نتایج جستجو برای: grammatical knowledge
تعداد نتایج: 576115 فیلتر نتایج به سال:
this thesis attempts to investigate the effects of prelistening activities on enhancing iranian efl learners` listening comprehension. the present study investigated ways in which learners` background knowledge could be activated in order to enhance their l2 listening comprehension by limiting the number of possible text interpretations prior to listening. the experiments conducted in this stud...
This paper discusses a developmental paradox, namely that children’s performance in language production sometimes exceeds their performance in language comprehension. This yields a puzzle for most theories of language acquisition. If a child produces a linguistic form correctly, this is considered to be evidence that the child possesses the relevant grammatical knowledge. However, if the child ...
This study has aimed to compare the effects of two types of form-focused instruction, i.e. de-contextualized focus-on-forms instruction versus meaning-centered contextualized focus-on-form instruction, on the development of grammatical knowledge of Iranian high-school students. Two groups of male high-school first graders participated in this study. One group was taught through de-contextualiz...
Consciousness-raising (CR) task is a new way of teaching grammar developed in communicative contexts although little has been written on the effectiveness of CR tasks in EFL setting. The present study is an attempt to investigate the impact of CR tasks in Iranian EFL setting by comparing them with deductive, grammar lessons common in the Iranian schools. The subjects of this study were 80 EFL p...
abstract the variables affecting the nature of reading comprehension can be classified into two general categories: reader’s variables, and text variables (alderson, 2000). despite the wave of research on vocabulary knowledge as reader’s variable, the role of this knowledge in c-test as a text-dependent test and its interaction with lexical cohesion of the test as a text feature has remained a...
abstract the aim of this study was threefold: (1) to investigate the relationship between knowledge of semantic prosody and efl learners general language proficiency; (2) to examine the relationship between qualitative as well as quantitative knowledge of words, and (3) to compare the performance of efl learner on receptive and productive measures of semantic prosody. the study is based on a...
Scaling wide-coverage, constraint-based grammars such as Lexical-Functional Grammars (LFG) (Kaplan and Bresnan, 1982; Bresnan, 2001) or Head-Driven Phrase Structure Grammars (HPSG) (Pollard and Sag, 1994) from fragments to naturally occurring unrestricted text is knowledge-intensive, time-consuming and (often prohibitively) expensive. A number of researchers have recently presented methods to a...
The project being reported on is a sub-project of the on-going research of the CKIP (Chinese Knowledge Information Processing) Group. This group was founded by Hsieh Ching-chun in 1986 and is currently directed by Kehjiann Chen and Chu-Ren Huang (Chang et al. 1989, Hsieh et al. 1989, Chen et al. 1991). The CKIP research is divided into three sub-projects according to their goals: 1) An On-line ...
Children's ability to exercise selective trust is crucial for the development of their knowledge and successful socialization. For speakers of some languages, evidentials, which are grammatical source-of-knowledge markers, could provide valuable support of these processes. Focusing on Bulgarian, this chapter situates children's use of evidentials in reliability judgments within the broader cont...
The design of a natural language understanding system is dependent on a rich and structured knowledge representation. Much recent work in computational and cognitive linguistics has focused on representations for syntactic and morphological knowledge. Similarly, the knowledge representation paradigm has proposed many conceptual tools for the representation of semantic knowledge. Combining the t...
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