in Greek as a Greek monolingual control group. This finding suggests that the preschoolers, who start learning English at 3;0 years, experience crosslinguistic transfer from Greek, their dominant language, to English – thus highlighting the role that dominance plays in determining the direction of crosslinguistic transfer among successive bilingual children. [ABSTRACT FROM AUTHOR]

Affluent in semiotic resources and containing great communicability, Chinese university emblems have yet to attract much academic research. Drawing on studies of social semiotics, typographic landscaping and multimodal concepts, this paper explores the linguistic and social dimension of meaning-making practice and the entanglement of Chinese and Western elements in Chinese university emblems. Examining 156 university emblems in mainland China, this research developed a denotational inventory of Chinese university emblems. Adopting Kress and van Leeuwen's grammar of visual design, this research also scrutinised the connotative meaning of the visual contents. The findings show that the ensemble of meaning-making is achieved by the orchestration of three pivotal frameworks: synchronisation of various semiotic modes, influence of the social reality of China and imbuement of domestic and foreign ideologies. Consequently, the neo-Chinese style of modern Chinese university emblem design is constructed. With its integrative approach, the nuanced and comprehensive analysis of this research will generate fresh insights into the exploration of the social semiotic and typographic landscaping of university emblems in China. [ABSTRACT FROM AUTHOR]

The article discusses a collaboration between tutors-in-training and first-year multilingual writers at Boston College. The project aimed to benefit both writers and tutors by providing support outside the classroom. Through tutor training and collaborative sessions, students improved their writing skills and gained confidence in sharing their voices. The collaboration emphasized the importance of dialogue and creating a safe and inclusive space for writers to develop their writing skills. Overall, the project highlighted the value of collaborative work in supporting diverse writers and fostering meaningful connections in a globalized world. [Extracted from the article]

This study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one pre-intermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The learners in the HF and LF recast groups completed five and two tasks, respectively, in a video-conferencing environment and received oral recasts on their incorrect use of English articles. Learners in the test control group only took the pre and posttests, and learners in the task control group completed five tasks without receiving feedback on the target structure. The outcome was measured through online picture description and error correction tasks. Findings showed that in the picture description task, learners in the HF group performed significantly better than those in the LF recast group and the control groups. In the error correction task, the results revealed a short-term advantage for learners in the HF group, which faded away in the delayed posttest. Significant correlations were also found between the recast frequency and learners' score improvement in the immediate and delayed picture description tasks but not in the error correction tasks. These results suggest that recast quantity may play an important role in improving learners' accuracy of their oral production. [ABSTRACT FROM AUTHOR]

Objective: The present study investigated the relationship between self-regulation strategy use and self-efficacy beliefs in learning English grammar and grammatical knowledge of a group of Iranian EFL learners. Methods: The study adopted a correlational design and the data were collected by using a set of questionnaires. Results: The results of data analyses indicated that these constructs are positively correlated. The results of multiple regression also showed the significance of managing environment and behavior strategy in accounting for the grammatical knowledge of the learners. Furthermore, the MANOVA results proved the superiority of more proficient students in their selfregulation and self-efficacy beliefs. Conclusions: Finally, it was suggested that learners' cognitive understanding of grammar is interconnected with their beliefs about their capabilities and their strategic use of learning methods. Therefore, educators should design language courses that integrate both grammar instruction and strategies to enhance learners' self-regulation and self-efficacy levels. [ABSTRACT FROM AUTHOR]

The article discusses the issue of compiling large grammatical works, including academic grammars. In particular, answers are sought for such questions as the following: What is the scientific character (style) of compiling fundamental grammatical works? What should their scientific apparatus, their design and structure look like? What research methods should be used? What is their target audience? In order to achieve this purpose, we carried out a comparison of academic grammars originating in the Soviet Union and those fundamental, voluminous grammatical works compiled according to the European-American model. The experience of compiling grammatical editions in Turkic languages has also been taken into account. The ideas obtained as a result were used in compiling the next academic grammar of the Kazakh language. This article was written with the objective of sharing the experience and elaborating on the results of the comparison. It has been found out that fundamental grammatical works have their own scientific character (this concerns the Soviet school): academic grammars are written on the normative and descriptive basis, i.e. scientific descriptions must be accompanied by a normative differentiation. The structure is directly linked to the levels of language which the editorial board have chosen as the object of study (lexis, phonetics, word building, morphology and syntax). There are consistency and moderation in designing grammatical works as well. Research material and examples are taken from literary samples. These principles are based on the fact that academic grammars are oriented to scientific and educational community. At the same time, as European and American fundamental grammars are compiled for the general scientific community, the aforementioned academic principles may not be followed. Since fundamental grammatical works are not compiled very often (once in 20–30 years), such studies are not frequent either. The grammars created in the Soviet period have not been revised fully yet. It is specifically important to revise academic grammars, as they need to document and standardize the new knowledge in the field of language. The issue of revising the academic grammar of the Kazakh language has been brought into the spotlight, and in 2022, the new generation of the grammar was prepared. For this reason, the conclusions of the article and the experience obtained while developing the new generation of the “Kazakh Grammar” may become useful while compiling new fundamental grammatical works.

