make written grammar errors comparable to Folse (2009)‚ “20 common errors made by native speakers” (p. 39). Therefore‚ when tasked with distinguishing native speakers and “ELL grammar errors” quiz (p. 4)‚ I completely missed the possessive “students’” in number 10. On the other hand‚ I was able to detect ELL grammar errors contributing this success to my frequent interaction with immigrant populations. The most apparent being word order errors. Receiving a low score in the “ELL grammar knowledge” quiz
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According to Merriam-Webster’s Online Dictionary‚ grammar is "the study of the classes of words‚ their inflections‚ and their functions and relations in the sentence." After studying grammar‚ however‚ it is apparent that grammar also creates‚ maintains‚ and communicates meaning during interaction. Thus‚ one must look more deeply at individual words as well at whole pieces of a work or conversation in order to truly understand their meaning. Most people are aware of the denotative meanings of words
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GRAMMAR TEACHING PROBLEMS Grammar is the study of rules governing the use of language‚ and it includes the study of phonology‚ phonetics‚ morphology‚ semantics‚ syntax‚ and pragmatics. Understanding the rules and function of grammar is an integral part of good writing‚ but many students find the study of it to be boring and difficult. There are many ways to teach grammar to students that can fun and interesting. Many people‚ including language teachers‚ hear the word "grammar" and think of a fixed
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E C T U R E 3 Context-Free Grammars 1 Where are Context-Free Grammars (CFGs) Used? CFGs are a more powerful formalism than regular expressions. They are more powerful in the sense that whatever can be expressed using regular expressions can be expressed using grammars (short for context-free grammars here)‚ but they can also express languages that do not have regular expressions. An example of such a language is the set of well-matched parenthesis. Grammars are used to express syntactic rules
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GRAMMAR TRANSLATION METHOD History The Grammar Translation Method is an old method which was originally used to teach dead languages which explains why it focuses mainly on the written form at the expense of the oral form. It was designed according to the faculty psychology approach which was very popular during the 18th and 19th century. It contended that ” mental discipline was essential for strengthening the powers of the mind”. The way to do this was through learning classical literature
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Grammar describes the native speaker’s competence in his/her language. Grammars can be descriptive or prescriptive. Is the former more useful than the latter? Explain your answer by discussing the merits of the two approaches in your capacity as a speaker or teacher of English. To me as a speaker of the English language‚ both descriptive and prescriptive grammars are useful. Descriptive grammar generally advises us not to be overly concerned with matters of correctness; language they say‚ is
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I believe that grammar should be taught both explicitly and implicitly with a mixture of techniques. Sometimes‚ grammar issues arise in class and I deal with them at the moment of speaking while other times I explicitly teach my students’ grammar in order to practice the rule. I find that this method is best for my students. For instance‚ a critical incident that happened in class recently was that I was teaching the story "A Summer’s Reading". In this story‚ there is the theme of respect and the
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how important grammar is. There are so many abbreviations and so much slang nowadays‚ it is impossible to know what people mean. I can’t even count how many times I have had to call someone to ask them what they were talking about in a text message because they didn’t use correct punctuation and grammar. I never did pay attention that much to grammar or punctuation either when I was in elementary and middle school. However‚ ever since I have gotten to high school‚ I have become a grammar Nazi. Which
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Jihad’s Arabic Grammar Notes The ‘alif-ba’According to My Transliteration: aa‚ b‚ t‚ th‚ j‚ H‚ kh‚ d‚ dh‚ r‚ z‚ s‚ sh‚ S‚ D‚ T‚ TH‚ `(this is not ’‚ but the thing on the left of my ‘1’ key)‚ rh‚ f‚ q‚ k‚ l‚ m‚ n‚ h‚ w (or oo)‚ y (or ee). ‘fatHatun’: a; ‘Dammatun’: u; ‘kasratun’: i; ‘shaddatun’: xx; ‘tanweenun’: I add a ‘n’ to the ‘harakatun’; ‘hamzatu-l’qaTa`i’: I just write the ‘harakatun’ or a ‘ ‘ ’ when necessary; ‘hamzatu-l’waSli’ (when not pronounced): -x’; (when pronounced): same as ‘hamzatu-l’qaTa’i’
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finished by the time we arrive. (Future perfect tense) 1 Describe how you would drill the past tense (or another grammar point) with a repetition drill‚ a yes-no question drill and a substitution drill. 2 Explain how you would teach the difference between active and passive verbs (or another grammar point) using Guided Discovery. 3 Determine what the most likely grammar point will be in each of the following and summarize or define it. A. I would go if I had the time. B. What have you
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