Interlanguage pragmatics (ILP) has witnessed a growing body of research in the past two decades. One of the under-explored domains of L2 pragmatics is the role of learning strategies specifically tailored for the development of ILP knowledge. Therefore, this investigation aimed to determine the significant interlanguage pragmatic learning strategies (IPLS) used by high vs. low L2 pragmatic achi...

It has been observed that overt and null subjects do not have the same distributional properties within the same pro-drop language. That is, there are certain grammatical and discourse principles that determine the occurrence of overt versus null pronominal subjects in a particular context (Enç, 1986; Erguvanlı-Taylan, 1986; Pérez-Leroux & Glass, 1997, 1999). For example, it is known that overt...

We describe the system developed for the CoNLL-2013 shared task—automatic English L2 grammar error correction. The system is based on the rule-based approach. It uses very few additional resources: a morphological analyzer and a list of 250 common uncountable nouns, along with the training data provided by the organizers. The system uses the syntactic information available in the training data:...

Argument maps as schematic representations of arguments and their logical and evidential relationships are effective diagrams for instruction in education as well as in L2 development. However, their use for teaching L2 writing in EFL contexts has not been adequately studied. Therefore, this study investigated the effect of argument mapping instruction on Iranian EFL learners’ writing achieveme...

This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...

In his well-known paper, Bley-Vroman (1983) discusses the potentially harmful effect of the comparative fallacy, in which " the linguistic description of learners' language may be seriously hindered or sidetracked by a concern with the target language " (p. 2). In order to avoid the problem, he urges researchers to focus on linguistic descriptions of learners' languages with respect to their ow...

Grammar is now rehabilitated in language teaching and learning after years of debate and research on how best to teach grammar has produced a variety of options for the teachers to follow in their classrooms. The present study reports 30 Bangladeshi university EFL teachers’ attitudes towards grammar and its teaching and learning relating to those options. An analysis of their responses indicate...

The study of second language acquisition (SLA) is often hindered by substantial variability in the background of learners, their learning process and the input they receive. This diversity often makes it difficult to isolate specific learning factors and study their impact on L2 development. We present a computational study of SLA as an alternative methodological approach. By applying a usage-b...

Critical pedagogy (CP) empowers L2 learners to have a voice in the classroom and in the society. This study was an attempt to investigate whether the current classroom discourse  in  Iran  can  endow  the  L2  learners with  a  critical  awareness  to  actively transform their learning processes and creatively engage in collaborative dialogues to construct new knowledge. To this end, the discou...