Pedagogic discourse has been studied stylistically from many theoretical perspectives. However, there is no recent systematic review of the functional stylistic approach to pedagogic discourse. This study presents a systematic review of the functional stylistic approach to analysing multimodal pedagogic discourse using Systemic Functional Linguistics and visual grammar. Through analysing studies from five databases, the review demonstrates that most studies focus on analysing multimodal pedagogic discourse, such as language, gesture, space, gaze, facial expressions, PowerPoint slides, mathematic symbolisms, whiteboard, and educational apps, from the perspectives of context, meta-functional meaning, and semiotic relations, and preferred qualitative analysis methods. The review also proposes a functional grammatical framework for pedagogic discourse stylistic analysis and implies a strong demand for a quantitative or mixed-methods approach to further investigate pedagogic discourse and its impact on pedagogic effect. [ABSTRACT FROM AUTHOR]

The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study 2, 50 learners were assigned to either of the two experimental groups (direct, indirect) or the control group based on their language analytical ability (LAA). All the three groups worked on two in-class computer-mediated animation description tasks in pairs for 50 minutes. The two experimental groups received either direct or indirect SWCF on their uses of the referential articles during the tasks, while the control group did not. Learners' article use was assessed with an animation description test and a sentence rewriting test on a pretest (one week prior to the treatment), posttest (a few days after), and delayed posttest (two weeks after). Inclusiveness of SWCF was explored by examining changes in performance of high LAA and low LAA learners separately. Study 3 recruited another cohort of 51 learners from the same writing program and replicated Study 2 with a modified test in place of the sentence rewriting test. Findings suggested that only the direct group improved to a greater extent than the control group, and this finding was found only in Study 2, potentially questioning the effectiveness of SWCF in this context. However, SWCF improved low LAA learners' article use to a comparable extent to high LAA learners, contributing to inclusive classroom teaching. [ABSTRACT FROM AUTHOR]

The aim of this paper is to give an account of John Wallis's analysis of sound symbolism in his English Grammar (1653), and to position this in the larger context of contemporary linguistic controversies concerning the search for a universal or philosophical language, as discussed both by other thinkers in the circle of the Royal Society and also by scholars on the continent of Europe. Although Wallis is usually taken to be a critical observer rather than an active participant in these debates, the paper will attempt to provide detailed evidence for his having been a previously unidentified source for the various alternative proposals for phonetic notation developed in John Wilkin's philosophical language scheme (1688). [ABSTRACT FROM AUTHOR]

Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The model provides educators with a structured approach to developing blended curricula that leverage online and offline affordances. Blended designs following this framework promise to increase learner engagement, motivation, and outcomes. [ABSTRACT FROM AUTHOR]

