English Grammer

Download free now the PDF Lecture Sheet on Techniques of Passage Narration explained both in English and Bengali language in which you will get the most 10 easiest and complete Rules of Changing Passage Narration from Direct Speech to Indirect Speech along with examples and proper explanations.

আমাদের বিভিন্ন প্রাতিষ্ঠানিক পরীক্ষা যেমনঃ জে.এস.সি, এস.এস.সি, এইচ.এস.সি বোর্ড পরীক্ষায় passage narration পরিবর্তন করতে হয়। সুতুরাং, নিঃসন্দেহে, আমাদেরকে এই অধ্যায়টির উপর গুরুত্ব প্রদান করতে হবে। আমি তোমাকে এখানে Passage Narration পরিবর্তনের উপর সহজ ১০ টি নিয়ম দেখাবো।

Adverbial Clause is a dependent clause that describes a verb or adjective.-An Adverbial Clause can tell about an action in terms of time, place, manner, condition, or reason  Adverbial clauses begin with a subordinating conjunction (after, before, as soon as, as if, because, etc) and include a subject and a verb-There are different kinds of Adverbial clause + Adverbial Clause of Time + Adverbial Clause of Place + Adverbial Clause of Manner + Adverbial Clause of Reason + Adverbial Clause of Condition + Adverbial Clause of Purpose + Adverbial Clause of Result + Adverbial Clause of Comparison 2/ Adverbial Clauses of Time-An Adverbial clauses of time will tell us when something happens. It can be introduced by the following conjunctions: when, after, as, as long as, before, during the time (that), now (that), once, since, whenever, and while Ex: You didn't look very well when you got up this morning. After she got married, Madeleine changed completely.-When the time clause refers to the future, we normally use the simple present after after, as soon as, before, by the time, directly, immediately, the moment, till, until, when where we might expect a simple future; or we use the present perfect where we might expect the future perfect. These two tenses are often interchangeable after temporal conjunctions:

Abstract

The reason why it’s an international language and also recognized as a world language, English has always been a part of our education system from Class 1-12 no doubt. After getting independence in 1971, the use of English language has been increasing in administration, education and other sectors in Bangladesh thoughtfully. Though, Bangladeshi government has always been active to undertake various ventures to improve the learners’ competence in English. In 2001, the Government adopted CLT approach to develop the learners’ English at HSC level. CLT is very effective to teach Communicative and functional English because it gives importance to four skills (reading, Writing, listening and speaking) in English. After 10 years of its launch, it has been noticed .That the learners’ proficiency in English is not up to the mark as was expected. So the problems and solutions come at first to independently and English Language Teaching is not up to the mark in Higher Secondary Level. This paper find out the problems and solutions of English Language Teaching in Higher Secondary Level.
Keywords: English, Teaching, CLT, speaking, writing.

Grammar is, in the simplest expression, “the system of the arrangement of a language.” It may be interesting to note that people sometimes describe grammar as the "rules" of a language; but the matter of fact is that no language has rules.  If we use the word "rules", we thereby suggest that somebody created the rules first and then spoke the language, very much like a new constitution. However, no natural language started like that. Languages were started by people making sounds which evolved into meaningful words, phrases and sentences. No commonly-spoken language is fixed. All languages are subject to change over time. What we call "grammar" is simply a reflection of a language at a particular time in the history of that language.

Abstract: a textbook used for a postgraduate (M.A.) course. It provides Syllabi for the Lectures, Examples and Exercises. It is the first part of the four volume (four semester) English Grammar course which consists of
a) English Morphology - undergraduate
b) English Morphosyntax - undergraduate
c) English Syntax 1 - undergraduate
d) English Syntax 2 - postgraduate

Traditionally the grammar usage has been associated with the speech pace learners may face when developing the ability and fluency to speak and express their ideas. This research work was aimed at analyzing the relationship between those two essential aspects (grammar and speech
pace) when performing a conversation in a second language. For this reason a test focused on assessing the speaking skill of three students who held the highest grades according to the levels A1, A2, and B1
was carried out. On the other hand, a survey approached to find out the students’ feelings towards grammar when having a conversation in a L2.
Several considerations over the teaching-learning process of a second language were done. In the end, there was an assumption concerning the speech pace, which indicated that learners might not feel comfortable at all to speak fluently when being grammatically corrected at the same time, because as they are trying to accurately organize
their ideas when there’s something to say in front of a listener they tend to get complicated due to the proper use of grammar.

Bagi kita yang bukan penutur asli bahasa inggris menghafalkan rumus 16 tenses tentu sangat menyulitkan bagi sebagian orang, padahal pemahaman 16 tenses dasar merupakan hal yang paling krusial dalam mempelajari bahasa Inggris. Untuk itu kali ini kita akan memberikan "Tips dan Trik Menguasai 16 Tenses Bahasa Inggris dengan Cepat"

Factive verbs are known to presuppose the truth of their complements, and regret is an example of factive verbs. This corpus-based study aims to investigate the complement, use, and frequency of occurrence of regret in COCA, and shed light on various uses of this verb. The scope of this study was limited to the bare form of regret, and most common complements of regret were analyzed throughout the study. The findings revealed that all the complements were presupposed to be true due to the factive verb regret, and regret has various complements such as regret + Ving, regret + to V1, regret + that. What is more, all these complements assign different meanings to regret in context.

