Jlpt N4 Grammar Master E-book !!TOP!! Download

A major plus about these grammar lists is the fact that there is a checkbox for every grammar point. This allows learners to physically check off any grammar structure they think is mastered. Paper-and-pen studiers may particularly enjoy this feature. And arguably the best part about these lists is that they are all free. To create such a nice, useful resource and put it out on the Internet in this way is absolutely amazing.

In a computer-assisted sentence completion task, the effects of grammar instruction and fluency training on learning the use of the definite and indefinite articles of English were examined. Forty-eight native Japanese-speaking students were assigned to four groups: with grammar/accuracy (G/A), without grammar/accuracy (N/A), with grammar/fluency (G/F), and without grammar/fluency (N/F). In the G/A and N/A groups, training continued until performance reached 100% accuracy (accuracy criterion). In the G/F and N/F groups, training continued until 100% accuracy was reached and the correct responses were made at a high speed (fluency criterion). Grammar instruction was given to participants in the G/A and G/F groups but not to those in the N/A and N/F groups. Generalization to new sentences was tested immediately after reaching the required criterion. High levels of generalization occurred, regardless of the type of mastery criterion and whether the grammar instruction was given. Retention tests were conducted 4, 6, and 8 weeks after training. Fluency training effectively improved retention of the performance attained without the grammar instruction. This effect was diminished when grammar instruction was given during training. Learning grammatical rules was not necessary for the generalized use of appropriate definite and indefinite articles or for the maintenance of the performance attained through fluency training.

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Kerscher discovered that he had an aptitude for computers and enrolled in a master's program in computer science at the University of Montana. There was no Americans with Disabilities Act in 1985, and thus no laws to protect him from what he calls "meeting the prejudice wall." His agreement with the computer department was that if he received straight As in prerequisite courses and passed the Graduate Record Exam (GRE), he would be accepted into the master's program. He earned the As but then was given a reader for the GRE who was unfamiliar with the material. Faced with less than favorable odds, he skipped the English portion of the exam, focusing on areas that would demonstrate his qualification for the graduate program, and followed up with a letter "with perfect grammar, spelling, and punctuation" with the comment that his English degree should serve as proof of his qualification in that area. Another creative solution was successful, and he was in. e24fc04721