This descriptive-exploratory study aims to determine the extent of difficulties English language studies majors at Mindanao State University-Sulu encountered during their language learning experience in the 2023-2024 academic year. employing Pearson's r correlation test, the weighted mean, the standard deviation, the t-test for independent samples, and one-way ANOVA. The study's findings are as follows: 1 Of the 100 respondents, the majority are female, in their first or second year of college, and fall between the ages of 20 and older. 2) Students at MSU-Sulu who answered the topic about how hard it is to learn English in the context of grammar and pronunciation both gave the response "Moderate." This shows that although the participants in this study, the students/respondents, may not consider these challenges as major obstacles to their ability to communicate successfully, they do encounter a moderate and balanced level of difficulty when it comes to utilizing proper grammar and pronouncing words correctly. 3) When age and gender-based groups of data are applied, the degree of difficulty BAELS students at MSU-Sulu are having learning the English language is almost always the same, with the exception of year level. However, there is a discernible difference in the level of difficulties BAELS students at MSU-Sulu encounter when studying English language when statistics are sorted by year level. This suggests that although the respondents may be of different ages and genders, their opinions of the subcategories that are included when they are categorized according to year level differ, even though they are students. 4) There is usually a significant relationship between the subcategories that make up the overall category of English learning difficulties. This strong association implies that people who struggle with accurate word pronunciation can also struggle with reading written words, which could impair their overall reading comprehension. In a similar vein, those who struggle with grammar may also have difficulties comprehending the structure and meaning of sentences, which could make it harder for them to comprehend written texts correctly. [ABSTRACT FROM AUTHOR]

Previous research or pertinent studies are essential for a scientific article or research paper. This article reviews the factors influencing students' ability to speak English in the aviation field, focusing on the mastery of speech, vocabulary, and pronunciation. This study is a comprehensive literature review in the domain of English language learning. The objective of this article is to construct a hypothesis regarding the inter-variable influence for conducting further research. The findings of this literature review indicate that: 1) Students' speaking abilities in Aviation English are significantly influenced by their linguistic mastery, which encompasses grammar, syntax, and overall language structure; 2) Their proficiency in Aviation English is also heavily dependent on their vocabulary, specifically the technical and industry-specific terms used in aviation; and 3) Their pronunciation in Aviation English plays a crucial role in their overall speaking abilities, impacting their clarity, intelligibility, and effective communication in professional aviation settings. This review aims to provide a foundation for future studies to explore these interrelated factors in greater depth. [ABSTRACT FROM AUTHOR]

This study examined the impact of emotionally sound web-based teaching on the learners' achievement regarding English grammar. Emotions play a crucial role in education, influencing students' ability to process information and learn effectively. The education system is not giving importance and attention to emotional intelligence education in schools and colleges. They often stress on IQ and not on EI. This study aims to improve English grammar performance by using emotionally sound web-based instruction, addressing the impact of emotions on learning outcomes. The sample of the population for this study was 183 Form Three students selected from a secondary school in Peninsular Malaysia. The research instruments included Pre-test, Post-test, and Trait Emotional Intelligence -- Short Form (TEIQue-SF). The research design for this study is Quasi-Experimental with pre-test and post-test designs. In this study, the independent variable would be the instructional strategies, under two types of treatment conditions as well (Web-based Instruction with Emotional Element (WBIe) and Web-based Instruction without Emotional Element (WBIwe), and a moderator variable (level of emotional intelligence)) in two levels of emotional intelligence (high and low level of emotional intelligence). A simple 22 factorial design was employed here. The results indicated that students in WBIe were performing better rather than in WBIwe in terms of student success in learning English Grammar and between students of emotional intelligence with a high level on each of the WBIe and WBIwe types had the same score. It was found that the emotional intelligence level has a role in the WBIe and the WBIwe performance of the students. The emotional intelligence of high EI students scored higher on English grammar than the EI of low EI students. The results of this study established a link between sound web-based instruction and instruction; it also serves as a call for an instructional designer to understand clearly, why and how emotions affect learning. They can use this to determine how to harness their emotions toward the most effective kind of learning. [ABSTRACT FROM AUTHOR]

This article presents part of a doctoral research project aimed at investigating the effects and possible limits of the discovery learning approach in teaching grammar to English as a foreign language (EFL) students in high schools in Slovakia from the teachers' perceptions. The research project deployed design-based research with a total of 7 EFL teachers in Slovak high schools collecting data in three phases. The data presented in this article focused on intervention and were collected during the second phase of the research project. During the intervention, the teachers were taking field notes which were subsequently analysed. The results of the analysis of the teachers' field notes showed there are mostly positive aspects of the discovery learning approach, pointing out students' experience with discovery and their engagement when learning grammar. However, the results also showed some limits of this approach in the high school environment. Mostly training is needed for both teachers and students so they can make the most of the discovery process. [ABSTRACT FROM AUTHOR]

