A Study on the Grammatical Competence of the Extension of “-eum” Nominal Sentences

HAN-GEUL ◽  
2019 ◽  
Vol 80 (4) ◽  
pp. 863-890
Author(s):  
Hyun-jung Koo
Keyword(s):  
Grammatical Competence

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

scholarly journals Exploring the Success of GMT Technique: Games, Mind-Mapping, and Twitter Hashtags in Teaching Vocabulary in EFL Higher Education Environment

2020 ◽  
Vol 9 (3) ◽  
pp. 290
Author(s):  
Banan Hassan Alhajaji ◽  
Jalila Saleh Algmadi ◽  
Amal Abdelsattar Metwally
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Vocabulary Learning ◽  
Essential Element ◽  
Unified Framework ◽  
Mind Mapping ◽  
Grammatical Competence ◽  
Interactive Games ◽  
Assessment Tests ◽  
Vocabulary Building

Vocabulary is an essential element of language learning. Wide ranges of vocabulary along with grammatical competence guarantee learners to communicate in the language effectively. This study proposes an edutainment method for learning vocabulary by simply combining education and entertainment. This study aims to gain insights about learners’ opinions and perspectives about the use of a technique developed by the researchers as well as how participants feel about their learning. The study investigates the effect of employing Games, Mind-mapping and Twitter Hashtags as the GMT technique, on female Saudi university students’ achievement in English vocabulary. The study suggests that this technique which consists of interactive games, cognitive mind-mapping and the exploitation of technology in the form of twitter hashtags, all employed together, constitute a unified framework for activating students’ vocabulary learning. The sample in the study consisted of 150 students enrolled in the vocabulary building course during the second semester of the academic year 2018/2019. The participants were asked to respond to the questionnaire and they also took variant assessment tests, then their scores were compared to the results of other students who were not taught vocabulary using the technique in question. The findings ascertain the improvement and significant in the experimental group. In addition, the results reveal that the learners had mostly positive opinions on implementing the GMT technique which facilitated their language learning experience. The researchers conclude that the GMT technique can be an effective tool to promote students’ active engagement, motivation, and interaction in vocabulary learning.

scholarly journals Intra-language: the study of L2 morpheme productivity as within-item variance

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Stefano Rastelli
Keyword(s):  
Rule Learning ◽  
Rote Learning ◽  
Association Measure ◽  
Grammatical Competence ◽  
Type Frequency

Abstract This article suggests a method to appraise L2 morphemes productivity in longitudinal learner data. Traditionally, morpheme productivity is believed to depend on type frequency and on proportion between inflected and uninflected lexemes. However, such measures cannot distinguish between rote-learning and rule-learning of target-like forms. In contrast, the association measure ΔP (delta pi) can quantify the extent to which a morpheme is contingent upon a limited number of lexemes. Decreasing contingency might parallel learners’ increasing awareness of asymmetrical morpheme-lexeme distribution in the input and this might be a cue of developing L2 grammatical competence beyond appearances. The paper presents the rationale and procedure for analyzing within-item variance – or the ‘intra-language’ – and illustrates a case-study concerning the perfective morpheme in L2 Italian.

Grammar Instruction For Grammatical Competence

2017 ◽  
Vol 1 (1) ◽  
pp. 43
Author(s):  
Swee Ai Teoh
Keyword(s):  
Grammar Instruction ◽  
Grammatical Competence ◽  
Literature Reviews ◽  
Post Test ◽  
Explicit Grammar ◽  
Explicit Grammar Instruction

This paper is based on a study which investigated the effectiveness of explicit grammar instruction. The instruction was set in the context of teaching students to writeliterature reviews. A pre-test and a post-test were carried out to ascertain whether there was improvement in the students’ command of verb tenses after a lesson where the students were given instruction on the different tenses that are used in literature reviews. The findings of this study lead to the conclusion that explicit grammar instruction is most effective for students who are least grammatically competent.

Students’ perceptions and attitudes towards asynchronous technological tools in blended-learning training to improve grammatical competence in English as a second language

2017 ◽  
Vol 72 ◽  
pp. 632-643 ◽  
Author(s):  
Ana Mª Pinto-Llorente ◽  
Mª Cruz Sánchez-Gómez ◽  
Francisco José García-Peñalvo ◽  
Sonia Casillas-Martín
Keyword(s):  
Second Language ◽  
Blended Learning ◽  
Grammatical Competence ◽  
Perceptions And Attitudes ◽  
Technological Tools

Stages of formation of grammatical competence in future english teachers

2021 ◽  
Vol 10 (6) ◽  
pp. 286-291
Author(s):  
Jumanazarov Umid ◽  
Aliboyeva Zarnigor
Keyword(s):  
English Teachers ◽  
Grammatical Competence

Forming Spiritual Fuṣaḥāʾ

2017 ◽  
Author(s):  
F. Dominic Longo
Keyword(s):  
Textual Analysis ◽  
Ultimate Reality ◽  
Descriptive Grammar ◽  
Grammatical Competence ◽  
Starting Point

This chapter explains how to read Qushayrī’s Grammar of Hearts through providing a textual analysis of 20 of the 60 sections in the text, including background ideas necessary for understanding this “spiritual grammar.” Qushayrī, like Gerson, takes as his starting point an assumption of his reader’s familiarity with Arabic grammar. As such, he does not dwell on linguistic niceties or details, for they are not his concern. He rather invokes grammatical terms, concepts, and phenomena familiar to his reader in order to proceed to spiritual matters. Like the foundational grammatical text of the Arabic linguistic tradition, Sībawayhi’s famous Kitāb, Qushayrī’s Grammar of Hearts combines prescriptive and descriptive grammar for the purpose of developing Sufi “grammatical competence” among his readers. Ever the shaykh in both the pedagogical and spiritual dimensions, Qushayrī is a “spiritual faṣīḥ” and wants his students to become similarly adept in the grammar of ultimate reality.

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