Parsing Without Grammar Rules

2006 ◽  
pp. 1-6
Author(s):  
Yuji Matsumoto
Keyword(s):  
Grammar Rules

scholarly journals Phonological transfer effects in novice learners: A learner's brain detects grammar errors only if the language sounds familiar

2021 ◽  
pp. 1-14
Author(s):  
Sabine Gosselke Berthelsen ◽  
Merle Horne ◽  
Yury Shtyrov ◽  
Mikael Roll
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Spoken Word ◽  
Error Processing ◽  
Transfer Effects ◽  
Association Learning ◽  
Novice Learners ◽  
Grammar Rules ◽  
Related Response

Abstract Many aspects of a new language, including grammar rules, can be acquired and accessed within minutes. In the present study, we investigate how initial learners respond when the rules of a novel language are not adhered to. Through spoken word-picture association-learning, tonal and non-tonal speakers were taught artificial words. Along with lexicosemantic content expressed by consonants, the words contained grammatical properties embedded in vowels and tones. Pictures that were mismatched with any of the words’ phonological cues elicited an N400 in tonal learners. Non-tonal learners only produced an N400 when the mismatch was based on a word's vowel or consonants, not the tone. The emergence of the N400 might indicate that error processing in L2 learners (unlike canonical processing) does not initially differentiate between grammar and semantics. Importantly, only errors based on familiar phonological cues evoked a mismatch-related response, highlighting the importance of phonological transfer in initial second language acquisition.

CHR grammars

2005 ◽  
Vol 5 (4-5) ◽  
pp. 467-501 ◽  
Author(s):  
HENNING CHRISTIANSEN
Keyword(s):  
Logic Programming ◽  
Integrity Constraints ◽  
Bottom Up ◽  
Context Sensitive ◽  
Language Analysis ◽  
Definite Clause Grammars ◽  
Grammar Rules ◽  
High Flexibility ◽  
Definite Clause ◽  
Specification And Implementation

A grammar formalism based upon CHR is proposed analogously to the way Definite Clause Grammars are defined and implemented on top of Prolog. These grammars execute as robust bottom-up parsers with an inherent treatment of ambiguity and a high flexibility to model various linguistic phenomena. The formalism extends previous logic programming based grammars with a form of context-sensitive rules and the possibility to include extra-grammatical hypotheses in both head and body of grammar rules. Among the applications are straightforward implementations of Assumption Grammars and abduction under integrity constraints for language analysis. CHR grammars appear as a powerful tool for specification and implementation of language processors and may be proposed as a new standard for bottom-up grammars in logic programming.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

scholarly journals Bi-GRU Sentiment Classification for Chinese Based on Grammar Rules and BERT

2020 ◽  
Vol 13 (1) ◽  
pp. 538 ◽  
Author(s):  
Qiang Lu ◽  
Zhenfang Zhu ◽  
Fuyong Xu ◽  
Dianyuan Zhang ◽  
Wenqing Wu ◽  
...  
Keyword(s):  
Sentiment Classification ◽  
Grammar Rules

scholarly journals GRAMMATICAL ERRORS IN STUDENTS’ WRITING: DESCRIPTIVE STUDY ON GRADE 7 STUDENTS

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Indri Ayu Lestari ◽  
Juliansyah - Juliansyah ◽  
Yoga Pratama
Keyword(s):  
Descriptive Study ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Grammar Rules ◽  
Types Of Error