Copyright of Jordanian Educational Journal is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile-assisted language learning offers a different learning environment, facilitating learning in second/foreign languages and vocabulary learning. The current study attempted to explore the utilization effect of mobile-assisted language learning, facilitating English language learners to perform better in English vocabulary and grammar learning. In other words, this research aims to support the body of research related to the effect and usefulness of mobile learning or mobileassisted language learning by examining the English language context of Saudi Arabian college students. Employing a pre-test/post-test design on 29 diploma students, the researcher compared students' learning performance utilizing mobile learning at King Abdulaziz University, Jeddah-Saudi Arabia. Results indicated that the post-test grades scored by the students were better in vocabulary than the pre-test scores. These findings indicated that the strategic utilization of mobile integrated language learning has the strength to positively impact academic performance, especially in terms of achievement in English vocabulary and grammar. This supports the theory that electronic tools such as mobiles can create a non-formal but interactive way of learning foreign language grammar and vocabulary. Careful implications for foreign language learning were offered. [ABSTRACT FROM AUTHOR]

This experiment is intended to determine the consequences of two artificial intelligence writing assistance tools, namely ProWritingAid and Grammarly, on the writing proficiency of Iranian Intermediate EFL learners. Additionally, the study seeks to ascertain which of these tools, ProWritingAid or Grammarly, exerts a more substantial influence on the writing competency of EFL pupils. A quasi-experimental study design was utilized. Through the Oxford Placement Test, a sample of 96 male students was selected from two private language institutes located in Marand, Iran. Two experimental groups and a control group were formed using a non-random allocation method. Each experimental group utilized one of the artificial intelligence writing aid technologies. Subsequently, an eight-session treatment phase was conducted. Then, one-way ANOVA was adopted to evaluate the results of the writing posttest and it pointed out that both experimental groups accomplished exceedingly well compared to the control group. In addition, it was observed that the group that utilized Grammarly exhibited significantly better performance in comparison to the group that used ProWritingAid. The study's conclusions have major ramifications for educators, language learners, and artificial intelligence writing aid technology developers. Educators have the opportunity to employ artificial intelligence driven writing assistance tools for the purpose of delivering prompt and customized feedback to students. [ABSTRACT FROM AUTHOR]

This paper explores a constructionist and corpus-based approach to Old English formulaic language through an analysis of the "maþelode system" of speech introductions. The analysis is performed on a section of the York-Helsinki Parsed Corpus of Old English Poetry, comprising the poems Beowulf, Battle of Brunanburh, and Exodus. The results show that most instances of the maþelode system belong to a well-attested construction continuum, structured by the widespread Old English (and ultimately Germanic) poetic devices of variation and kenning. This continuum ranges from more fixed repetitions that exclusively involve the verb maþelian to more schematic patterns that are also attested by other speech verbs, by verbs of giving, as well as by a number of further verbs of various semantic types. The particularly high frequency of this pattern with speech verbs and verbs of giving matches the prominent role, highlighted by previous studies, of both word-exchange and gift-exchange within Old English heroic ideology, and suggests that these formulaic patterns served the purpose to characterize the protagonists of speech or giving events as heroic and/or lordly figures. [ABSTRACT FROM AUTHOR]

Copyright of Djoussour El-maarefa is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

English has become the global lingua franca, facilitating communication across diverse nations. The reason for Filipinos to proficiently acquire and utilize English lies in its pivotal role in the nation's future development. This study investigated the reading interest and grammatical competence of first-year education students in one of the private schools in North Cotabato, Philippines. Employing a descriptive-correlational research design, the investigation delineates the respondents' demographic profile, encompassing parents' highest educational attainment and reading material preferences, both print and digital. Furthermore, it scrutinized disparities in reading interest and grammatical competence among students based on demographic profiles and explores the interplay between reading interest and grammatical competence. Findings highlights a noteworthy proclivity among first-year education students toward reading and a high level of grammatical competence. Particularly, mothers' highest educational attainment and access to printed materials exhibit significant correlations with reading interest and grammatical competence, particularly in verb tenses and subject-verb agreement. These findings underscore for ongoing teacher development initiatives aimed at fostering innovative pedagogical approaches that invigorate students' enthusiasm for English language acquisition and literary engagement. [ABSTRACT FROM AUTHOR]

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.

