Background: Training school graduates for External Independent Evaluation (EIE) in Ukrainian is a specialprocess oriented towards developing students’ necessary knowledge, skills, and abilities sufficient passing the EIE test within shortest time possible taking from several months to weeks. Part of EIE, grammar occupies prominent place training schoolers test. The development graduates’ compet...

The article is devoted to the investigation of grammar text with focus on definition, history formation, main stages development, its relationship linguistically and sociologically objective subjective grammar. two linguistic social categories addressee-linguoperson addressee are clearly separated clarified. Also, status in discussed detail. offers analysis linguistic-social specifics expressio...

Understanding the grammatical structure of the target language is beneficial to certain categories of language learners, in particular to students learning to write in a language with many syntax-sensitive spelling rules, and to adult L1/L2 learners who prefer explicit rules. Moreover, grammar is an important body of knowledge in its own right. Two visual-interactive grammar instruction tools a...

Presenting advances in semantic specification using Minimal Recursion Semantics embedded in an HPSG grammar, the paper addresses the question how the semantic performance of such grammars can be evaluated. We suggest that if a grammar can contribute to correct steering of an artificial agent in a text-based instruction application, then this is as close as one can get to a correctness criterion...

Form-focused instruction occupies an important position in China’s secondary schools. However, middle school English teaching has been criticized for the sustainability of form-focused instruction. The new Curriculum Standards suggest that grammar should be integrated into communicative activities, but no precise guidance is provided on how to integrate activities. This study investigates teach...

Five 8- to 10-year-old children with dysphonetic and dyseidetic dyslexia were given instruction in reading comprehension using a story grammar strategy in which story instruction was differentially designed to match the simultaneous or sequential mental processing strengths of each dyslexia subtype. A multiple baseline, single subject experimental design and statistical analyses indicated that ...