A transformação entre linguagens, ou entre diferentes formatos de uma mesma linguagem, é um assunto que desperta interesse há vários anos e desta forma alguns trabalhos tem surgido para tentar automatizar o processo de transformação entre notações diferentes. Este trabalho descreve as Gramáticas Transformacionais empregados para descrever as transformag6es necessárias para converter uma notação em uma linguagem fonte (LF) para uma notação equivalente em uma linguagem objeto (LO). Nesta Gramática é embutido o conceito de Gramáticas de Atributos, criando assim as Gramáticas Transformacionais com Atributos (GTAs). Para validação das GTAs é apresentado um protótipo de ferramenta transformacional, que gera um tradutor, de LF para LO, a partir da descrição da gramática da LF e das regras de transformações para a LO. Tanto a LF quanto a LO são gramáticas do tipo LALR(1). Como objetivo de construir a ferramenta mais genérica possível, foram realizados estudos sobre três ferramentas, com as quais as transformações são possíveis. São elas: YACC, SINLEX e GG. É feita uma breve descrição destas três ferramentas e uma comparação com o protótipo implementado. / Languages transformation or transformation among differents formats of the same language is a subject that , has had a lot of interest for t many years. Thus, research has been done aiming to automatize the proccess of transformation from one notation to another. This work describes the use of Transformation Grammars to describe the necessary transformations to convert from a Source Language (SL) notation to an equivalent Object Language (OL). The concept of Attribute Grammars is embbeded to these grammars, defining an Attributed Transformation Grammar (ATG). A transformation tool prototype to evaluate the ATGs is presented. This tool generates a translator from SL to OL using the SL grammar description and the corresponding transformation rules to the OL. Both the SL and OL are LALR(1) grammars. Studies on YACC, SINLEX and GG (tools wich allow transformations) were done trying to reach the most generic tool. A brief descriptions of these tools and a comparision with the prototype is presented.

M.A. (African Languages) / Please refer to full text to view abstract

Denna studie har till syfte att undersöka vilka argument som förs, i tre populära läromedel i gymnasieskolans grammatikundervisning, till att läsa grammatik. Undersökningen genomförs i form av en komparativ läromedelsanalys av tre vanligt förekommande läromedel som behandlar grammatik, baserat på 20 lärares autentiska val av läromedel. Genom dessa läromedel sker en sammanställning av deras argument till att läsa grammatik. Vidare består studien också av en enkätundersökning som har till syfte att granska elevers inställning till dessa argument, samt deras uppfattning om grammatikens relevans och nytta i skolans undervisning. Genom enkätundersökningen får eleverna redogöra för om de tycker att läromedlens argument till att läsa grammatik är legitima. Att kombinera en undersökning om vilka argument som förs i populära läromedel till att läsa grammatik och en undersökning av elevers inställning till dessa argument, redovisar alltså om elever uppfattar läromedlens argument till att läsa grammatik som berättigade – på så vis kan vi veta om argumenten håller enligt eleverna. Det är högst relevant att undersöka hur populära läromedel motiverar till att läsa grammatik, eftersom tidigare forskning visar att grammatikundervisningen tampas med stora problem, som bland annat elevernas förmåga att förstå grammatikens relevans och nytta i samband med skolan. Studiens resultat visar på att majoriteten av eleverna faktiskt anser att grammatik är viktigt – men också att de tycker att grammatik är tråkigt. Vidare visar även studien att majoriteten av eleverna anser att nio av de elva argumenten faktiskt är legitima. Studien visar också att majoriteten av eleverna, efter att ha tagit del av argumenten, tyckte att grammatik var viktigt redan innan de fick ta del av läroböckernas argument och drygt en tredjedel svarade även att argumenten har fått dem att inse att grammatik är viktigt. / This study’s aim is to examine which arguments that occur, in three popular teaching aids in upper secondary school’s grammar education, to learn grammar. The study is carried out through a comparative teaching aid analysis of three common teaching aids that deal with grammar, based on 20 teachers authentic choice of teaching aids. Through these teaching aids, a compilation of the arguments is carried out. Furthermore, the study also consists of a questionnaire that aims to examine student’s outlook on these arguments, but also their perception on grammar’s relevance and utility in school’s education. The students get to describe if they think that the teaching aid’s arguments are legitimate. To combine a study of which arguments that occur in popular teaching aids of why students should learn grammar, with a questionnaire of student’s outlook on these arguments, thus show if students find the teaching aids’ arguments to be justified – hence can we know if the argument holds according to the students. It is highly relevant to examine how popular teaching aids motivates students to learn grammar, since previous research show that grammar education is faced with big problems, like for instance student’s ability to understand grammar’s relevance and usefulness in relation to school. The study’s result shows that the majority of the students actually consider grammar to be important – but also that they think that grammar is boring. Furthermore, the study also shows that the majority of the students consider nine out of the ten arguments to be legitimate. The study moreover shows that the majority of the students, after taking part of the arguments, thought that grammar was important even before they saw the teaching aid’s arguments, and almost one third answered that the arguments had helped them realize the importance of grammar.