English is a critical subject at every stage of the Nigerian educational system, so it is imperative to guarantee success that corresponds with the substantial resources and time invested in teaching and studying. This research looked at the influence of teachers' attributes on using resources to teach English grammar in English by adopting a descriptive survey research design. All English language instructors employed in public and private secondary schools in Ilorin were the subject of this investigation. This study’s sample comprised 268 English language instructors. A questionnaire created by the researchers was utilized. The data gathered was subjected to reliability assessment using Pearson’s Product Moment Correlation (PPMC). There was a 0.81 correlation coefficient. Mean and percentage were chosen to respond to the study questions posed. The One-Way Analysis of Variance (ANOVA) and the independent t-test were used to evaluate the generated hypotheses at the 0.05 significant level. The results show that the most regularly utilized resources for teaching English grammar were print materials and textbooks, audiovisual aids, models and manipulatives, and digital technologies. It was recommended that curriculum designers continue to promote more realistically oriented materials, as this will help to engage students more and support the efforts of teachers.

This article explores the relationship between theory and observation in scientific research, specifically in the field of linguistics. It discusses different perspectives on the role of observation and data in linguistic research, with a focus on generative syntax. The article emphasizes the importance of intuitive judgments and introspective data in this field, while also acknowledging the value of linguistic corpora and experimental methods. It concludes by presenting two papers that offer new perspectives on existing data in linguistics. The article is part of a collection of papers written to honor the 90th birthday of Mary A. Kato, a respected linguist. These papers cover various topics in linguistics, including language acquisition, syntax, semantics, and the use of judgment data in research. The authors present their findings based on extensive research and analysis of data from different sources, such as corpora and experimental studies. The papers provide valuable insights into the field of linguistics and highlight the significance of judgment data in linguistic research. [Extracted from the article]

This study explored the effects of learning activities which encouraged positive crosslinguistic influence from L2 Spanish to L1 English grammar in young learners. The learners (N = 82) were studying Spanish as their compulsory foreign language at an English state primary school in the UK. As part of ten timetabled Spanish classes over a period of six months, 40 pupils, aged 10–11, engaged in self-study activities involving aspects of Spanish grammar. The activities incorporated thematic content and metalanguage based on the grammar, punctuation and spelling exam (GPS), a national English grammar test taken at the end of primary education. A control group of 42 children engaged in self-study activities with no focus on grammar. L1 English grammar knowledge pre- and post-intervention was assessed using GPS scores. At post-test, a small, non-significant positive effect on attainment in L1 English grammar was observed. Although preliminary and involving only a small effect, the results are promising, showing that engagement with Spanish grammar activities might lead to better performance on English grammar. These findings are consistent with recent research which has established that the cognitive maturity required to develop and deploy metalinguistic awareness is present in children at a younger age than previously assumed. En esta investigación se exploraron los efectos de las actividades de aprendizaje que alentaron la influencia interlingüística positiva del español como L2 al inglés como L1 en aprendices jóvenes. Los aprendices estudiaban el español como idioma extranjero obligatorio en una escuela primaria pública inglesa. Como parte de diez clases de español programadas en un período de seis meses, 40 alumnos entre los 10 y 11 años se dedicaron a actividades de auto aprendizaje que trataban aspectos de gramática española. Dichas actividades incorporaban contenido temático y metalenguaje basado en el GPS (Grammar, Punctuation and Spelling), un examen de gramática inglesa que se presenta al finalizar la educación primaria. Durante estas sesiones, un grupo de control de 42 niños participó en actividades de autoaprendizaje que no se centraron en la gramática. Se evaluó el conocimiento gramatical de L1 antes y después de la intervención usando el puntaje del GPS. En una prueba posterior, se observó un efecto pequeño no significativo en su desempeño en la gramática del inglés. Los resultados, aunque preliminares y con un efecto pequeño, son prometedores y muestran que la participación en actividades de gramática española podría conducir a un mejor desempeño en gramática inglesa. Estos resultados son consistentes con los estudios recientes que han establecido que la madurez cognitiva requerida para desarrollar y hacer uso de una conciencia metalingüística está presente en niños a menor edad de la que se suponía con anterioridad. [ABSTRACT FROM AUTHOR]

This article is a review of the book "Reconnecting form and meaning: In honour of Kristin Davidse," which is a collection of essays that delve into various linguistic topics. The book is divided into three sections, each exploring different aspects of linguistics. The review highlights the book's descriptive nuances and theoretical implications, while also questioning the categorization of certain linguistic constructions. Overall, the book provides a deeper understanding of linguistic subjects and showcases the influential role of Kristin Davidse in the field. [Extracted from the article]

