Grammar

Universal Grammar is the System of Principles, conditions and rules which are elements or properties of all human languages. All human beings share part of their knowledge of languages. U G is their common possession regardless of which is each one's mother tongue. Even if somebody speaks English or Japanese he has to use Verb phrases, Noun phrases, know how to use the phonetic properties, know the syntax of the words, even if he does not realise it he uses his/her U G. A person's language is U G plus the particular settings of parameters, plus lexicon of available words. The Grammar is the logic behind each language and by claiming that a U G exists, Noam Chomsky is drawing attention to the same problem that so worried Einstein, Morowitz, Wigner et al. Namely, that the human mind appears to have access to a non-personal and therefore universal reality (Cruse,). As Albert says the child starts with Universal Grammar as an innate endowment, already there, with all its parametrized options, and has only to hear how the options need to be set in his particular language to attain full grammar of that language (Albert 4). It is found that the mistakes that the children make are never against Universal Grammar.

In this paper we will attempt to classify Lindenmayer systems based on properties of sets of rules and the kind of strings those rules generate. This classification will be referred to as a ‘parametrization’ of the L-space: the L-space is the phase space in which all possible L-developments are represented.

Alice Joo. 2018. KHL learners' case particle substitution errors: an investigation of-i/ka,-un/nun,-ul/lul,-ey and-eyse. International Journal of Korean Language Education 4(2), 107-139. This paper examines the frequent Korean case particle substitution errors produced by English-L1 Korean Heritage Language (KHL) learners at intermediate level, focusing on the five common case particles -i/ka, -un/nun, -ul/lul, -ey and -eyse that have been identified as stubborn errors in previous Korean language learner studies. From the errors identified, substitutions between nominative -i/ka and topic-contrast -un/nun, accusative -ul/lul and nominative -i/ka, and locative static -ey and locative dynamic -eyse were the most frequent and are discussed in depth in this study. The main issues appear to be due to a lack of further detailed explanation of particles in upper level textbooks or instructions, as well as a bias towards a 'functional' explanation with a focus on form rather than a 'contextual' explanation with a focus on meaning. The study concludes with a summary of pedagogical implications from the results, and suggestions for further research on KHL learners.

In the first half of the twentieth century, English grammar disappeared from the curriculum of most schools in England, but since the 1960s it has gradually been reconceptualised, under the influence of linguistics, and now once again has a central place in the official curriculum. Our aim is ...

Türkische Kinder zeigen beim Erwerb des Deutschen als Zweitsprache häufig Schwierigkeiten mit der Zuordnung von Nomina zu ihrer jeweiligen Genusklasse (Femininum, Maskulinum oder Neutrum) - einer grammatischen Kategorie, die ihre Muttersprache nicht kennt. Da das nominale Genusmerkmal an verschiedenen syntaktischen und lexikalischen Verarbeitungsprozessen beteiligt ist, könnte die Förderung des Genuserwerbs bei diesen Kindern einen wichtigen Ansatzpunkt für die Unterstützung des sprachlichen Strukturaufbaus darstellen. Bisher liegt allerdings kaum Evidenz zu der Frage vor, ob und mit welchen Förder- bzw. Trainingsmethoden die Verarbeitung von Genusmerkmalen effektiv unterstützt werden kann und ob alle türkisch-deutschen Kinder von den gleichen Methoden optimal profitieren. In der hier beschriebenen Pilotstudie wurde versucht, den Genuserwerb von acht Zweitund Drittklässlerinnen bzw. -klässlern mit türkischer Erstsprache mit zwei unterschiedlichen sprachlichen Trainingsmethoden zu un...