This thesis describes an implementation of a model of natural language grammar based on current theories of transformational grammar, collectively referred to as Government and Binding (GB) theory. A description is presented of the principles of GB, including X-bar syntax and the theories of Case, Theta, Binding, Bounding, and Government The principles, in effect, constitute an embodiment of "universal grammar" (UG), i.e. the abstract characterization of the innately endowed human language faculty. Associated with the principles is a set of parameters that alter the effect of the principles. The "core grammar" of a specific language is an instantiation of UG with the parameters set in a particular way. To demonstrate the cross-linguistic nature of the theory, a subset of the "core grammars" of Spanish and English is implemented, including their parametric values and certain language-specific transformations required to characterize grammatical sentences. Sentences in one language are read in and converted through a series of reverse transformations to a base representation in the target language. To this representation, transformations are applied that produce a set of output sentences. The well-formedness of these sentences is verified by the general principles of UG as controlled by the parameters. Any that fail to meet the conditions are rejected so that only grammatical sentences are displayed. The model is written in the Prolog programming language. / Science, Faculty of / Computer Science, Department of / Graduate

The purpose of this survey is to examine the approach teachers in primary school takes on grammar teaching. This study is based on interviews with nine qualified teachers whom are all working with children in the age span of six to nine years old. The study shows that there are uncertainties around the concept of grammar and which parts of the grammar teaching that should be prioritized when teaching younger students. It also shows that despite the uncertainty regarding the concept of grammar the teachers all agreed that teaching how we use our language to communicate, both verbally and in writing, is important. The interviewed teacher all varied the way they teach grammar depending on how they defined the concept of grammar teaching. Nevertheless, they all agreed that teaching the language structure is beneficial to language development.

The role that grammar should occupy in the teaching of the Spanish language, and of languages in general, has varied throughout history. From taking a central role in the grammar-translation method to positioning grammar on the periphery and implicitly teaching it in the communicative approach. The teaching of grammar is part of the training of students once they pass the introductory and most basic level of the language, so we will study how this process occurs in the classrooms of a couple of schools in the region of Skåne. For this we will make a distinction between the teaching of grammar explicitly and the implicit teaching of it. Our research is based on the testimonies of two professors with extensive academic competence on the subject and with a large number of years of experience. Through semi-structured interviews, we had access to detailed information about the choice of the way in which they work, and we corroborated that they favor explicit grammar teaching because, according to our informants, this provides solid knowledge, saves time and effort to students to form grammatical structures, students request it and have a positive attitude towards it and it motivates them. It is also the form that gives the best results for learning the language, in combination with the advantages of the communicative approach, affirm the teachers interviewed. Another aspect in our research that our informants confirm is the lack of materials for the formal teaching of grammar, since said material is almost non-existent in manuals for language teaching, so the responsibility to find, and in many cases create these materials rests with the teachers. This aspect together with the fact that the choice to teach explicit grammar in class may lead to more research that has an echo in the Skolverket curricula so that materials that cover these needs are developed. On the other hand, based on the information collected by our informants, we can say that it does not seem necessary to us that there is a sharp dichotomy between the grammar-translation method and the communicative approach, but rather that both methods be reconciled in a harmonious way. That is to say, that the best of both methods is taken advantage of without having to choose between one or the other in a clear way. Our research can serve to guide such future research.