Flipped Classroom (FC) is an educational approach that has gained considerable attention. It incorporates technology to deliver direct instruction outside of class, while in-class time is limited to contextualized collaborative activities. On the other hand, intrinsic motivation (IM) is a fundamental objective for educators, as it helps learners pursue learning throughout the year. It is the internal drive to engage in learning activities for the sake of personal fulfillment and satisfaction. Recognizing the vital role of IM, the paper investigates the efficacy of flipped learning (FL) in raising students' IM in grammar courses within the framework of Self-Determination Theory (SDT). A total of forty-one (n= 41) Saudi EFL university students were normally distributed into two groups. The experimental group receives FC instruction, while the control group is taught using traditional explicit instruction. A pretest and a posttest were administered to both groups. Furthermore, a questionnaire was further distributed to the experimental group. The findings of the present quasi-experimental study demonstrate that FC enhances students' IM by providing a student-centered, supportive, positive, and collaborative technology-based environment that promotes their language attainment and satisfies their basic psychological needs for autonomy, competence, and relatedness. Finally, to ensure its successful implementation, it is recommended that teacher training and thorough content planning are vital before implementing FC. [ABSTRACT FROM AUTHOR]

Adding to limited research on clear speech in tone languages, productions of Mandarin lexical tones were examined in pentasyllabic sentences. Fourteen participants read sentences imagining a hard-of-hearing addressee or a friend in a casual social setting. Tones produced in clear speech had longer duration, higher intensity, and larger F0 values. This style effect was rarely modulated by tone, preceding tonal context, or syllable position, consistent with an overall signal enhancement strategy. Possible evidence for tone enhancement was observed only in one set of analysis for F0 minimum and F0 range, contrasting tones with low targets and tones with high targets. [ABSTRACT FROM AUTHOR]

Indonesian learners of English produced ungrammaticalities in their writing for the International English Language Testing System (IELTS) and faced complicated writing score descriptors for self-evaluations and improvements. These problems were observed among students at Universitas Ahmad Dahlan during their preparatory course for IELT. To address this issue, this study focused on identifying some rules in grammar, the grammatical and ungrammatical clauses based on subject-verb (S + V) structures in their writing performances and measuring the proportions of the two clause types in accordance with the performance's score variation. Both qualitative and quantitative methods were employed. To do so, the study conducted archival research by retrieving data from the teacher's course documents. The archived handwritten writing performances were transcribed manually into digital texts. It employed syntactic analysis to classify the clauses as either grammatical or ungrammatical. It converted the numbers of each clause type per performance into percentages for comparison, and grouped them according to the different scores as the variable. The results showed that the participants produced predominantly simple grammatical clauses to minimize failures when generating more complex structures. To achieve the minimum score of 6 in the writing section, the proportion of grammatically correct and incorrect clauses should be above 47% and below 53%, respectively. These findings offer valuable insights into predicting scores, especially concerning the dimension of 'grammatical range and accuracy in the writing assessment, which benefit both learners and educators. [ABSTRACT FROM AUTHOR]

Given the traditional handwritten English fonts, the accuracy of grammar error detection is unsatisfactory. This attribute leads to poor grammar error correction. Based on the optimized BERT machine vision model, an automatic English translation grammar error detection system is proposed in this paper. First, the basic architecture of the Transformer model and BERT model is considered, and a mixed attention module is discussed into the Transformer model to capture the features of the target in space and channel dimensions and realize the modeling of the context dependence of the target features. The feature maps are sampled by multiple parallel only if then cavity convolutions with different void rates to obtain multi-scale features and enhance local feature representation. Then, the input words of the BERT model are weighted by TFIDF to improve the feature extraction ability of the BERT model and construct the TF-BERT model. A database query rewriting model based on BERT and Transformer is proposed. The construction details of the model are described from the aspects of encoding processing, table embedding, and decoding processing respectively. Based on the principles of English translation, we extract grammatical features and build a grammar error detection method. TF-BERT model is selected as the basic framework. Combined with the hybrid attention mechanism, an automatic error correction model of English grammar is constructed. Finally, it is found that the loss value of the traditional system is as high as 0.7411, and the accuracy rate is 75%, while the loss value of the English grammar error detection system proposed in this paper is 0.2639, and the accuracy rate is 100%, which is 25% higher than that of the traditional system, and the performance is remarkable. [ABSTRACT FROM AUTHOR]

