Continuity and development in the acquisition of inversion in yes/no questions: dissociating movement and inflection

2002 ◽  
Vol 29 (4) ◽  
pp. 813-842 ◽  
Author(s):  
LYNN SANTELMANN ◽  
STEPHANIE BERK ◽  
JENNIFER AUSTIN ◽  
SHAMITHA SOMASHEKAR ◽  
BARBARA LUST
Keyword(s):  
Experimental Study ◽  
Universal Grammar ◽  
Sentence Production ◽  
Elicited Imitation ◽  
Specific Knowledge ◽  
Grammatical Competence ◽  
English Grammar ◽  
Significant Difference ◽  
Valid Test ◽  
Question Formation

This paper examines two- to five-year-old children's knowledge of inversion in English yes/no questions through a new experimental study. It challenges the view that the syntax for inversion develops slowly in child English and tests the hypothesis that grammatical competence for inversion is present from the earliest testable ages of the child's sentence production. The experimental design is based on the premise that a valid test of this hypothesis must dissociate from inversion various language-specific aspects of English grammar, including its inflectional system. An elicited imitation method was used to test parallel, lexically-matched declarative and question structures across several different verb types in a design which dissociated subject-auxiliary inversion from the English-specific realization of the inflectional/auxiliary system. Using this design, the results showed no significant difference in amount or type of children's errors between declarative (non-inverted) and question (inverted) sentences with modals or auxiliary be, but a significant difference for sentences with main verbs (requiring reconstruction of inflection through do-support) and copula be. The results from sentences with auxiliary be and those with modals indicate that knowledge of inversion is present throughout our very young sample and does not develop during this time. We argue that these results indicate that the grammar of inversion is present from the youngest ages tested. Our results also provide evidence of development relevant to the English-specific inflectional system. We conclude with a new developmental hypothesis: development in question formation occurs in integrating language-specific knowledge related to inflection with the principles of Universal Grammar which allow grammatical inversion.

scholarly journals A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar

2011 ◽  
Vol 4 (2) ◽  
pp. 13 ◽  
Author(s):  
Shih-Chuan Chang
Keyword(s):  
Translation Method ◽  
Teaching English ◽  
Grammar Teaching ◽  
Grammatical Competence ◽  
Contrastive Study ◽  
English Grammar ◽  
Significant Difference ◽  
Post Test ◽  
Grammar Translation Method ◽  
Communicative Approach

The Grammar Translation Method and the Communicative Approach have both played important roles in grammar teaching. Which is better, the Grammar Translation Method or the Communicative Approach? This paper aims to compare the controllability and feasibility of these two approaches and find out which one is more suitable for grammar teaching in Taiwan. Two classes were selected and taught by the Grammar Translation Method and the Communicative Approach respectively. The college admission test showed that they share a similar level of the overall English proficiency before the intervention. The pre-test demonstrated that there wasn’t any distinction between the two classes in their grammatical competence. The post-test embodied that there was significant difference in their grammatical competence between the two classes. The scores of the students in the Experimental Class were higher than that in the Control Class. The result showed that grammar teaching in the framework of the Grammar Translation Method is better than the Communicative Approach. Nevertheless, the Communicative Approach emphasizes fluency and the Grammar Translation Method is concerned with accuracy. Fluency and accuracy are the target for English learning. So the best way to improve the situation is to combine both methods in teaching English Grammar.

Effectiveness of Virtual Resilience Training on Assertiveness in Student Girls Aged 9–10 Years: A 1-Month Follow-Up

2021 ◽  
pp. 105984052110135
Author(s):  
Shima Gadari ◽  
Jamile Farokhzadian ◽  
Parvin Mangolian Shahrbabaki
Keyword(s):  
Experimental Study ◽  
Internal Stress ◽  
Intervention Group ◽  
The Other ◽  
Hormonal Changes ◽  
Emotional Instability ◽  
Other Hand ◽  
Significant Difference ◽  
Resilience Training