<p><span lang="IN">Grammatical error is difficult to be avoided by every learner. Grade 7 students in class observed are smart enough. Yet, they frequently make grammatical errors in the sentences when they write essay. Because of that, analyzing the errors in writing is one of appropriate ways to know student’s ability. In this research, the researchers ask the students to make descriptive text or essay. There are 7 titles of essay that each student can choose. There are only 7 texts that the researchers analyze in which each text represents different title of text. To analyze the texts, the researchers use Corder’s theory which focuses on 4 types of error, namely: (1) Error of Omission, (2) Error of Selection, (3) Error of Addition, and (4) Error of Ordering. The highest percentage of error is Error of omission that takes 45.28%. Error of Selection, Error of Addition, and Error or Ordering follow with 33.96%, 18.87%, and 1.88%. Based on the analysis, the reasons of why the students make errors are: (1) the students do not master grammar in detail, (2) the students forget the grammar rules though they have learnt it, and (3) the students have limited vocabularies. Further studies need to be conducted for more detail findings.</span></p>

scholarly journals Planning and Performance: The Effect of Form Focused Guided Planning on Learner Performance

2014 ◽  
Vol 18 (1-2) ◽  
pp. 92-104
Author(s):  
Suman Laudari
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Small Scale ◽  
Task Planning ◽  
Learner Performance ◽  
Linguistic Code ◽  
Grammar Rules ◽  
And Performance ◽  
Language Context

Task-based language teaching (TBLT) has been a dominant approach in the field of ELT for some time now. However, it has complexities regarding its use in a foreign language context. It is said that focusing only on interaction may not be enough in guiding learners to use language correctly, so learners need exposure to grammar rules, and teachers presume that TBLT does not allow it. But, learners’ attention could be directed to the grammar forms during task planning to facilitate noticing of linguistic code. To this end, this small-scale study collects discourse data from an adult EFL learner to evaluate whether guiding learners’ attention to grammar during pre-task planning is of any help. The study concludes that guiding learners’ attention facilitates in producing more accurate and complex discourse than leaving learners on their own during the task planning. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10333 Journal of NELTA, Vol 18 No. 1-2, December 2013; 92-104

scholarly journals Functional grammar and teaching of Russian grammar in China

2020 ◽  
pp. 119-129
Author(s):  
ZHIQIANG WANG ◽  
XINYI ZHAO
Keyword(s):  
Chinese Students ◽  
Current Situation ◽  
Russian Language ◽  
Speech Communication ◽  
Functional Grammar ◽  
Communicative Function ◽  
Grammar Rules ◽  
The Subject ◽  
The Russian Language ◽  
Grammar Lessons

The subject of this research is the implementation of the theory of functional grammar in teaching of Russian language grammar to Chinese audience. The object of this research is the functional grammar of A. V. Bondarenko and communicative function of G. A. Zolotova. Studying the theory of functional grammar of the Russian language and its application among the Chinese audience allows deepening the understanding of grammar rules and increase the efficiency of teaching Russian grammar to Chinese students. The article analyzes the current situation regarding the teaching of Russian grammar in China. Special attention is given to such question as the method of employment of the theory of functional grammar at the grammar lessons among Chinese audience. The novelty consist in the attempt to implement the theory of functional grammar in teaching of Russian language grammar to Chinese students. The article determines the flaws of the traditional structural grammar and merits of the functional grammar. It is revealed that the application of functional grammar would help the students to improve the command of grammar rules and speech communication.

scholarly journals Higher Levels of Discourse and Understanding of Language Use

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 110-115
Author(s):  
Iraj Safaei Keshtegar
Keyword(s):  
Artificial Intelligence ◽  
Communication Skills ◽  
Language Use ◽  
Scientific Field ◽  
Female Students ◽  
Educational Institutions ◽  
Male And Female ◽  
Analysis Theory ◽  
Grammar Rules

Discourse analysis theory is an extensive scientific field where a number of scientific traditions cooperate, including linguistics, cognitive psychology, sociology and artificial intelligence. The present article attempts to reveal the role of the highest levels of discourse in explaining the role of the application of the language. To achieve the goal 70 male and female students of general English have been chosen randomly. The findings of the research correspond to the famous idea of D.H. Hymes about the application of the language according to which grammar rules are senseless without the knowledge of the rules of the language use. The research presents methodological advice to the lecturers of higher educational institutions which can help develop the communication skills of their lecturers.

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