Even with high overall parsing accuracy, datadriven parsers often make errors in the assignment of core grammatical functions such as subject and object. Starting from a detailed error analysis of a state-of-the-art dependency parser for Swedish, we show that the addition of linguistically motivated features targeting specific error types may lead to substantial improvements, both for specific ...

Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...

When an incremental parser gets the next word, its expectations about upcoming grammatical structures can change. When a word greatly constrains these grammatical expectations, uncertainty is reduced. This elimination of possibilities constitutes information processing work. Formalizing this notion of information processing work yields a complexity metric that predicts human repetition accuracy...

Current approaches to language pedagogy recognize the fact that ESL learners need explicit help to improve the grammatical accuracy of their writing. This research investigates the utility of an online resource intended to improve advanced-level ESL learners’ writing by increasing their grammatical awareness and ability to correct the grammatical errors in their own writing. This classroom-base...

This study is more focused on enhancing the accuracy of subject-verb agreement/ conjugation, by employing mood analysis and self-correction techniques. The purpose this to find out effectiveness practices enhance EFL students� conjugation accuracy. research an experimental in a classroom context, which was carried English Department Stikubank University (UNISBANK) Semarang. Fifteen students pla...

The present study, following Vygotskyan Sociocultural theory in education, and inspired by Rogoff’s conceptualization (1995, 2003) of development, aimed at conceptual development of  in-service EFL teachers. To this end, two Iranian EFL teachers with pseudonyms (Tara and Sara) were selected as participants of the study. The participating teachers were first taught the sociocultural c...

Usually writing teachers feel commitment to provide their learners with corrective feedback (CF) to their linguistic errors. The study investigated whether two types of written corrective feedback, indirect focused corrective feedback and indirect unfocused corrective feedback, produced differential effects on the accurate use of grammatical forms by high intermediate EFL learners. In this stud...