As globalisation advances, an influx of loanwords has been seen in many languages in recent years. Japanese and Korean have similar grammatical features and many English-based loanwords. This study aims to clarify the difference in loanwords in Japanese and Korean adaptation, focusing on substituting alternative native lexicons through COVID-19. First, we collected COVID-19-related news articles in 2020 and extracted COVID-19-related loanwords in Japanese and Korean. Second, we examined the number of loanwords at an initial stage and investigated their changes compared to their alternative native lexicons. Three primary findings emerged from this study: (1) a similar number of loanwords were observed in Japanese and Korean, (2) the two languages had common features in that new words with different meanings or those that do not exist in English (pseudo-anglicisms) were devised based on the adapted loanwords, and (3) more loanwords were retained in Japanese, while relatively many loanwords in Korean became extinct or were replaced by loanwords' alternative native lexicons with time. These findings indicate that substitution by alternative native lexicons leads to the lower usage of loanwords in Korean, even though the two languages adapted similar quantities of loanwords at the initial stage. [ABSTRACT FROM AUTHOR]

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Prompted by the challenges faced by teachers in balancing grammar and content in English classes, coupled with the poor English proficiency of rural Odia medium school students, the study aimed to devise an intervention that could balance content and grammar, thereby enhancing the grammar competency and content comprehension of eighth-grade students. Based on quasi-experimental research with a pretest-posttest nonequivalent group design, two groups were assigned treatment conditions: the 5E Model with Planned-Incidental Grammar Teaching Approach (experimental group) and the traditional Grammar Translation Method (control group) during class instructions. Data were collected from 100 school students, with 52 in the experimental group and 48 in the control group, using pretest and posttest assessments. The mixed ANOVA test results revealed significantly higher posttest scores in the experimental group compared to the control group, highlighting the positive impact of the intervention on students' grammar proficiency. The t-test for the comprehension test suggested comparable levels of comprehension in both groups, indicating the efficiency of the new pedagogical strategy in seamlessly integrating grammar instruction into regular classroom teaching, optimizing instructional time and ensuring balance between content and grammar, making it particularly valuable for educators facing time constraints. This study underscores the need for professional development opportunities to enhance teachers' pedagogical skills and knowledge. Further research is warranted to explore the intervention's impact on various language skills and assess its applicability in diverse contexts, contributing to a broader understanding of its implications. [ABSTRACT FROM AUTHOR]

This paper analyzes discourse acts in an ESP context from a local grammar perspective. We illustrate this analysis by constructing a local grammar for the discourse act of commenting on information in graphics, i.e., graphic data commentary in the discourse of Economics. Based on a corpus of research articles of Economics, we extracted instances of graphic data commentary that contain lexical items indicating different types of graphics (e.g., table, figure). Eight functional terminologies (e.g., 'Graphic', 'Data') were identified from the instances for the subsequent local grammar analysis, which in turn led to 17 frequently occurring semantic patterns, i.e., local grammar patterns. Each pattern has been observed to have a distinctive way to organize meanings and a corresponding communicative function, fitting the variation of the context. The study indicates that local grammar can provide a precise and systematic description of the lexical-semantic means that economists rely on to communicate graphic information and can offer pedagogical insights into the teaching of academic writing in an ESP context. • The study develops a local grammar of graphic data commentary in economic discourse. • The analyses identified 17 local grammar patterns for graphic data commentary. • The patterns systematically quantify the lexical-semantic realization of this act. [ABSTRACT FROM AUTHOR]

"Durrant (2023): Corpus linguistics for writing development" is a book review published in the International Journal of Corpus Linguistics. The review highlights how corpus linguistics has contributed to our understanding of second language (L2) writing development. The book provides a practical introduction to using corpus linguistics in first and second language writing development, covering topics such as vocabulary, grammar, and formulaic language. While the book is informative and provides a solid introduction to corpus linguistics, it has some limitations, such as its focus on vocabulary, grammar, and formulaic language, and the lack of discussion on challenges in learner language research and L2 writing development. Overall, the book is recommended for students, educators, and researchers interested in corpus linguistics and writing development. [Extracted from the article]