The English subject in Swedish upper-secondary school aims to develop students’ holistic communicative ability, giving students opportunities to produce meaningful texts with confidence. The syllabus further proposes that this ability includes knowledge of the language’s grammatical structures since being aware of grammatical structures and options helps students to write in varied and effective ways. This prompts teachers to consider how to teach grammar to help improve students’ writing. Research, presented in this essay, shows that traditional grammar teaching with focus on rules and errors is ineffective and could rather make students shy away from grammar and writing. Instead, this essay suggests a playful and contextualised view of grammar instruction, developed by Constance Weaver, in which grammatical features are taught in conjunction with writing, enhancing texts and making them rhetorically efficient. Weaver’s approach to grammar includes presenting opportunities in which students can experiment with and explore ways to express themselves. This inspired the research question: what exercises can promote a playful attitude toward grammar to improve students’ writing? In order to investigate this question, three grammar and writing exercises were analysed with a criteria-based materials analysis. The criteria are based on research in the fields of English language learning, grammar instruction theory, rhetorical grammar theory and theory of playfulness. Results of the analysis suggest that the three exercises have the potential to promote playfulness toward grammar as well as improve students’ writing, as they could reduce anxiety and encourage risk-taking. However, teaching grammar with playful exercises may not be enough to benefit students: the overall course design and contingent teaching should promote a playful attitude.

I denna studie undersöks om styrdokument och läromedel korrelerar i sättet att se på grammatik i kursen Svenska 2 på gymnasiet, med utgångspunkt i begreppen funktionell respektive formell grammatikundervisning. Svenskämnets syfte, kunskapskrav och kommentarsmaterial tillsammans med grammatikavsnitten i läromedlen Svenska rum 2 och Svenska impulser 2 undersöks genom en kvalitativ innehållsanalys. Den teoretiska utgångspunkten är en begreppsdefinition av funktionell och formell grammatik som innefattar sex olika kriterier för varje begrepp. I resultatet framkommer att styrdokumenten ger uttryck för ett mer funktionellt perspektiv på grammatik, medan läromedlet Svenska rum 2 ger uttryck för ett formellt perspektiv på grammatik. Läromedlet Svenska impulser 2 har både ett funktionellt och formellt perspektiv på grammatik. Det finns en formell grund men läromedlet innehåller flera funktionella ansatser, därför har läromedlets grammatikavsnitt tolkats som mer funktionell än formell. Slutsatsen som kan dras är således att Svenska impulser 2 kan anses korrelera med styrdokumenten, trots att de funktionella aspekterna skulle kunna utvecklas ytterligare. Styrdokumenten kan dock inte anses korrelera med grammatikavsnittet i Svenska rum 2 efter begreppet funktionell grammatik. / This essay aims to examine whether or not the syllabi and teaching materials correlate in their views on grammar in the upper secondary school course Swedish 2, in regards to functional and formal grammar teaching. The aim of the subject, knowledge requirements and commentary materials, as well as the grammar sections of the teaching materials Svenska rum 2 and Svenska impulser 2, are examined through a qualitative text analysis. The theoretical assumption for the study is based on a definition of the concepts of functional and formal grammar, where each concept is defined by six different criteria. The results show that the syllabus favor a more functional perspective on grammar, whereas the teaching material Svenska rum 2 favors a more formal perspective on grammar. The teaching material Svenska impulser 2 expresses both a functional and a formal perspective on grammar. Its basis is a formal perspective on grammar, but the material includes several functional approaches to grammar and has therefore been interpreted as more functional than formal. This study concludes that Svenska impulser 2 can be considered to correlate with the syllabus, even though the functional aspects could be developed further. However, the syllabus cannot be considered to correlate with the grammar sections in Svenska rum 2 in regards to the concept of functional grammar.

