| Papers [1-15] of 99 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "GRAMMAR SILK": |
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"The Grammar of Silk", 2002.
A literary review of "The Grammar of Silk" by Cathy Song, making special reference to the imagery in the poem.
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
This essay paraphrases the stanzas in the poem "The Grammar of Silk' by Cathy Song and critically analyzes each with insight through the use of imagery and language.
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Pedagogic Grammar, 2005.
This paper is an extensive discussion of pedagogic grammar, written and spoken discourse for English language, as applied to ESL English language learning.
4,205 words (approx. 16.8 pages), 15 sources, APA, $ 112.95
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Abstract
This paper explains that pedagogic grammar is grammar that provides useful descriptions of language forms and their function for pedagogical purposes, which can be organized and sequenced in textbook form to provide systematic teaching and learning as a descriptive and explanatory complement to other language learning activities. The author points out that implications drawn from learner-centered grammar instruction are that these extensive grammar rules and explanations should be presented in such a manner as to approximate the learner's hypothesis-formative process as far as possible. The paper concludes that the deformalization of pedagogical grammars may be through the avoidance of the jargon or keeping this jargon to a minimum to avoid elaborate or complicated analyses.
Table of Contents
Objective
Introduction
Psycholinguistics - Theoretical Framework
Descriptive - Prescriptive Grammar
Pedagogic Grammar
Communicative Competence in English-Language/Grammar
Linguistic
Two Cognitive Principles
Form-based: The Structuralist Theory
Form Selection
Concepts and Factors for Consideration in Analysis
Setting
Ends: Transnational, Interactional and Performative
Speech Events: Speech, Discourse or Speech
Learner-Centered Grammar Instruction Facts
Purpose of Analysis
Implications and Conclusion
From the Paper
"Pedagogical grammar within the English language is based historically on over 400 years of grammar the first of these being in 1580 by William Bullokar followed by the work of John Wallis in 1653 who studied English grammar not on the basis of the models in Latin grammar but within its own frame of reference. Due to the fact that most of the grammar was based on the Latin models there existed a heavy influence in the view of the expert in relation to the English language in the nature of and the terms for the descriptions."
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L1 Transfer versus Universal Grammar, 2008.
A complete research project to analyze the concepts involved in the L1 (native language) transfer versus universal grammar debate.
9,580 words (approx. 38.3 pages), 38 sources, APA, $ 196.95
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Abstract
This paper explains that adults learning a second or foreign language often produce errors or nonnative substitutions, including a foreign accent and normative grammatical utterances. To study the issue of L1 (native language) transfer versus universal grammar, the author uses a critical review of relevant peer-reviewed and scholarly literature and a survey of Mexican-American second language learners living in California concerning their views on these issues. The paper concludes that the knowledge of grammar in one language does not necessarily translate into an efficient use of grammar in another language. Included with the paper are several graphs, charts and tables.
Table of Contents:
Introduction
Statement of the Problem
Purpose of Study
Importance of Study
Rationale of Study
Overview of Study
Definition of Terms
Review of the Literature
Background and Overview
L1 Transfer
Universal Grammar
Discussion
Table: Recapitulation of L1 Transfer Studies
Table: .Recapitulation of Universal Grammar Studies
Methodology
Data Analysis
Summary and Conclusions
From the Paper
"Following a period of relative inattention during the Renaissance, an wide range of concepts of universal grammar emerged which were no longer tied strictly to Latin; instead, grammarians began to consider what is universal in human languages to the "particular" or "special" properties that serve to differentiate one language from another. In this regard, Thomas reports that Johann Heinrich Alsted provided a useful definition of "general grammar" in his 1630 Encyclopedia as 'the pattern [norma] of every particular grammar.'"
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Grammar and Error Correction, 2006.
An evaluation of the role of grammar and error correction in teaching a foreign language.
950 words (approx. 3.8 pages), 5 sources, MLA, $ 33.95
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Abstract
This paper studies whether -- and to what degree -- grammar and error correction should be emphasized in a language classroom. The author presents research done on the questions of: (1) how much explicit grammar instruction should be conducted? and (2) to what extent does error correction assist the learner? The author concludes from the research that grammar is more effectively learned when taught in an integrated, rather than explicit, format. The author further concludes that directly correcting errors is only important if the error precludes comprehension.
From the Paper
"There has always been debate about the place of grammar in the language classroom. Undoubtedly, the mastery of any language depends on understanding the rules that govern the arrangement and relationship of words in a sentence. Knowledge of grammatical concepts is a key step in language learning. A grammatical item, once learned, acts as a formula that can be applied to the construction of new sentences. Pica's (1994) explains that there are cases where explicit grammar instruction may accelerate the learners' progress across the stages of language acquisition. In many cases, such as the use of the plural -s, instructed learners tended to make fewer errors than those who had no classroom experience and were left to create their own strategies of learning. This, however, is by no means the end of the story. There are many factors that must be considered when deciding how and when grammar should be taught."
