This dissertation is about the structure of temporal semantics and children’s acquisition of temporal language. It argues for the importance of investigating semantics both at the abstract level of linguistic structures and at the concrete level of the time-course of acquisition, as these two levels provide natural constraints for each other. With respect to semantics, it provides a computation...

The developing grammatical competence in teaching Russian as a foreign language student at the stage of pre-higher education training is one most important tasks facing linguodidactics. success mastering depends on level competence. Knowledge grammar contributes to better language. article defines terminological status competence, examines its correlation with such categories linguistic communi...

Conceiving grammaticality as gradient poses problems for those traditional conceptions of grammar which assume that linguistic expressions can only be either grammatical or ungrammatical. That a sentence is, for instance, “grammatical to 75%” is a nonsensical statement from this point of view. In this tradition, generative grammar assumes the native speaker’s linguistic competence to be the sys...

A number of disparate approaches to language, ranging from cognitive linguistics to stochastic implementations of optimality theory, have challenged the classical distinction between knowledge of language and use of language. Supporters of such approaches point to the functional motivation of grammatical structure, language users’ sensitivity to the frequency of occurrence of grammatical elemen...

This study determined the communicative competence of college English language teachers Northern Iloilo Polytechnic State College (NIPSC) in 5th District through a researcher-developed instrument which had undergone validity and reliability testing. Utilizing mixed method approach with forty-five (45) who were chosen complete enumeration, result showed that respondents’ level areas grammatical,...

The Communicative Approach, started in the 70s, focus on real communication and interaction. This approach is prevalent English teaching as it proposed an alternative to then ubiquitous systems-oriented approaches. In instead of focusing acquisition vocabulary grammar, emphasizes development learner’s competence communicate real-life situations. other words, aims at cultivating communicative ra...

The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of  in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural c...

Assessment  of  grammatical  knowledge  is  a  rather  neglected  area  of  research  in  the  field with  many  open  questions  (Purpura,  2004).  The  present  research  incorporates  recent proposals  about  the  nature  of  grammatical  development  to  create  a  framework  consisting of dimensions of complexity, range and strength, and studies which dimension(s) can best predict the stat...

This study attempted to determine the grammar learning strategy and grammatical competence level of 2nd year 3rd pre-service teachers. Additionally, this aimed investigate relationship between their usage level. To end, employed descriptive-correlational research method. Data were collected through a questionnaire facilitated in Google Forms. The study's results revealed that, first, teachers h...

Studies of first-language acquisition in adolescence are very rare and depend primarily on comprehension measures to evaluate grammatical knowledge. These studies have led to the general conclusion that grammatical development in adolescence is severely impaired and performance is highly variable both within and across individuals. This article is the first to present longitudinal production da...