The Correlative Conjunction Recognize a correlative conjunction when you see one. Either ... or‚ neither ... nor‚ and not only ... but also are all correlative conjunctions. They connect two equal grammatical items. If‚ for example‚ a noun follows either‚ then a noun will also follow or. Read these examples: In the fall‚ Phillip will either start classes at the community college as his mother wishes or join the Navy‚ his father’s hope. Neither the potted ivy on the counter nor the dirty dishes
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researcher claims that there are still students who fail to understand the most basic rules of English language structure‚ such as plurality. 1.1 Hypothesis As cited by the researcher‚ Fries (1945)‚ Lado (1957) and Van Els (1984) agree that different grammatical structure between languages is a possible factor of students’ incompetency in the targeted language. Thus‚ the hypothesis of this study is‚ Malay students find it difficult to understand and use English language plural inflections because there
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A Sketch of the Mandarin Language: Morphology and Syntax Introduction China has always been a land of many languages and dialects. The Mandarin language‚ however‚ emerged as the language of the ruling class during the latter part of the Ming Dynasty (1368-1644)‚ and is now the most widely-spoken language in the world. In the 200 census‚ China had a population of 840 million people‚ and 70% of that population spoke mandarin as their mother tongue. The Mandarin language is part of the Sino-Tibetan
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inventory of Azerbaijani‚ Persian and English inflections with examples and illustrations are listed to highlight their similarities and discrepancies. There are restricted numbers of inflections in each language and are utilized to indicate aspects of grammatical function of a word. Results reveal that there are more varieties of inflections in Azerbaijani language than in English or Persian and; they share some common properties as well as several dissimilarities. English and Persian represent more irregularity
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Describe how you would drill the past tense or another grammar point with a repetition drill. A repetition drill The teacher get the students to repeat the form in response to a given stimulus‚ quite often a gesture or facial expression. Start the exercise and introduce the form using the ‘back – chaining method’. The phrase is modeled‚ starting at the end and working your way forward e.g. ‘yesterday’ / ‘to town yesterday’ / ‘I went to town yesterday’. Students repeat each respective ‘chunk’
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Spanish verbs irregular in the present tense! ! Stem-Changing Verbs Ending in -ar and -er! ! e → ie -ar o → ue -er pensar - to think! querer - to want/! acertar - to guess right/ ! love/wish! hit the mark! ascender - to ! apretar - to tighten/! ascend/promote! squeeze/be tight! defender - to ! atravesar - to cross! defend! cerrar - to close! descender - to ! comenzar - to begin/! descend! commence! encender - to light/! confesar - to confess! ignite! despertar(se)
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Lesson Plan Date: 20/10/2011 No. Students: 15 students Age: 14- 15 Level: Intermediate. Topic: ‘Alibi ’ -Past Simple question forms – consolidation Length: 20 minutes Objectives: By the end of the lesson the students will have practiced and reinforced Past Simple question forms. By the end of the lesson the students will be better able to demonstrate knowledge of the proper form of the Past Simple question forms. By the end of the lesson the students will be better able to demonstrate
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basic distinction affecting sentences in very many languages. We need to offer a characterisation of I and also specify the distinction that exists between so-called ‘sentences’ on the on hand and ‘clauses’ in the other. INFLECTION is any type of grammatical affix that is attached to a root. Thus‚ in a language like English‚ the suffix or ending –er that is attached to adjectives to make the comparative form is identified as I (inflection)‚ specifically adjectival I. Likewise‚ the plural ending –s that
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It’s social by nature and inseparably connected with people. It develops with the development of society. The language consists of 3 parts: the phonological system (i.e. sound system)‚ the lexical system (set of naming means of language) and the grammatical system. (The principles of systemic approach to language and its grammar were developed in the linguistics of the 20th century after the publication of the works by Beaudoin de Courtenay and Ferdinand de Saussure (they demonstrated the difference
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1. What are some of teacher –student conference in helping students with grammatical problems in writing? Language teachers and language learners are often frustrated by the disconnect between knowing the rules of grammar and being able to apply those rules automatically in listening‚ speaking‚ reading‚ and writing. This disconnect reflects a separation between declarative knowledge and procedural knowledge. • Declarative knowledge is knowledge about something. Declarative knowledge enables
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