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Silk Cultivation, 2002.
Examines the production of silk in China.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper considers the silk worm, processing, uses of silk, its improtance to China and why it is considered to be a luxury item.
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"Traditional Grammar Teaching Is Waste of Time, say Academics", 2005.
An article review on "Traditional Grammar Teaching Is Waste of Time, say Academics", from "The Times".
675 words (approx. 2.7 pages), 2 sources, $ 26.95
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Abstract
The paper analyzes four newspaper articles that mention English or grammar. The paper summarizes each article into one paragraph and the writer provides personal comments on the articles. The writer describes the articles as "on the border of humorous with a blend of seriousness." The writer further discusses how people often make mistakes in their writing and fail to proofread their work; these grammar mistakes can sound humorous.
From the Paper
"This article came from the newspaper, The Times, with the article, "Traditional Grammar Teaching Is Waste of Time, Say Academics." Notice the title has a mistake in it. It should be "says." The article states that English grammar does not give students writing skills. A study was completed by an English review group in York. The article states that no evidence in over 100 years has connected grammar with better writing skills. While sentence combining, has been beneficial in helping students gain improvements in their writing."
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The Silk Road, 2002.
An explaination of how the Silk Road was a conduit of culture and religion.
650 words (approx. 2.6 pages), 2 sources, $ 26.95
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Abstract
This paper examines how the Silk Road spread culture and religious ideas across Europe and Asia.
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Noam Chomsky's Theory of Universal Grammar, 2006.
An analysis of the pros and cons of Noam Chomsky's theory of universal grammar.
1,125 words (approx. 4.5 pages), 3 sources, $ 44.95
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Abstract
In recent years Noam Chomsky has become more famous as a political activist and critic of various American governments than he has ever been as a linguist. Be that as it may there was a time when Chomsky was one of the leading linguistic theorists in America and this paper looks at arguably his most important scholarly contribution to that area of inquiry. Specifically this paper explores the strengths and weaknesses of Chomsky's theory of universal grammar, in particular what it reveals and what it does not reveal or rather what it obscures.
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Zhang Qian and The Beginnings of the Silk Road, 2002.
A discussion of the second volume in the "Record of the Grand Historian" by Sima Quin on early Chinese history with an emphasis on Zhang Qian, explorers and formation of the Silk Road.
1,650 words (approx. 6.6 pages), 1 source, $ 62.95
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Abstract
This paper is a review of the second volume in the "Record of the Grand Historian", the earliest histories of China as recorded by Sima Quin. The focus of the paper is on the foreign policies that surface in the story of Zhang Qian, a separate story of explorers and the early formation of the Silk Road.
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Teaching English Grammar, 2000.
An examination of the difficulties and strategies involved in teaching English grammar, looking at various teaching theories.
2,000 words (approx. 8.0 pages), 6 sources, $ 63.95
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Abstract
An examination of the difficulties and strategies involved in teaching English grammar, especially to grade-school and high-school students. The paper emphasizes the different teaching theories of people such as Theodore Hipple, Arno Jewett, and Alan Puves.
From the Paper
"Modern grammar usage is ever changing as new methods once thought incorrect are now becoming acceptable. One way in which future English teachers can help students to see, understand, and learn from their mistakes is through grammar portfolios. Generally, a student may have many grammatical errors in a first draft of a piece of writing. If a student is able to see incorrect and corrected mistakes, he or she is more likely to improve his or her future pieces of writing more efficiently."
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Teaching Grammar - Focus on 'Aspect', 2006.
An examination of the 'aspect' feature of English grammar and how this is taught.
2,427 words (approx. 9.7 pages), 6 sources, APA, $ 74.95
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Abstract
This paper examines the grammatical errors evident in a fictional letter from "Betula" to "Andrea". The paper explains that although the grammatical mistakes (in the letter) are varied, the paper focuses primarily on the letter's problem of incorrect 'aspect', and attempts to analyze how Betula's grammatical aspect problems can be categorized and corrected. The paper also explains the types of tense expressed under 'aspect'.
Table of Contents:
Introduction
What is Aspect?
Types of Tense Expressed Under Aspect
Analysis of Betula's Essay in Terms of Aspect
Conclusion
From the Paper
"In laymen's terms, aspect is really the grammatical aspect of a verb, which characterizes the temporal flow of one's writing. However, it is different from the concept of "tense" alone: although tense describes whether an action or event has occurred in the past, present, or future, aspect determines whether it happened only once, whether it happens continually without stopping, whether it happens on an intermittent basis or whether it continues to happen now (Lynch). An example of different aspects are the statements "I skip" and "I am skipping", both of which lend to different interpretations of tense."
