Mastering English Grammar

Burton, S. H.

doi:10.1007/978-1-349-17519-2

Cited by 22 publications

(24 citation statements)

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“…However, they have forms. The forms can be in a form of a syntactic like formulation (Norrick, 2008), in a form of attitudes (Burton, 1984) and feeling (Burton 1984;Djajasudarma 2006), in the form of markers within the information frame of discourse (Norrick, 2008), and in the form of sounds (Burton, 1984).…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…Free standing interjections mean interjections which are alone while interjection occur in various more or less formulaic combinations (Norrick, 2008) means interjections which take forms of single words (e.g: Well!, Hey!. Ouch!, etc) (Burton, 1984), of phrases (e.g: 'Oh dear!' (Burton, 1984), hell yeah, no shit, yeah but and yeah right (Norrick, 2008); of sentences (e.g: 'I say!…”

Section: Review Of Related Literaturementioning

confidence: 99%

“…To find out the forms of interjections as pragmatic markers and what they indicate, theories proposed by Burton (1984), Djajasudarma (2006), Norrick (2008) and Aijmer's theory in Slembrouk et al (2009) are used and theories proposed by Levinson (1983), Grundy (2000), and Brinton (1996) are used to deepen the explanation of the last point.…”

Section: Introductionmentioning

confidence: 99%

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Interjections Functioned as Pragmatic Markers and Given/ New Information

Aryanti

2018

celt

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The purposes of this research are to find out the functions of the interjections functioned as pragmatic markers and what they indicate to, to find out which information the interjections denote and to find out how many functions the interjections functioned as pragmatic markers possibly have. The data are five different interjections taken from five different novels. The results of this research are concerning to the functions of the interjections functioned as pragmatic markers. Generally, the functions are utterance initial, attention marker and a response signal. Further, interjections functioned as pragmatic markers take form as attitude, feelings or both. The interjections denote given/old information, new information and both. The last result is that it is possible for interjections to have more than one function. To sum up, interjections functioned as pragmatic markers have roles and forms in discourses. In addition, interjections functioned as pragmatic markers denote information.

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Section: Review Of Related Literaturementioning

confidence: 99%

Section: Review Of Related Literaturementioning

confidence: 99%

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Interjections Functioned as Pragmatic Markers and Given/ New Information

Aryanti

2018

celt

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“…Burton (1992) adds that language learners would be self-confident when they are able to use acquired vocabulary effectively and have a good individual store of lexis. Davies and Pearse (2000) suggest that vocabulary in communication situations is usually more essential than grammar as it is annoying for language users when they cannot communicate effectively due to the lack of needed vocabulary.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian Students

Rabadi

2016

ELLS

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The present study investigates the various vocabulary learning strategies (VLSs) used by undergraduate Jordanian students majoring English Language and Literature in Jordanian universities. The five categories of the vocabulary learning strategies (Memory, Determination, Social, Cognitive, and Metacognitive) were used in this study following Schmitt's taxonomy. For this purpose, a questionnaire containing forty items selected from Schmitt's (1997) Vocabulary Learning Strategies Questionnaire (VLSQ) was administered to a pool of 110 Jordanian students majoring in English Language and Literature from eight Jordanian universities. This testing instrument was used to reveal the types of vocabulary learning strategies used by the participants, to discover the most and least frequently used VLS employed by them, and to know the main patterns of variation of the participants' choice of VLSs if they are high, medium, or low VLS users. The descriptive analysis of the study showed that Jordanian EFL learners were "medium" strategy users overall. With regard to strategy categories, the results revealed that Memory strategies were the most frequently employed by them and Metacognitive strategies were the least frequently used strategies among them. Although the participants were medium strategy users, the results of the VLSQ revealed that some individual strategies were employed at a low level. This result leads to adopt the learners' individual vocabulary learning strategy as an important variable in future research. The findings of this study will be advantageous to language instructors to improve effective vocabulary teaching techniques and curriculum designers to provide learners with preferable vocabulary learning strategies.

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“…The researchers also view the following as the most critical aspects of academic writing which should be given prominence in the Communication Skills course: grammar, punctuation, paragraphing, spelling, linking devices, diction/word choice, citing of sources and referencing. Correct grammar should not be regarded as the icing on the cake but as part of the cake itself (Burton, 1984). Inaccuracy at the surface level of one's essay invites criticisms from the reader (Clanchy and Ballard, 1981).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Academic writing challenges at Universities in Zimbabwe: A case study of great Zimbabwe University

Gonye¹

2012

Int. J. English Lit.

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This paper reports on the findings of an inquiry into the nature of academic writing weaknesses inherent among first year undergraduate university students in Zimbabwe, using Great Zimbabwe University (GZU), as a case study. Five hundred and fifty students and fifteen lecturers constituted the sample. Document analysis, interviews and the questionnaire were used as data collecting instruments. Results were presented and discussed both qualitatively and quantitatively. The study revealed that first year undergraduate university students' written papers are riddled with a multiplicity of weaknesses, and suggests that students should view writing as different from speech and that they should treat writing as a process rather than a product. The paper also recommends that there be a paradigm shift in the teaching of academic writing at universities in Zimbabwe, from a study skills orientation to an academic literacies orientation. The paper further recommends an integrative approach to the teaching of writing at universities.

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Mastering English Grammar

Cited by 22 publications

References 0 publications

Interjections Functioned as Pragmatic Markers and Given/ New Information

Interjections Functioned as Pragmatic Markers and Given/ New Information

Vocabulary Learning Strategies Employed by Undergraduate EFL Jordanian Students

Academic writing challenges at Universities in Zimbabwe: A case study of great Zimbabwe University

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