Girls between the ages of 9 and 10 begin to experience physical, physiological, and hormonal changes that may lead to internal stress. At this age, children are struggling for autonomy; on the other hand, they may experience emotional instability, and for these reasons, they may be vulnerable in many ways. This experimental study aimed to investigate the effect of resilience training on assertiveness in student girls aged 9–10. Data were collected before, immediately after, and 1 month after the intervention in the control ( n = 40) and intervention ( n = 37) groups. There was a significant difference between the assertiveness of the intervention immediately (26.80 ± 3.73) and 1 month after the intervention (27.05 ± 3.73), and assertiveness significantly increased in the intervention group ( p = .0001). Resilience training leads to improvements in assertiveness in student girls aged 9–10.

scholarly journals Does Ramadan Fasting Affect Spirometric Data of Healthy Adolescents?

2019 ◽  
Vol 13 ◽  
pp. 117955651986228
Author(s):  
Selma Ben Fraj ◽  
Amira Miladi ◽  
Fatma Guezguez ◽  
Mohamed Ben Rejeb ◽  
Jihène Bouguila ◽  
...  
Keyword(s):  
Experimental Study ◽  
Vital Capacity ◽  
Forced Expiratory Volume ◽  
Healthy Male ◽  
Ramadan Fasting ◽  
Male Adolescents ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Expiratory Flow ◽  
Healthy Males

Purpose: Several studies raised the effects of Ramadan fasting on healthy adults spirometric data, but none was performed in children. The aim of this study was to compare the spirometric data of a group of faster adolescents (n = 26) with an age-matched non-faster one (n = 10). Methods: This comparative quasi-experimental study, including 36 healthy males aged 12 to 15 years, was conducted during the summer 2015 (Ramadan: June 18 to July 16). Three sessions (Before-Ramadan [Before-R], Mid-Ramadan [Mid-R], After-Ramadan [After-R]) were selected for spirometry measurements. Spirometry was performed around 5.5 to 3.5 h before sunset and the spirometric data were expressed as percentages of local spirometric norms. Results: The two groups of fasters and non-fasters had similar ages and weights (13.35 ± 0.79 vs 12.96 ± 0.45 years, 46.8 ± 9.2 vs 41.7 ± 12.6 kg, respectively). There was no effect of Ramadan fasting on forced vital capacity (FVC), forced expiratory volume in 1 s (FEV1), FEV1/FVC, peak expiratory flow, and maximal mid-expiratory flow. For example, during the Before-R, Mid-R, and After-R sessions, there was no significant difference between the fasters and non-fasters mean FVC (101 ± 11 vs 99 ± 14, 101 ± 12 vs 102 ± 14, 103 ± 11 vs 104 ± 13, respectively) or FEV1 (101 ± 13 vs 96 ± 16, 98 ± 11 vs 97 ± 16, 101 ± 10 vs 98 ± 16, respectively). Conclusions: Ramadan fasting had no interaction effect with the spirometric data of Tunisian healthy male adolescents.

Antecedent Pausing as a Direct Instruction Tactic for Adolescents with Severe Behavioral Disorders

1988 ◽  
Vol 13 (4) ◽  
pp. 263-272 ◽  
Author(s):  
Jacqueline Hawkins
Keyword(s):  
Behavioral Disorders ◽  
Impulse Control ◽  
Correct Identification ◽  
Primary Method ◽  
Frustration Tolerance ◽  
English Grammar ◽  
9Th Grade ◽  
Response Generalization ◽  
Significant Difference ◽  
Low Frustration Tolerance

The lecture is the primary method of instructional presentation in secondary schools. Unfortunately, many students with short attention spans, low frustration tolerance, limited impulse control, and other behavioral disorders find difficulty acquiring and maintaining information delivered via the lecture format. The purpose of this study was to determine the effects of an instructional pause procedure on the English grammar performance of 8th and 9th grade students with severe behavioral disorders. Specifically, the author investigated whether instruction incorporating a modification of Rowe's Pause Procedure resulted in correct identification of verbs on English worksheets. The results show at least moderate increases in verb identification in 7 of the 8 students participating in the procedure. Additionally, evidence of response generalization (mixed verb production) shows a statistically significant difference following verb identification training.