Second language acquisition studies can contribute to the body of research on the influence of language on thought by examining cognitive change as a result of second language learning. We conducted a longitudinal study that examined how the acquisition of Spanish grammatical gender influences categorization in native English-speaking adults. We asked whether learning the grammatical gender of Spanish affects adult native English speakers' attribution of gender to inanimate objects. College students enrolled in beginning Spanish participated in two tasks repeatedly (four times) throughout one academic year. One task examined their acquisition of grammatical gender. The other examined their categorization of inanimate objects. We began to observe changes in participants' grammatical gender acquisition and in categorization after ten weeks of Spanish instruction. Results indicate that learning a second language as an adult can change the way one categorizes objects. However, t...

Logics of Propaganda
Part Two. The Conspiratorial Logic of Populist Propaganda
Within the framework of the more general logics of propaganda outlined in Part One, Part Two of this study aims to shed light on the recently growing populist-propaganda front. In contrast to many researchers who speak of a ‘populist wave’ recently spreading almost across the world (from Putin to Trump and back), on the level of discourses we prefer to call this phenomenon ‘populist-propaganda front’. This newly coined term presupposes that the dispersed popular discontents have, to a great extent, already been captured and packaged in a new propaganda regime. Gradually after 2000, the new populist-propaganda package (basic grammar and vocabulary) was produced by Russian media, but Russia does not determine all of its uses; it can be and is used in anti-Russian rhetoric as well. This package – national-sovereignist and conservative in its own terms – does not serve the interests of the local people but is utilized by different local politico-economic actors (oligarchs): it is a circulating resource for state capture. The particular practical logic of this populist propaganda is outlined here on the basis of the empirical study on Anti-Democratic Propaganda in Bulgaria. News Websites and Printed Media: 2013 – 2016.
First, the populist-propaganda logics are based entirely on a conspiratorial grammar. The narrative figure of conspiracy, after a morphological analysis following Vladimir Propp, can be logically represented as a multiple relation with three logical positions: 1. Conspirator (Puppet-master, Villain) – 2. Helpers (Puppets) – 3. Victim (potential Hero). Populist propaganda totalizes this elementary conspiratorial grammar: everything in the (political and economic) world is a conspiracy. The scene of the conspiracy is the globe. Hence the position of the ‘Conspirator’ is translated into a geopolitical position: the usual suspect – the global Villain – is ‘the West’ (or the USA, NATO, Brussels, Soros, capitalism, liberalism, multiculturalism, etc., all of them metonymically substituted on demand).
Second, by totalizing conspiracy, populist propaganda totalizes cynicism: its first message is that everyone is pursuing their own self-interest. Every other normative and political standard (presumably invoked to limit selfish self-interests – human rights, the rule of law, the separation of powers, etc.) is discredited in advance as an ideological smokescreen hiding the conspiracy.
Third, the only legitimate interest is the people’s interest. But here a set of propaganda operations with the meaning of ‘the people’ takes place. 1. Using the Left repertoire of discrediting Western liberal capitalism, propaganda omits the inclusive Left meanings of ‘the people’ and substitutes them with exclusive ‘Right meanings’ (it is strategically targeted at the local majority represented in an ethnically-nationalist holistic mode); 2. The people’s interest and the people’s sovereignty are also strategically substituted by the state’s sovereignty (in geopolitical étatist terms); 3. But the state’s sovereignty understood as the existence of strong and mutually independent institutions is also strategically replaced by the ‘personal sovereignty’ of one strong and charismatic political leader. On the Bulgarian media scene, Putin and Orbán are usually cast in the role of real sovereign leaders countering the conspiracy of the West.
In conclusion, contemporary populist propaganda is racist (excludes on a racial basis), isolationist (excludes international normative regulations and control), and authoritarian (on the internal level, it excludes the institutional separation of powers and blocks civic resistances). It is not only a Russian weapon but also an effective local device for state capture for every oligarch fighting against all forms of public control (internal and external) and utilizing the state as a tool for securing economic advantages.
Keywords: logics, grammar, populist propaganda, conspiracy, state capture.

