This quasi-experimental study examined the effects of input-based, meaning-based output (MO) and traditional instruction (TI) on EFL learners’ grammar learning. To this end, 120 junior high school students were selected from 4 intact classes. Each class was assigned to an instructional condition, that is, textual enhancement (TE), input flood (IF), MO, and TI. Before the treatment, a multiple-c...

This paper addresses the problem that manual checking of output representations becomes impracticable in extensive tests during grammar development or in data-intensive applications of the grammar, like grammar-based lexicon acquisition from corpora. A method of annotating the sentences to be parsed with target expressions is proposed, using the LFG formalism itself to specify the expressions, ...

We report on computational experiments in which a learning agent incrementally acquires grammar from a tutoring agent through situated embodied interactions. The learner is able to detect impasses in routine language processing, such as missing a grammatical construction to integrate a word in the rest of the sentence structure, to move to a meta-level to repair these impasses, primarily based ...

This paper presents a compilation procedure which determines internal and external indices for signs in a unification based grammar to be used in improving the computational efficiency of lexicalist chart generation. The procedure takes as input a grammar and a set of feature paths indicating the position of semantic indices in a sign, and calculates the fixed-point of a set of equations derive...

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...

Teaching grammar has always been a problematic area of language teaching.  While teachers spend a great deal of time and energy to teach, the students are not eager to learn as they find it a real chore. This study compared two kinds of activities for teaching grammar: games and traditional exercises. It sought to discover the effect of games on the students’ grammatical accuracy. For this purp...

The effect of error feedback on the accuracy of output task types such as editing task, text reconstruction task, picture cued writing task, and dictogloss task, has not been clearly explored. Following arguments concerning that the combination of both corrective feedback and output makes it difficult to determine whether their effects were in combination or alone, the purpose of the present st...

The purpose of this study was to identify the grammatical errors and analyze sources committed by students in writing cause effect paragraphs. This research used a mixed-method design as design. data were collected through document collection mid-term tests final tests. subjects two classes English Language Education Program. results showed that types students' omissions 54 (44%), misformation ...

This paper introduces a method for the semi-automatic generation of grammar test items by applying Natural Language Processing (NLP) techniques. Based on manually-designed patterns, sentences gathered from the Web are transformed into tests on grammaticality. The method involves representing test writing knowledge as test patterns, acquiring authentic sentences on the Web, and applying generati...

the present study investigated comparatively the impact of two types of input enhancement (i.e. textual vs. compound enhancement) on developing grammar ability in iranian efl setting. sixty-five female secondary high school students were selected as a homogenous sample out of about a 100-member population based on nelson language proficiency test. then, their grammar ability was measured based ...