Grammar extraction in deep formalisms has received remarkable attention in recent years. We recognise its value, but try to create a more precision-oriented grammar, by hand-crafting a core grammar, and learning lexical types and lexical items from a treebank. The study we performed focused on German, and we used the Tiger treebank as our resource. A completely hand-written grammar in the frame...

Written feedback can facilitate students’ learning in several ways. However, the teachers’ practices of written feedback may be affected by various factors. This study aimed to explore the nurse teachers’ accounts of their perceptions and practices of providing written feedback. A descriptive exploratory design was employed in the study. A purposive sample of 12 teachers from nursing institutio...

L2 written corrective feedback has been investigated from different perspectives in SLA research (e.g. Ahmadian & Tajabadi, 2015; Bitchener & Knoch, 2010; Ferris, 2006). Taking the cognitive and sociocultural paradigms into account, the aims of the current study are twofold: Firstly, it attempts to find if corrective feedback is effective in improving the linguistic accuracy of L2 learners' ten...

This study investigated the effects of corrective feedback (CF) on the acquisition of English prepositions to find out which one would be more effective for third-grade high school learners in their grammar performance. This study also examined declarative and interrogative recasts to see which one the participants preferred to improve their grammar performance. To this end,75 out of 130 female...

In this paper, we present the first sizable grammar built for Vietnamese using LTAG, developed over the past two years, named vnLTAG. This grammar aims at modelling written language and is general enough to be both applicationand domain-independent. It can be used for the morpho-syntactic tagging and syntactic parsing of Vietnamese texts, as well as text generation. We then present a robust par...

Abstract This study examined the effect of two types of feedback, post-text as a written feedback and recast as an oral one on written grammatical accuracy of Iranian intermediate EFL learners. To this end, 45 intermediate students who were studying at Ideal Language Institute in Sari were selected based on their performance on the Nelson proficiency test, and then divided into three groups (tw...

Research in L1 writing has found numerous benefits of employing collaborative learning in the classroom. The research findings on group work provide clear evidence that engaging learners in group activities increases opportunities for students to engage in the negotiation of meaning, which further leads to better acquisition. The present study, implementing two different collaborative feedback ...

A language-independent framework for syntactic finlte-state parsing is discussed. The article presents a framework, a formalism, a compiler and a parser for g rammars written in this forrealism. As a substantial example, fragments from a nontrivial finite-state grammar of English are discussed. The linguistic framework of the present approach is based on a surface syntactic tagging scheme by F....

We developed a general framework for the development of a symbolic (hand-written) feature-based lexicalised tree-adjoining grammar (FB-LTAG). We choose natural language generation, surface realisation in particular, to question the capabilities of the grammar in terms of both accuracy and robustness. Our framework combines an optimised surface realiser with efficient error mining techniques. Wh...