scholarly journals Optimization of Thirst Management on CKD Patients Undergoing Hemodialysis by Sipping Ice Cube

2019 ◽  
Vol 2 (1) ◽  
pp. 38
Author(s):  
Yunie Armiyati ◽  
Khoiriyah Khoiriyah ◽  
Ahmad Mustofa
Keyword(s):  
Chronic Kidney Disease ◽  
Experimental Study ◽  
Kidney Disease ◽  
Fluid Intake ◽  
Average Length ◽  
Hemodialysis Patients ◽  
Fluid Restriction ◽  
Compliance Management ◽  
Ice Cube ◽  
Significant Difference

Excess fluid is a major problem in patients with Chronic Kidney Disease (CKD). CKD patients undergoing hemodialysis must keep limiting fluid intake during the interdialysis period so that excess fluid does not occur. Consequently limiting fluid intake arises thirst and will affect fluid restriction compliance. Management of thirst that can be done in hemodialysis patients, among others, suck ice cubes, gurgling the ripe water and gurgling with mouthwash, each of which has a different action against patients thirst. The purpose of this study was to compare the three interventions "thirst management", namely sipping ice cubes, gargling ripe water and gargling with mouthwash against patient thirst. This study was an experimental study in 27 samples of CKD patients who underwent hemodialysis at Roemani Muhammadiyah Hospital in Semarang divided into 3 groups with each group 9 samples. The results showed that the duration of holding thirst for the group sipping on ice cubes averaged 93 minutes, the gurgling group of ripe water averaged 55 minutes and the average length of time holding the thirst group who gurgling with mouthwash was 69.71 minutes. There was no significant difference in the duration of holding thirst after sucking on ice cubes and gargling ripe water, and gargling with mouthwash (ρ value 0.061). Sipping ice cubes can fight the longest thirst compared to gargling ripe water or gargling with mouthwash. The recommendations of this study are expected to intervene to sipping ice cubes, gargling ripe water and gargling with mouthwash can be used for thirst management in hemodialysis patients.  Hemodialysis patients can choose interventions to reduce the thirst that is most appropriate.

scholarly journals Perbedaan Indeks Plak setelah Pengolesan Ekstrak Daging Buah Naga Merah (Hylocereus costaricensis) dan Larutan Pengungkap

2019 ◽  
Vol 16 (1) ◽  
pp. 21
Author(s):  
Hillary Inggrid Prananta ◽  
Purwanto Purwanto ◽  
Elyda Akhya Afida Misrohmasari ◽  
Niken Probosari ◽  
Surartono Dwiatmoko
Keyword(s):  
Experimental Study ◽  
Hydrogen Bonds ◽  
Dental Plaque ◽  
Plaque Index ◽  
Group Comparison ◽  
Fruit Flesh ◽  
Dragon Fruit ◽  
Significant Difference ◽  
The Difference ◽  
Static Group

Red dragon fruit flesh extract contains of anthocyanin as red pigmen that potentially to be a natural dye. Athocyanin contains of polysaccharide that can binding with polysaccharide of dental plaque called hydrogen bonds, so dental plaque has been colored and potentially as alternative of disclosing solution. The purpose of this study was to find out the difference of plaque index after smeared by red dragon fruit flesh extract 75% and disclosing solution. The method of this study is a clinical experimental study with a static-group comparison design. 20 subjects were examined the plaque index after smeared with red dragon fruit flesh extract 75%) and disclosing solution). There was no significant difference between groups. Conclusions: Red dragon fruit flesh extract 75% had similar capability with disclosing solution to examine dental plaque.

scholarly journals Pengaruh penambahan serbuk jagung pada komposisi media tanam terhadap pertumbuhan miselium bibit F1 jamur tiram putih (Pleurotus ostreatus)

