نتایج جستجو برای: grammatical competence

تعداد نتایج: 55143  

2000
Lisa N. Michaud Kathleen F. McCoy

This paper presents a model for representing the proficiency of users in a CALL system by recording their performance on specific grammatical features. The model will be used both to select accurate interpretations of user-written sentences and to focus system-delivered instruction on topics at the frontier of the learner’s competence.

Journal: :Issues in Language Studies 2023

The study examines the grammatical, discourse, and productive competence of first-year ESL students enrolled in College Arts Sciences at Carig Campus Cagayan State University second semester academic year 2021. It looked specifically respondent profile factors like sex, parents` highest level education, type high school they graduated from, ethnicity, media exposure that may help explain differ...

Journal: :Language learning and development : the official journal of the Society for Language Development 2007
Renate Zangl Anne Fernald

Two experiments using online speech processing measures with 18- to 36-month-olds extended research by Gerken & McIntosh (1993) showing that young children's comprehension is disrupted when the grammatical determiner in a noun phrase is replaced with a nonce determiner (the car vs. po car). In Expt. 1, 18-month-olds were slower and less accurate to identify familiar nouns on nonce-article than ...

Journal: :Journal of child language 2008
Katherine Demuth Annie Tremblay

Researchers have long noted that children's grammatical morphemes are variably produced, raising questions about when and how grammatical competence is acquired. This study examined the spontaneous production of determiners by two French-speaking children aged 1;5-2;5. It found that determiners were produced earlier with monosyllabic words, and later with disyllabic and trisyllabic words. This ...

2011
Khairun-nisa Hassanali Yang Liu

Language sample analysis is an important technique used in measuring language development. At present, measures of grammatical complexity such as the Index of Productive Syntax (Scarborough, 1990) are used to measure language development in early childhood. Although these measures depict the overall competence in the usage of language, they do not provide for an analysis of the grammatical mist...

Journal: :JEELS (Journal of English Education and Linguistics Studies) 2015

Journal: :International journal for innovation education and research 2021

This study was going to find out the significant difference between students’ English communicative competence after being taught by using original PPP method and modified CLT. Moreover, more effective one in improving investigated. is a true experimental research both control class comparing PPP. The subject forty junior EFL students whose were still at lower level. result showed that there on...

2000
Simon Levy Ofer Melnik

This paper presents Infinite RAAM (IRAAM), a new fusion of recurrent neural networks with fractal geometry, allowing us to understand the behavior of these networks as dynamical systems. Our recent work with IRAAMs has shown that they are capable of generating the context-free (non-regular) language anbn for arbitrary values of n. This paper expands upon that work, showing that IRAAMs are capab...

2007
David Griffiths Rob Koper Oleg Liber Adriana J. Berlanga Liesbeth Kester Peter B. Sloep Francis Brouns Peter Van Scott Wilson Yoichi Takayama James Dalziel Albert A. Angehrn Graham Attwell Dan Powley Christian Martel Laurence Vignollet Alessio Gugliotta John Domingue Patrick McAndrew Tony Hirst Mark Johnson Claire Brierley Elena Demidova Stefaan Ternier Daniel Olmedilla Erik Duval Michele Dicerto Krassen Stefanov Naiara Sacristán Tom Boyle Yong Xue Petko Ruskov Andrey Ruskov Ayman Moghnieh Toni Navarrete José Luis Santos Francis Casado

Existing models of competence development are characterised by a fixed sequence of stages of which assessment by others and following a fixed set of competence development activities are obligatory components. This paper shows that these models do not do justice to the large diversity of learning needs among lifelong learners. It then presents a model, consisting of four non-obligatory stages t...

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