This complete guide gives students everything they need in one book, including grammar rules, verb conjugations (regular and irregular verbs), idiomatic expressions, and frequently confused words.
This complete guide gives students everything they need in one book, including grammar rules, verb conjugations (regular and irregular verbs), idiomatic expressions, and frequently confused words.
Testing Your Grammar provides the most comprehensive review of the grammatical structures of English and is excellent practice for students taking English language proficiency exams. Testing Your Grammar covers all of the major aspects of English grammar -- count and non-count nouns, agreements, verb tense, modals, comparisons, complex cause structures -- that ESL students need to manage in order to improve their English. With all units enlarged or significantly modified, the new and improved edition of Testing Your Grammar features reworked grammatical explanations and more example sentences so grammar points are easier to understand. Other features of the new edition: Explanations have been added to the answer key A review test is found at the end of every two units At the end of the book are four examinations that can be used for either pre-testing or post-testing
Testing Your Grammar provides the most comprehensive review of the grammatical structures of English and is excellent practice for students taking English language proficiency exams.
Seminar paper from the year 2006 in the subject English Language and Literature Studies - Linguistics, grade: 1,3, University of Cologne (Englisches Seminar), course: Research in Language Acquisition, 20 entries in the bibliography, language: English, abstract: If we take for granted that children acquire their first language with the help of an innate language acquisition device containing Universal Grammar, is it likely that the acquisition of a second language works in the same way? Is Universal Grammar still the driving force or did the prerequisites for the acquisition change in a way that learners need to consult other means and resources, like only their general cognitive abilities and learning strategies? There are many points in which first and second language acquisition differ...It is these differences that made linguists doubt that first and second language acquisition are entirely the same process. This paper is concerned with the question whether Universal Grammar is still available for second language learners and whether the mental grammar of L2 learners shows signs of impairment. After a short introduction to the concept of Universal Grammar in first language acquisition, it will turn to Universal Grammar in second language acquisition. In this context it will be considered whether the interlanguage grammar might be impaired and whether UG is probable to influence second language acquisition. Several theories of second language acquisition will be presented in advance to the discussion whether learners are likely to have full access, partial access or no access to Universal Grammar. Before being concluded it will take a short look at the problems that arise in second language research.
If we take for granted that children acquire their first language with the help of an
innate language acquisition device containing Universal Grammar, is it likely that
the acquisition of a second language works in the same way? Is Universal ...
One of the key issues in second language learning and teaching concerns the role and practice of grammar instruction. Does it make a difference? How do we teach grammar in the language classroom? Is there an effective technique to teach grammar that is better than others? While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom. The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices.
As the consciousness about certain grammar forms and rules often relies on
learners' prior language knowledge, among many other factors, there is a need
for exploring the roles of language awareness in the process of L3 grammar
learning.
From the ancient Mediterranean world to the present day, our conceptions of what is universal in language have interacted with our experiences of language learning. This book tells two stories: the story of how scholars in the west have conceived of the fact that human languages share important properties despite their obvious differences, and the story of how westerners have understood the nature of second or foreign language learning. In narrating these two stories, the author argues that modern second language acquisition theory needs to reassess what counts as its own past. The book addresses Greek contributions to the prehistory of universal grammar, Roman bilingualism, the emergence of the first foreign language grammars in the early Middle Ages, and the Medieval speculative grammarians efforts to define the essentials of human language. The author shows how after the renaissance expanded people's awareness of language differences, scholars returned to the questions of universals in the context of second language learning, including in the 1660 Port-Royal grammar which Chomsky notoriously celebrated in Cartesian Linguistics. The book then looks at how Post-Saussurean European linguistics and American structuralism up to modern generative grammar have each differently conceived of universals and language learning. Universal Grammar in Second Language Acquisition is a remarkable contribution to the history of linguistics and will be essential reading for students and scholars of linguistics, specialists in second language acquisition and language teacher-educators.
This chapter depicts second language learning and conceptualization of the
shared properties of languages between the fourth or fifth century CE until the
end of the first millennium. Because Christianity influenced the evolution of both
topics ...
The thrust of the book is not so much upon the formation of grammatical constructs but rather upon the shape of the grammatical system and its relation to semantics, discourse and pragmatics.
Niels Bohr In this book we have already touched on more than one way of
looking at the phenomenon that we call 'language'. And we have seen that
whatever conception of language we are disposed to carry around with us has a
direct ...
