scholarly journals Formal grammar, usage probabilities, and auxiliary contraction

Language ◽  
2021 ◽  
Vol 97 (1) ◽  
pp. 108-150
Author(s):  
Joan Bresnan
Keyword(s):  
Formal Grammar ◽  
Auxiliary Contraction

Comments on Stephen D. Krashen's "Teaching Issues: Formal Grammar Instruction". Two Readers React

1993 ◽  
Vol 27 (4) ◽  
pp. 717 ◽  
Author(s):  
Patsy M. Lightbown ◽  
Manfred Pienemann
Keyword(s):  
Grammar Instruction ◽  
Formal Grammar

Formal Grammar: Theory and Implementation

Language ◽  
1994 ◽  
Vol 70 (3) ◽  
pp. 608
Author(s):  
Tibor Kiss ◽  
Robert Levine
Keyword(s):  
Formal Grammar

Contraction of negatives as evidence of variance in register-specific interactive rules

1997 ◽  
Vol 9 (1) ◽  
pp. 1-36 ◽  
Author(s):  
Malcah Yaeger-Dror
Keyword(s):  
Conversation Analysis ◽  
Semantic Information ◽  
Political Debates ◽  
The Social ◽  
Auxiliary Contraction

ABSTRACTThis study investigates the contraction of negatives in a carefully chosen corpus of discourse and writing, to permit comparison of the relative influences of various linguistic and social parameters on contraction. Evidence is presented that negative contraction is conditioned by interactional and other register variables. The point is made that the pragmatic as well as morphological interpretation of negatives entails that negative contraction and auxiliary contraction should be distinguished from each other. Although a Cognitive Prominence Principle predicts noncontraction when the negative conveys semantically focal information, a Social Agreement Principle predicts contraction. This is because it would be face-threatening (and, therefore, in conversation analysis terms “dispreferred”) to focus on disagreement, which is most often the semantic information conveyed by negatives. This hypothesis is examined using corpora which differ along several dimensions. The most important of these (for this study) appear to be the interactional versus informational register dimensions (Finegan, 1994). Data from instructional (workshop presentations), confrontational (political debates), and casual conversational material are contrasted with comparable reading style materials. The following general results are predicted. The Cognitive Prominence Principle will take over in informational contexts when disagreement is acceptable or neutralized. The Social Agreement Principle will take over in more interactional contexts where disagreement is not acceptable. The results are of interest to the student of focus, the sociolinguist concerned with dialect, register, and style variation, and even the speech technician.

Evolutionary Music Composer integrating Formal Grammar

2007 ◽  
pp. 503-508 ◽  
Author(s):  
Yaser M.A. Khalifa ◽  
Jasmin Begovic ◽  
Badar Khan ◽  
Airrion Wisdom ◽  
M. Basel Al-Mourad
Keyword(s):  
Formal Grammar ◽  
Evolutionary Music

scholarly journals The importance of formal grammar skills: Reflections on Polish students learning Norwegian

2018 ◽  
pp. 107-132
Author(s):  
Jens Haugan
Keyword(s):  
Applied Sciences ◽  
Language Education ◽  
Formal Grammar ◽  
Language Teacher Education ◽  
Educational Role ◽  
University Of Applied Sciences ◽  
Scandinavian Language ◽  
The University ◽  
Language Network

Norwegian and Scandinavian languages in general have grown quite popular among Polish students in recent years and more and more Polish universities are trying to offer Bachelor’s and even Master’s programmes in a Scandinavian language. Based on experience as a teacher of a Norwegian grammar course at the University of Szczecin and as a teacher of grammar at the Inland Norway University of Applied Sciences which in 2016/2017 hosted around twenty Erasmus+ students from Szczecin, some of the challenges for Polish students of academic Norwegian will be reflected upon, as well as some of the challenges for a teacher of Norwegian who has very little knowledge of Polish. The main purpose of this paper will be to argue for the importance of grammar skills in language education and especially in language teacher education. This study is a contribution to the Educational Role of Language network.

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