Exempla minora; or, New English examples to be rendered into Latin, adapted to the rules of Adam's Latin grammar for the use of the junior classes in the grammar schools in the United States.

Rev. by T. Morell.

Latin exercises: adapted to Andrew and Stoddard's Latin grammar.

Mode of access: Internet.

The first part of Jacobs and Döring's Latin reader : adapted to Andrews and Stoddard's Latin Grammar /

On spine: Andrews' Latin reader.

The first part of Jacobs and Döring's Latin reader : adapted to Andrews and Stoddard's Latin grammar /

Dictionary: p. [133]-266.

Simplified Russian grammar (I. U. A. Orthographic system)

Mode of access: Internet.

Greek lessons: selections from Xenophon's Anabasis, with directions for the study of the grammar, notes, ... and vocabulary.

Mode of access: Internet.

A short historical English grammar,

An abridgement of the historical portions of the author's New English grammar. cf. Pref.

A higher English grammar.

Mode of access: Internet.

A grammar of New Testament Greek /

Based on W. F. Moulton's edition of G. B. Winer's grammar.

The National Literacy Strategy and knowledge about language in the English school curriculum

In “The English Patient: English Grammar and teaching in the Twentieth Century”, Hudson and Walmsley (2005) contend that the decline of grammar in schools was linked to a similar decline in English universities, where no serious research or teaching on English grammar took place. This article argues that such a decline was due not only to a lack of research, but also because it suited educational policies of the time. It applies Bernstein’s theory of pedagogic discourse (1990 & 1996) to the case study of the debate surrounding the introduction of a national curriculum in English in England in the late 1980s and the National Literacy Strategy in the 1990s, to demonstrate the links between academic theory and educational policy.

Morphology in autism spectrum disorders:local processing bias and language

We conducted a detailed study of a case of linguistic talent in the context of autism spectrum disorder, specifically Asperger syndrome. I.A. displays language strengths at the level of morphology and syntax. Yet, despite this grammar advantage, processing of figurative language and inferencing based on context presents a problem for him. The morphology advantage for I.A. is consistent with the weak central coherence (WCC) account of autism. From this account, the presence of a local processing bias is evident in the ways in which autistic individuals solve common problems, such as assessing similarities between objects and finding common patterns, and may therefore provide an advantage in some cognitive tasks compared to typical individuals. We extend the WCC account to language and provide evidence for a connection between the local processing bias and the acquisition of morphology and grammar.

The effective use of implicit parallelism through the use of an object-oriented programming language

This thesis explores translating well-written sequential programs in a subset of the Eiffel programming language - without syntactic or semantic extensions - into parallelised programs for execution on a distributed architecture. The main focus is on constructing two object-oriented models: a theoretical self-contained model of concurrency which enables a simplified second model for implementing the compiling process. There is a further presentation of principles that, if followed, maximise the potential levels of parallelism. Model of Concurrency. The concurrency model is designed to be a straightforward target for mapping sequential programs onto, thus making them parallel. It aids the compilation process by providing a high level of abstraction, including a useful model of parallel behaviour which enables easy incorporation of message interchange, locking, and synchronization of objects. Further, the model is sufficient such that a compiler can and has been practically built. Model of Compilation. The compilation-model's structure is based upon an object-oriented view of grammar descriptions and capitalises on both a recursive-descent style of processing and abstract syntax trees to perform the parsing. A composite-object view with an attribute grammar style of processing is used to extract sufficient semantic information for the parallelisation (i.e. code-generation) phase. Programming Principles. The set of principles presented are based upon information hiding, sharing and containment of objects and the dividing up of methods on the basis of a command/query division. When followed, the level of potential parallelism within the presented concurrency model is maximised. Further, these principles naturally arise from good programming practice. Summary. In summary this thesis shows that it is possible to compile well-written programs, written in a subset of Eiffel, into parallel programs without any syntactic additions or semantic alterations to Eiffel: i.e. no parallel primitives are added, and the parallel program is modelled to execute with equivalent semantics to the sequential version. If the programming principles are followed, a parallelised program achieves the maximum level of potential parallelisation within the concurrency model.

A unification-based natural language interface to a database.

An implementation of a Lexical Functional Grammar (LFG) natural language front-end to a database is presented, and its capabilities demonstrated by reference to a set of queries used in the Chat-80 system. The potential of LFG for such applications is explored. Other grammars previously used for this purpose are briefly reviewed and contrasted with LFG. The basic LFG formalism is fully described, both as to its syntax and semantics, and the deficiencies of the latter for database access application shown. Other current LFG implementations are reviewed and contrasted with the LFG implementation developed here specifically for database access. The implementation described here allows a natural language interface to a specific Prolog database to be produced from a set of grammar rule and lexical specifications in an LFG-like notation. In addition to this the interface system uses a simple database description to compile metadata about the database for later use in planning the execution of queries. Extensions to LFG's semantic component are shown to be necessary to produce a satisfactory functional analysis and semantic output for querying a database. A diverse set of natural language constructs are analysed using LFG and the derivation of Prolog queries from the F-structure output of LFG is illustrated. The functional description produced from LFG is proposed as sufficient for resolving many problems of quantification and attachment.

Integrating grammar in adult TESOL classrooms

This paper examines the beliefs and practices about the integration of grammar and skills teaching reported by 176 English language teachers from 18 countries. Teachers completed a questionnaire which elicited beliefs about grammar teaching generally as well as specific beliefs and reported practices about the integration of grammar and skills teaching. Teachers expressed strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integration of grammar in their practices. This study also examines how teachers conceptualize integration and the sources of evidence they draw on in assessing the effectiveness of their instructional practices in teaching grammar. The major findings for this paper stem from an analysis of these two issues. A range of ways in which teachers understood integration are identified and classified into two broad orientations which we label temporal and contextual. An analysis of the evidence which teachers cited in making judgements about the effectiveness of their grammar teaching practices showed that it was overwhelmingly practical and experiential and did not refer in any explicit way to second language acquisition theory. Given the volume of available theory about L2 grammar teaching generally and integration specifically, the lack of direct reference to such evidence in teachers’ accounts is noteworthy.