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The Silk Road, 2005.
An in-depth look into the history and geography of this major link between East and West.
5,159 words (approx. 20.6 pages), 12 sources, MLA, $ 129.95
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Abstract
The Silk Road, the ancient 4,000 mile caravan route, was used primarily for trade and linked East to West, from China to Rome. This paper covers the nearly 2000 years of history of the Silk Road, which served the world's four main civilizations from approximately 500 B.C. to 1500 A.D. as the major highway for transporting material goods and knowledge between Europe (till Rome), the Near East, India, and China.
Paper Outline:
The Geographical Setting
The Silk Road
Travel of Ideas and Techniques
Music of the Silk Road
Bibliography
From the Paper
"The Silk Road - a network of trade routes that connected East Asia to the Mediterranean--was the main conduit for the spread and exchange of goods, ideas, religions, and cultural elements among the many peoples of Eurasia. Along it, Buddhism spread from India to China, Korea, and Japan; Islam from the Middle East to the subcontinent and Southeast Asia; Christianity--particularly Nestorian Christianity--to the Far East. Not only silk and spices but paper, printing processes, gunpowder, the magnetic compass, and prized ceramics and laquerware flowed westward, while glassware and gold and silver metalwork flowed eastward. Developments in mathematics and the sciences--as well as in art and music--coursed back and forth, building upon each other. The legacy of the exchanges enacted along the Silk Road from about 500 B.C. until A.D. 1500 permeates cultures in both East and West to this day."
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Functional Grammar, 2003.
An application of the Register and Genre Theory to spoken and written texts.
9,629 words (approx. 38.5 pages), 2 sources, MLA, $ 196.95
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Abstract
This essay analyzes the grammar of a spoken and written version of a similar recipe using Functional Linguistics ideologies. It focuses on the application of the Register and Genre Theory by J. R. Martin and Suzanne Eggins and the differences between the texts.
Introduction
Clause Complexes
Embeddings
Field
Tenor
Mode
Conclusion
From the Paper
"In general, as many linguists have discovered, written text differs from spoken text in various number of ways. Spoken text often include interpersonal interjections and unstructured clauses with embeddings that pile on top of one after another while written text is quite the opposite with less or none interpersonal themes and are more formal, structured and dense. Employing these criteria, texts have been categorized into various genres. The two texts we are about to analyze are that of written and spoken versions of a similar recipe though they do not seem to belong to a similar genre or even the general genre of simply spoken and written texts as they display quite a different set of clause structures and therefore warrants them to be classified into differing genres."
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Chomsky's Theory of Universal Grammar, 2002.
This paper is a discussion of the ideas espoused by Chomsky that the capacity for language acquisition is something we are born with.
1,810 words (approx. 7.2 pages), 4 sources, $ 58.95
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Abstract
This paper provides a detailed evaluation of Chomsky?s theory of Universal Grammar and innate Language Acquisition Device, which is central to the field of linguistics and psycholinguistics. It reviews the controversies surrounding Chomsky?s theory and discusses alternative theories.
From the Paper
"Language acquisition is undeniably biologically programmed as children all over the world, from varying cultures and linguistic environments produce the same levels of language at the same stages. Chomsky proposes that this is a direct result of Universal Grammar, which is an inherent part of every human mind. However, his theory of an innate Language Acquisition Device provokes controversy on two grounds. First is the debate between nature and nurture, with many theorists criticising Chomsky for dismissing any environmental factors. Second, is the dispute as to whether language acquisition is an independent innate faculty as Chomsky claims, or part of the child?s wider cognitive development. Such disagreements demonstrate the enormous impact Chomsky?s theory has had on the field of linguistics and reflects how ?the Universal Grammar theory is for many the central pillar in our understanding of language.? (Cook, V. Inside Language. Arnold. 1997, p249)"
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The Silk Road, 1993.
A look at the major trading route connecting Europe, Middle East and the Far East for centuries in China, Persia, the Arab countries and Rome including the commercial and cultural impact and human dimension.
8,775 words (approx. 35.1 pages), 24 sources, $ 135.95
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From the Paper
"Introduction.
Prior to the twentieth century, the Silk Road served as one of the most important connections between Europe, the Middle East, and the Far East. It was a primary route for the trading of goods, as well as for the exchange of ideas between these three regions of the world. The Silk Road, which was thousands of miles long, ran from the heart of China to the east coast of the Mediterranean Sea. Travelers along this route faced a long, difficult trip, with many dangers and hardships along the way. The route began in the Chinese city of Ch'ang.an. From there, it followed the Great Wall of China until it reached the Taklamakan Desert. After circling this desert, travelers had to make their way across the Pamir mountains before descending to the Iranian Plateau. The route then crossed the Iraqi and Syrian deserts..."
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