Sentence examples for grammatical items from inspiring English sources
The phrase 'grammatical items' is correct and usable in written English
It can be used to refer to the various elements of grammar, such as nouns, verbs, adjectives, and adverbs. For example, you could say, "The teacher discussed various grammatical items during the lesson."
Such patterns range from lexical collocations and idioms to the phraseology of grammatical items.
While qualitative analysis demonstrates that, not surprisingly, individual editing styles among faculty are quite variable, there was a tendency across faculty to edit semantic gaps as opposed to grammatical items.
Chen and Foley (2004) argue that it is important to teach how to write an exposition text and how grammatical items contribute to the construction of an exposition text.
The results show that rTMS of BA 44/45 improves syntactic classification performance by increasing the rejection rate of non-grammatical items and by shortening reaction times of correct rejections specifically after left-sided stimulation.
For instance, a pupil and an experienced teacher, when reading aloud a transcript from an earlier lesson, will place the tonic foot on different lexico-grammatical items because of the influence of their view of the contexts of situation and culture (Halliday and Hasan 1985); i.e. they make different assumptions.
Their approach required a considerable amount of effort and knowledge to manually design patterns that were later used to generate grammatical test items (Chen, Liou, & Chang, 2006).
Their technique was based on manually designed patterns and it was used to find authentic sentences from the Web and transform into grammatical test items.
A grammatical point is relevant here.
The call to develop work in this area can be traced back to Halliday's 1961 paper, where he put forward the ground-breaking idea that "the 'lexical item,' is unrestricted grammatically; grammatical categories do not apply to it, and the abstraction of the item itself from a number of occurrences … depends on the formal, lexical relations into which it enters" (1961 277).
Her talk around the picture books indicated that she treated the texts as exemplary texts, drawing from within them examples of language use for the purpose of demonstrating to the students appropriate usage of grammatical or language items.
Versteegh postulated that it was due to the use of intonation patterns and interjections, instead of the use of grammatical and lexical items from the vernacular use of the language.