Because it is not much used except sometimes for written communication, this tense is susceptible to be extinct in the near future. Although it is a tense, it is not used in time clauses. It talks about the past in the future, so it is full of suppositions. It is used for dreams, plans, promises, and predictions. It is generally used when we talk about a deadline. After this quick unorganized introduction, I guess you have known what tense I am talking about ...

To delve deep into the psychological reasons, which have caused wreaking havoc in the life of a modern man, it certainly leads the researcher to observe apparent oddities of demeanour, though the inherent sense of inertia and euuni would project the protagonist as a sensitive sufferer, being unheard from the world. This paper delineates the post-modern traits brimmed with aristocratic foppishness, class segregation and incompatibility in a sacred union called marriage. Modern marriages proved to be an imbalanced vehicle without any direction, lacking the essential elements of trust, companionship and reciprocal affinity. The foundation of any relationship should have a base of mutual respect, understanding the integrity. The notions, which are so predominant , not in the minds of crass but sensible human beings do need either acknowledgement or reaction to even of their humdrum acts. It is all about acceptance with warts and all without any acquiescence. Osborn anticipated less from the people, for whom life flows like a smooth river in a tedious manner and exerted lives of such people, whose outburst has violent reactions venting their feelings extrovertly. Article Highlights:- The monolithic character portrayal of Jimmy Porter replicates failure of modern man to manipulate multiple complexities emerged out of social injustice, culmination of unemployment susceptibly affected the intellectual person. The morality and equilibrium along with matrimonial estrangement lead the sensibility of modern man to grief-stricken and perennial anguish, gradual petulance and impotent anger.  Eventually, as a sheer reflection of this affliction, the demeanour of Jimmy follows the natural tendency to impose his beliefs on the callous creatures as a boomerang effect to his annoyance.  As a detrimental aftermath, the external globe confronts angry young man, interpreting his vain actions, vitriolic animosity, feeble echo and impotent rage as the idiosyncrasies of crass-minded rational veteran helpless, nagging with monotony of routine life being mocked by people.

Theme: Second Language Studies（二语习得研究）

Working Memory and L2 Grammatical Knowledge: Theory, Research and Practice

WEN, Zhisheng (Edward)
Macao Polytechnic Institute, Macau SAR, China
wenzhisheng@hotmail.com


I. Abstract
Recent decades have witnessed an increasing body of parallel research endeavors from both fields of cognitive science and applied linguistics on working memory (WM) and the implications of its multiple functions for various domains in second language learning, processing, and development (Wen et al., 2015). Furthermore, when the information processing requirements of specific SLA domains and skills are identified and further aligned with corresponding WM components, multiple theoretical linkages can be forged to pave the ground for an overarching conceptual framework for understanding and measuring WM in second language research, culminating in the Phonological/Executive Model of WM and SLA (Wen, 2015 & 2016).
More specifically, PWM, as postulated in the P/E model, is posited to be closely linked to the efficiency of acquiring novel phonological forms and plays an instrumental role in the retention and consolidation of chunk-based, serial-order information (such as linguistic sequences). On this basis, it is postulated to underlie the acquisitional and developmental domains of SLA (such as aspects of L2 lexis/vocabulary, formulaic sequences and morpho-syntactic constructions/grammar).
On the other hand, the P/E model also stipulates that the executive functions of WM (EWM) subsumes those attention-oriented mechanisms (e.g. monitoring and self-repair) that are drawn on more heavily by specific SLA processes and activities. These relevant processes are likely to include some secondary, post-interpretive language comprehension processes, and/or some real-time performance aspects of L2 learning and processing (e.g., facets of performance areas in L2 sub-skills learning of listening, reading, speaking, writing and interpreting, such as complexity, accuracy, fluency, and lexical variety).
Couched within these hypotheses as laid out in the P/E model, the present paper further explores the role of WM in the acquisition of L2 grammar. As such, the second part of the paper reports some key results and findings of an empirical study exploring the relationship between working memory capacity (in particular, executive WM as measured by a complex memory span task) and L2 EFL learners’ performance in a series of tasks designed to measure their grammatical knowledge ranging from explicit to implicit (a metalinguistic task, an error-correction task, and a narrative task). Statistical analyses indicated the L2 learners’ EWM was related only to selective, but not all L2 grammar tasks. Finally, the paper will discuss the theoretical, methodological as well as pedagogical implications of the results of this empirical study in the light of the three interface hypotheses of L2 grammar, and further highlight the theoretical and methodological ramifications of the Phonological/Executive hypotheses of WM and SLA. (412 words)

II. Bio-data of the Presenter:

WEN Zhisheng (Edward) Ph.D. is currently an Associate Professor in the School of Languages and Translation at Macao Polytechnic Institute. He has research interests in second language acquisition, cognitive psycholinguistics and translation studies. His latest books include a research monograph (“Working memory and second language learning”, 2016) and a co-edited volume (“Working memory in second language acquisition and processing”, 2015), both published by Multilingual Matters in the U.K.

Contact:
Email: wenzhisheng@hotmail.com  Tel: 853-85996389