2021 ◽  
Vol 10 (2) ◽  
pp. 158-170
Author(s):  
Muhaeming Muhaeming ◽  
Jamilah Jamilah ◽  
Zulkarnaim Zulkarnaim
Keyword(s):  
Experimental Study ◽  
Analysis Of Variance ◽  
Pleurotus Ostreatus ◽  
Medium Composition ◽  
Oyster Mushroom ◽  
Control Treatment ◽  
Mycelium Growth ◽  
Randomized Design ◽  
Significant Difference ◽  
Completely Randomized Design

Penambahan nutrisi perlu dilakukan untuk meningkatkan produktivitas pertumbuhan jamur tiram putih (Pleurotus ostreatus). Salah satu bahan yang dapat digunakan adalah serbuk jagung. Penelitian ini bertujuan untuk mengetahui pengaruh penambahan serbuk jagung pada komposisi media tanam terhadap pertumbuhan miselium bibit F1 jamur tiram putih (Pleurotus ostreatus) dan mengetahui konsentrasi serbuk jagung yang paling baik digunakan pada pertumbuhan  miselium bibit F1 jamur tiram putih (Pleurotus ostreatus). Penelitian ini mengunakan Rancangan Acak Lengkap (RAL) 4 perlakuan dan 3 ulangan sehingga diperoleh 12 satuan percobaan; P0 (perlakuan kontrol), P1 (25%), P2 (50%), dan P3 (100%). Variabel yang diukur adalah persentase pertumbuhan miselium yang diamati pada hari ke-6, 12 dan 18 dan waktu penyebaran miselium Hari Setelah Inokulasi (HSI). Data hasil penelitian dianalisis menggunakan analysis of variance (ANOVA) dengan uji lanjut menggunakan uji Beda Nyata Terkecil (BNT). Hasil penelitian menunjukkan bahwa ada pengaruh pada pertumbuhan miselium bibit F1 jamur tiram putih (Pleurotus ostreatus) dengan penambahan serbuk jagung pada komposisi media tanam. Selain Itu, konsentrasi serbuk jagung yang memberikan hasil yang paling baik terhadap pertumbuhan miselium adalah P2 dengan konsentrasi 50%. Kata kunci : miselium F1; Pleurotus ostreatus; serbuk jagung  ABSTRACTAdditional nutrition needs to be done to increase the productivity of oyster mushroom (Pleurotus ostreatus) growth. One of the materials that can be used is corn powder. This study aimed to determine the effect of corn powder on the planting medium composition towards mycelium growth of oyster mushroom F1 seeds (Pleurotus ostreatus) and to find the best concentration of corn powder to grow mycelium seeds F1 oyster mushroom (Pleurotus ostreatus). This research was an experimental study using a Completely Randomized Design (CRD) with 4 treatments namely; P0 (control treatment), P1 (25%), P2 (50%), and P3 (100%), and 3 repetitions so that obtained 12 experimental units. The variables measured were the mycelium growth percentage on days 6, 12, and 18, and the mycelium widespread time after the day of inoculation. The data were analyzed using ANOVA then continued on the Least Significant Difference (LSD) test. The results showed that the addition of corn powder on oyster mushroom growing media affected mycelium growth of the oyster mushroom F1 seeds (Pleurotus ostreatus). It also found that the P2 with a 50% concentration of corn powder gave the widest mycelium growth.  Keywords: corn powder; mycelium; Pleurotus ostreatus

scholarly journals Teaching Vocabulary through Fly Swatter Game

2019 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Hikmah Noerqori Saputra ◽  
Muhamad Sofian Hadi
Keyword(s):  
Experimental Study ◽  
Test Scores ◽  
Quantitative Method ◽  
T Test ◽  
Significant Difference ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Experimental Group

The study aimed to find out whether fly swatter game can give influence toward students’ vocabulary mastery. The subject of this study was grade VII-2 of SMPN 9 Tangerang Selatan in the academic year of 2018/2019, which consisted of 42 students. The method used in this study is a quantitative method with the design of the pre-experimental study. The data from pre-test and post-test were analyzed statistically using spss 16. The result of this study showed; the students’ pre-test mean score was 45.4 and the students’ post-test mean score was 86.6. The result of t-test was 21.55 and significant (2-tailed) was 0.00 < p (0.05). The hypothesis (H1) was accepted, which means there is a significant difference between pre-test and post-test scores of the experimental group. It can be concluded that applying fly swatter game in teaching vocabulary to 7th grade students of SMPN 9 Tangerang Selatan is effective.

