This study was inspired by VanPatten and Uludag’s (2011) study on the transferability of training via processing instruction to output tasks and Mori’s (2002) work on the development of talk-in-interaction during a group task. An interview was devised as the pretest, posttest, and delayed posttest to compare four intervention types for teaching the simple past passive: traditional intervention ...

In this paper we make the case for corpus-based metonymy analysis and show that many interesting linguistic and statistical questions can only be answered by working with real texts. To facilitate such studies, we present a method for annotating metonymies in domain and genre-independent text. We advocate an annotation scheme that builds on regularities in metonymic usage, that takes underspeci...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in or...

The paper focuses on terminological problems in contemporary cross-linguistic communication that are generated primarily by two main tendencies global scientific — the digitalization information processing and English language globalization. Both closely connected with a new approach linguistics discourse clustering its role promoting foreign translation instruction. provides corpus-based accou...