This paper reviews the intense debate that has been taking place in the past six decades concerning the value of traditional grammar instruction in the improvement of students’ writing abilities since the release of the Braddock Report (1963), whose conclusion was that grammar instruction did not improve the students’ writing skills, but had a “negligible,” or “even a harmful effect,” on students.

Subsequent studies have shown that the Braddock Report’s inferences had been based on incorrect and misconstrued data (Tomlinson, 1994). More recent data has demonstrated improvement in the students’ writing after grammar instruction (Lyster, Lightbown & Spada, 1999).On the other hand, Feng and Powers (2005) mention Weaver, McNally and Moerman (2001) who think that “to teach or not to teach grammar is not the question,” but whether “what and how to teach it,” a matter that  teachers and instructors have to confront (Feng & Powers, 2001). The vast number of methods and approaches designed for grammar teaching indicates the confusion amongst the English instructors concerning an acceptable grammar definition, and the most acceptable methods and approaches for the teaching of the discipline.

En esta serie de vídeos vamos a explicar los fundamentos del análisis de la oración simple para los alumnos de Secundaria. Se trata de vídeos sencillos pero completos que abordan los problemas más habituales. Son casi 30 años viendo los mismos errores: creo que es un buen momento para compartir la información con compañeros y alumnos para que nuestra tarea sea más sencilla.

ARTÍCULOS Cuad. Filol. Clás. Estud. Lat. 40(2) 2020: 191-210 191 Los procedimientos de adiectio, detractio, immutatio y transmutatio como fuente de uitia uirtutesque en la gramática latina de la antigüedad 1 Mª Luisa Harto Trujillo 2 Recibido: 3 de septiembre de 2020 / Aceptado: 25 de noviembre de 2020 Resumen. En 1524, en su De Emendata Structura Latini Sermonis, T. Linacro afirma que, entre la structura iusta y la figurata (antecedentes de la estructura profunda y superficial), se producen cambios debido al añadido, la supresión, el cambio de orden o la sustitución de algún elemento. En el artículo analizamos cómo estos procedimientos aparecen ya citados por los gramáticos latinos de la antigüedad como fuente de alteraciones en palabras y oraciones, alteraciones que, en unos casos, son consideradas como uitia (barbarismos o solecismos) y, en otros, como figuras estilísticas (uirtutes, tropos…). Palabras clave: Gramática latina; figuras; Linacro. [en] The procedures of adiectio, detractio, immutatio and transmutatio as source of uitia uirtutesque in antique latin grammar Abstract. In 1524, in his De Emendata Structura Latini Sermonis, Th. Linacre affirms that, between the structura iusta and the figurata (antecedents of our deep and superficial structures), we find changes due to the addition, deletion, change of order, or the substitution of some element. In this article, we analyze how these procedures appear yet in the Artes of Antique Latin grammars as a source of alterations in words and sentences, alterations that, in some cases, are considered uitia (barbarism or solecisms), and in other as stylistic figures (uirtutes, tropes…). Sumario: 1. Introducción. 2. Adiectio, detractio, immutatio y transmutatio en la gramática latina de la antigüedad. 2.1. Adiectio, detractio, immutatio y transmutatio en tratados retóricos. 2.2. Aparición de los cuatro procedimientos en la gramática latina como fuente de barbarismos. 2.3. Los cuatro pro-cedimientos como fuente de solecismos. 2.4. Adiectio, detractio y transmutatio (no immutatio) como fuente de caetera uitia y de tropos. 2.5. Una figura es una desviación buscada por un autor con finalidad estética. 2.6. Los cuatro procedimientos como fuente de figuras o schemata. 2.7. Los procedimientos desde un punto de vista sintáctico. Conclusiones. Bibliografía. Cómo citar: Harto Trujillo, Mª Luisa «Los procedimientos de adiectio, detractio, immutatio y trans-mutatio como fuente de uitia uirtutesque en la gramática latina de la antigüedad», Cuad. Filol. Clás. Estud. Lat. 40.2 (2020), 191-210.