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 presents a phenomenological diagnosis of the implementation ProDuct-based Instruction (PDI) in EFL’s writing class Thailand contexts. PDI is new instructional method for teaching business English writing. Its key products that are tangible and appeal to human senses; product’s tangibility serves as scaffold help students generate ideas stimulate analysis interrogations. The study foc...

The role of grammar in L1 teaching has been a topic long-lasting debate. Czech language instruction is no exception. Based on an almost 200-year-old tradition, the prevailing model grammar- and knowledge-based. Innovations so far have focused mostly general parameters communication interaction class, instead focusing content its didactic transformation. study demonstrates necessity content-focu...

We report work on effectively incorporating linguistic knowledge into grammar induction. We use a highly interactive bot tom-up inductive logic programming (ILP) algorithm to learn 'missing' grammar rules from an :incomplete grammar. Using linguistic constraints on, for example, head features and gap threading, reduces the search space to such an extent that, in the small-scale experiments repo...

This paper presents a study about the role of grammar in on-line interactions conducted in Portuguese and in English, between Brazilian and English-speaking interactants, with the aim of teaching Portuguese as a foreign language (PFL). The interactions occurred by means of chat and the MSN Messenger, and generated audio and video data for language analysis. Grammar is dealt with from two perspe...