Degrés de subjectivisation dans la représentation linguistique de la perception : le cas de la perception directe dans les récits en anglais by Henry Wyld

“…Drawing on examples taken from narrative fiction in English, this article sets out to explore the grammar of the linguistic expression of perception from the standpoint of the degree of subjectivisation manifest in the percept’s mode of presentation – at one extreme, standard perceptual reports, by which, in association with a verb of perception, the speaker-narrator names or describes an object of perception whilst at the same time predicating it of an origin of perception figuring syntactically within the same utterance (domain of predicated perception); at the other extreme, markedly more subjectivised modes of expression via which, without recourse to a predicate of perception, the sensorial essence of the act of perception as it is experienced by the perceiving subject is given direct linguistic expression (domain of represented perception). …”
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Polish as L1, English as L2: the linguistic transfer impact on Second Language Acquisition stemming from the interlingual differences: implications for young learners education by Marta Łockiewicz, Martyna Jaskulska

“…English and Polish differ in terms of pronunciation (e.g. vowel-based vs. consonant-based), spelling (e.g. opaque vs. semi-transparent), grammar (e.g. fixed vs. flexible word order), syntax (e.g. analytic vs. synthetic), and vocabulary. …”
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Indonesian tertiary EFL students’ problems in paraphrasing journal articles: a narrative inquiry by Qonita Irfayani, Chubbi Millatina Rokhuma

“…The findings presented that the four students perceived limited vocabulary, lack of awareness regarding the criteria for effective paraphrasing and the proper stages of paraphrasing, struggle to find the appropriate synonyms, and lack of grammar mastery. Furthermore, it was discovered that there were several strategies adopted by the students to overcome the problem of paraphrasing journal articles such as changing active to passive voice, eliminating unnecessary words, utilizing paraphrasing tools, and consulting with others. …”
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Register-Based Subject Omission in English and its Implication for the Syntax of Adjuncts by Liliane Haegeman

“…The paper develops a formal syntactic analysis of the position of adjuncts in English in the spirit of recent work in generative grammar, notably the cartographic framework, without, though, adopting all the formalisms of that framework. …”
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Robert Duncan and the Vernacular of Preliteracy by J. Peter Moore

“…Duncan recapitulates medieval cultural divisions between the father tongue of Latin grammar and the mother tongue of fluid speech and posits the vernacular as a counter-national field of pre-semantic sound, conveyed through feminine modes of relation. …”
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English language students’ productive and receptive knowledge of collocations by Begagić Mirna

“…This can be due to the fact that collocations of the language students are learning are interfering with the collocations of their mother tongue, but also due to the way students are taught English (vocabulary negligence in comparison with grammar and unawareness of the importance of collocations in language learning).…”
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Integrative Teaching Strategy for Developing Writing Skills in Non-Linguistics Master Students by E. A. Komochkina, L. V. Yarotskaya

“…The paper also focuses on some ways of implementing the strategy relative to the integration of traditional and online teaching of master students through their investigating specialist discourse elements, identifying formulaic expressions and grammar patterns with a view to using them in their profession-related discourse, learning to rely on those findings in producing a coherent text, and thus, developing their capacity to write clearly and effectively.…”
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Corpus literacy empowerment: taking stock of research to look forward for practice by Li Shuquan, Xu Manfei

“…This paper also offers detailed instructions on how to facilitate the teaching of vocabulary, grammar and discourse with free and user-friendly corpus tools (i.e., SKELL, VersaText and AntConc) in pre-tertiary language classrooms. …”
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The functions of еру modal verb «should» in the corpus ice-gb by R. Y. Abbasov

“…The analysis of the material shows that the modal function still prevails over the grammatical one, which explains the logic of presenting the material in books on grammar where the first meaning of this verb to be studied is (mild) obligation. …”
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A New Rule-Based Approach for Classical Arabic in Natural Language Processing by Ramzi Salah, Muaadh Mukred, Lailatul Qadri binti Zakaria, Rashad Ahmed, Hasan Sari

“…It improved their performance and allowed for automated rule updates. The grammar rules, gazetteers, blacklist, patterns, and trigger words were all integrated into the rule-based system in this way.…”
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Teachers’ and Students’ Reflection on the Problem of Writing Narrative Text in a Remote Area (Flores Island) by Darmawan Labira

“…The problems raised when students started to put words on paper, students forgot their storytelling abilities: students couldn’t think of topics; omitted relevant details, but go on and on about irrelevant ones; their dialogue was bland; couldn’t figure out how to start and how to end. Grammar and vocabulary were mostly performed in writing activities, most teachers used 50-minute time allocations for writing practices and pictures to pictures model was mostly adopted by teachers. …”
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WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL by Eka Mareta Suharyanti, Endang Fauziati

“…The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. …”
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THE EFFECT OF USING INQUIRY BASED LEARNING STRATEGY ON STUDENTS SPEAKING ABILITY ( A Case Study at SMAN 7 Bengkulu Selatan) by Yogi Irawan, Syahrial Syahrial, Dedi Sofyan

“…The result of this research showed that there were increasing scores of students speaking ability from 40,27 to 51,33, the increasing scores covered in; vocabulary aspect (13,54), grammar aspect (10,67), fluency aspect (7,33), and pronunciation aspect (12,67). …”
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Identify the Message of Ursula Le Guin’s The Ones Who Walk From Omelas though Its Thematic Structure by Putri Ayu Rezkiyana

“…This study is under the Halliday’s Systemic Functional Grammar (SFG) focusing on the textual metafunction. …”
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Association Between Language Skills and Statistical Learning in Aphasia by Talat BULUT, Emine BAHAR

“…When the association between ADD scores and statistical learning scores was examined, a positive predictive effect of visual statistical learning was observed on the reading, speaking fluency and grammar subtests. In particular, it was concluded that visual statistical learning is related to language skills in aphasia. …”
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Parenting style and educational level of talented students' parents by Matejević Marina D., Đorđević Marija D.

“…The subjects of the research were high school art students and art faculty students, as well as those from specialized classes of grammar schools for the gifted in mathematics, physics, and informatics. …”
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Factors Constraining Subject Expression in European Portuguese Spoken in Hamburg. A Bi-Generational Corpus Investigation by Cristina Flores, Esther Rinke

“…We conclude that language contact per se does not necessarily lead to a diverging grammar at an inter-generational level, as long as stable input conditions allow for the acquisition of the constraints that are valid for null subject languages.…”
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Directions and Results of Punctuation Management by Albinas Drukteinis

“…The mentioned bases for punctuation—grammar (syntax), meaning, and intonation and pauses—are proposed to be consolidated into two, grammatical (syntactic) and meaning- and intonation-based punctuation, regarding intonation as one of the ways of realizing the meaning of the text. …”
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IMPROVING STUDENTS’S DESCRIPTIVE SPEAKING COMPETENCE BY USING CUE CARDS AT THE GRADE VIII 2 OF PUBLIC JUNIOR HIGH SCHOOL 03 BENGKULU CITY by Ruri Ariati, Syahrial .

“…In action phase of the two cycles, students made a lot of mistakes in grammar and were lack of vocabulary mastery. The factors influenced in improving students’ descriptive speaking competence were students’ English proficiency: integrated skills and language element (pronunciation, grammatical comprehension, vocabulary mastery, and fluency), thinking ability, attitude along the treatment. …”
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Learners’ preferences towards Corrective feedback in writing assignments in tertiary education by Horbacauskiene Jolita, Kasperaviciene Ramune

“…., feedback on structure vs. feedback on grammar), nevertheless, indirect corrective feedback with a clue was favoured by all the respondents.…”
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