scholarly journals PERBANDINGAN PENGGUNAAN MULTIMEDIA SECARA TUTORIAL DAN PRESENTASI TERHADAP PENGUASAAN KONSEP DAN KETERAMPILAN PROSES SAINS PADA KONSEP SISTEM PERTAHANAN TUBUH

2012 ◽  
Vol 13 (1) ◽  
pp. 13-22
Author(s):  
Eni Nuraeni ◽  
Dadang Machmudin ◽  
Tenten Hermansyah
Keyword(s):  
Experimental Study ◽  
Communication Skills ◽  
Science Communication ◽  
Predictive Ability ◽  
Process Skills ◽  
Group Design ◽  
Multiple Group ◽  
Concept Mastery ◽  
Significant Difference ◽  
Post Test

The purpose of this study was to compare the use of multimedia in the presentation and tutorial of mastery of the concept and process skills in science concerning the immune system. The experimental study was designed with Quasy pre-test post-test, multiple nonequivalent group design. Two treatments for each tutorials and presentations class were employed. Instruments consist of basic concept mastery test, the concept and process skills, questionnaires, and interviews. The result showed that there were differences among the two classes. However, there was no significant difference students process skill in science. Communication skills measured showed no significant difference, while the predictive ability measured showed a significant difference. Tujuan penelitian ini adalah membandingkan penggunaan multimedia secara presentasi terhadap penguasaan konsep dan KPS pada konsep sistem pertahanan tubuh melalui penggunaan multimedia secara tutorial dan presentasi. Penelitian ini merupakan Quasy eksperiment dengan desain pre-test post-test, nonequivalent multiple group design. Digunakan dua kelas perlakuan masing-masing untuk kelas tutorial dan presentasi. Instrumen yang digunakan meliputi pokok uji penguasaan konsep, pokok uji KPS, angket dan wawancara. Hasi menunjukan adanya perbedaan penguasaan konsep pada kedua kelas perlakuan. Akan tetapi perlakuan yang diberikan tidak menunjukan adanya perbedaan terhadap KPS siswa. Kemampuan komunikasi yang diukur menunjukan tidak adanya, sedangkan kemampuan prediksi yang diukur menunjukan adanya perbedaan yang signifikan.  

scholarly journals Efektivitas Metode Imla’ Manzur dalam Meningkatkan Keterampilan Menulis Bahasa Arab Siswa Madrasah Tsanawiyah

2020 ◽  
Vol 1 (2) ◽  
pp. 1-22
Author(s):  
Susanti Susanti
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Learning Outcomes ◽  
Writing Skills ◽  
T Test ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Average Value ◽  
Significant Difference

The lack of use the writing skills method raises several obstacles experienced by students, including weaknesses in understanding the basics of Arabic writing and difficulty in answering Arabic questions. Therefore, it is necessary to improve learning as an effort to improve writing skills by applying the imla’ manzur method. This research is an experimental study with a pretest-posttest control group design model, aimed at finding out the effectiveness of the imla’ manzur method. Data collection techniques in this study used observation, tests, questionnaires, interviews, and documentation. Then the validity of the data is tested using the independent sample t-test. The results obtained were that in the experimental class the mastery of Arabic writing skills of students after applying the imla’ manzur method had increased the average value from 52.08 to 78.57. Then, the results of the independent sample t-test showed a significant difference in the mastery of Arabic writing skills in the experimental class and the control class 0.000 < 0.05 after treatment, so that the conclusion of this study based on the data obtained showed that the application of the imla’ manzur method was effective in improving students Arabic writing skills. Evidenced by a significant increase in learning outcomes, student enthusiasm when taking turns to write vocabulary and sentences in Arabic on the board, as well as growing sensitivity of student analysis of Arabic writing skills.

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