by Belinda Nga Yee Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 111-116). / Acknowledgements --- p.iv / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter CHAPTER TWO: --- THEORETICAL BACKGROUND --- p.5 / Chapter 2.1 --- Introduction --- p.5 / Chapter 2.2 --- θ-Theory and Arguments --- p.7 / Chapter 2.3 --- Argument Structure / Lexical Syntactic Representation --- p.10 / Chapter 2.4 --- Lexical Syntactic Representation --- p.10 / Chapter 2.5 --- Summary --- p.20 / Chapter CHAPTER THREE: --- ENGLISH RESULTATIVES --- p.21 / Chapter 3.1 --- Introduction --- p.21 / Chapter 3.2 --- Features of English Resultatives --- p.21 / Chapter 3.2.1 --- Categories for Resultative Phrase --- p.23 / Chapter 3.2.2 --- Resultative Phrase as Complement --- p.26 / Chapter 3.2.3 --- Transitive Resultatives --- p.29 / Chapter 3.2.4 --- Intransitive Resultatives --- p.36 / Chapter 3.2.5 --- Subject of Predicate Expression --- p.41 / Chapter 3.2.6 --- Syntactic Structure of Resultatives in the Literature --- p.41 / Chapter 3.2.7 --- Change-of-State Linking Rule --- p.45 / Chapter 3.3 --- Incompatibility of Verbs with Resultatives --- p.47 / Chapter 3.3.1 --- Classification of Verbs --- p.47 / Chapter 3.3.2 --- Incompatibility of Resultative Phrases with Stative Verbs --- p.49 / Chapter 3.3.3 --- Resultative Phrases as Delimiters --- p.50 / Chapter 3.3.4 --- Incompatibility of Resultative Phrases with Verbs of Inherently Directed Motion --- p.51 / Chapter CHAPTER FOUR : --- A PREDICATION THEORY FOR ENGLISH RESULTATIVES --- p.53 / Chapter 4.1 --- Introduction --- p.53 / Chapter 4.2 --- Bowers' Syntax of Predication --- p.57 / Chapter 4.3 --- An Extension of Bowers' Predication Theory to English Resultative Constructions --- p.60 / Chapter 4.3.1 --- Introduction of Double Predication Structure --- p.60 / Chapter 4.3.2 --- The Notion of Causativity --- p.61 / Chapter 4.3.3 --- More about Conflation and Resultative Verbs --- p.62 / Chapter 4.3.4 --- Weakness of Bowers' Structure --- p.65 / Chapter 4.3.5 --- A Modified Structure for Intransitive Resultatives with an Unergative --- p.65 / Chapter 4.3.6 --- A Suggested Structure for Transitive Resultatives --- p.67 / Chapter 4.3.7 --- A Suggested Structure for Intransitive Resultatives with an Ergative --- p.69 / Chapter 4.4 --- Concluding Remarks --- p.72 / Chapter CHAPTER FIVE: --- CANTONESE RESULTATIVE CONSXRUCTIONS --- p.73 / Chapter 5.1 --- Introduction --- p.73 / Chapter 5.2 --- Dou-Constructions --- p.76 / Chapter 5.2.1 --- The Syntactic Properties of Dou-constructions --- p.76 / Chapter 5.2.2 --- Null Elements in Cantonese --- p.82 / Chapter 5.2.3 --- The Status of V1 --- p.83 / Chapter 5.3 --- Directional Complements --- p.87 / Chapter 5.4 --- Summary --- p.89 / Chapter CHAPTER SIX: --- A PREDICATION THEORY FOR CANTONESE RESULTATIVES --- p.90 / Chapter 6.1 --- Introduction --- p.90 / Chapter 6.2 --- The Syntactic Derivations of Dou-Resultative Constructions with Intransitive --- p.90 / Chapter 6.3 --- The Syntactic Derivations of Dou-Resultative Constructions with Transitive --- p.93 / Chapter 6.3.1 --- Base Positions for NP2 and NP3 --- p.95 / Chapter 6.3.2 --- Redupiication and V' Constraint --- p.98 / Chapter 6.4 --- Passive Resultatives --- p.100 / Chapter 6.5 --- A Note on Resultative Dou-Constructions with a Causative --- p.105 / Chapter 6.6 --- A Remark on V-V Compounds --- p.107 / Chapter 6.7 --- Summary --- p.109 / REFERENCES --- p.111

In this thesis, we implement a rule-based machine ranslation (MT) system for Personal Digital Assistants (PDAs). Rule-based MT system has three modules in general: analysis, transfer and generation. Grammars used in our system are lexicalized tree automata-based grammar (LTA) and synchronous lexicalized tree adjoining grammar (SLTAG). LTA is used for analysis, and SLTAG is used for transfer and generation. We adjust developed parser to PDAs as a parser in the analysis module. The SLTAG parser in the transfer module would search possible source side of SLTAG in source parse tree. Then, growing target parse tree and scoring each hypothesis is based on language model and rule probability. To avoid too much estimation, generation step would prune some hypotheses under threshold. Compared with other rule-based MT systems, we can build rules automatically and design a flexible rule type. SLTAG parser is coded specially for the rule type. In experiments, Chinese-English BTEC is our training and test data. We can get 17% BLEU score for the test data.