We study multi-source transfer parsing for resource-poor target languages; specifically methods for target language adaptation of delexicalized discriminative graph-based dependency parsers. We first show how recent insights on selective parameter sharing, based on typological and language-family features, can be applied to a discriminative parser by carefully decomposing its model features. We...

The continuity hypothesis states that early grammars are full-fledged UG-constrained grammatical systems, cast in the same mould as adult grammars and accessible to description and explanation through the same analytic tools. The fundamental validity of this hypothesis is confirmed by the results achieved by theory-guided acquisition studies over the last twenty years (see Guasti 2002 for a det...

Motivated by considerations about Krivine’s classical realizability, we introduce a term calculus for an intuitionistic logic with record types, which we call the CPS target language. We give a reformulation of the constructions of classical realizability in this language, using the categorical techniques of realizability triposes and toposes. We argue that the presentation of classical realiza...

Learning from experience is a central physiological and theoretical idea in adult language learning which has become increasingly important in the field of second language acquisition (SLA) and is closely connected to task-based language teaching (TBLT). Accordingly, this study was designed to investigate the role of experience-based learning strategies in developing male and female intermediat...

Language teachers usually face issues regarding the most effective methods of teaching. Teaching language to nonnative speakers of English involves certain problems and challenges at all levels of instruction. Due to the unsatisfactory results of focus on forms and focus on meaning instructions and their inevitable inadequacies, focus on form instruction along with its multiple techniques are r...

in teaching a foreign language (fl), some cultural specificities (defined under the rubric of ‘little-c culture’) may totally conflict with the cultural norms of the learners’ first language (l1). to prevent such imminent problems, this paper recommended that the fl syllabus be designed in a way so as to equip learners with an intimate knowledge of the target language culture, and that language...