this research explores the effects of three computer-mediated feedback modalities, that is, elicitation, recast, and meta-linguistics, on the learning of english participial, gerund, and infinitival phrases among iranian intermediate-level efl learners. the overriding focus of the present study was to investigate whether different types of feedback given through form-focused computer-human exch...

The necessity and importance of teaching pragmatics has come to light by many researchers (e.g. Rose & Kasper, 2001). Due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how we should teach this competence in the most effective way. Consistent with this line of research, the present study aimed to investigate the effectiveness of deduc...

Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction (2003) is a book on teaching English Grammar, composition, and practicing language rules efficiently in more independent individualistic sense away from old approaches of Grammar- Translation Method that have been used since ages. Edgar Schuster well-known author for his great interest studying exploring mastering str...

Introduction Grammar is the description of the regularities in a language. Knowledge of these regularities provides the learner with the means to generate potentially enormous number of original sentences. Grammar teaching can proceed in two ways: covert grammar teaching where the rules are taught to a communicative syllabus and overt grammar teaching where the rules of grammar are presented ex...

This paper reports on a study thatinvestigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administered to 100 EFL intermediate high school students who were selected based on their scores on a proficiency test. Moreover, semi-struc...

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in college French classrooms. .Forty-seven secondsemester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within-subjects design featuring preand posttests a...