Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ ...

In order to represent, compute and reason with advanced data types one must go beyond the traditional treatment of data types as being inductive types and, instead, consider them as inductive families. Strictly positive types (SPTs) form a grammar for defining inductive types and, consequently, a fundamental question in the the theory of inductive families is what constitutes a corresponding gr...

In this paper we describe our participating system for the dependency induction track of the PASCAL Challenge on Grammar Induction. Our system incorporates two types of inductive biases: the sparsity bias and the unambiguity bias. The sparsity bias favors a grammar with fewer grammar rules. The unambiguity bias favors a grammar that leads to unambiguous parses, which is motivated by the observa...

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ ...

Article History The paper received on: 30/03/2014 Accepted after peer-review on: 13/05/2014 Published on: 01/06/2014 Teaching and learning a foreign language like English is not easy task. The situation become more difficult when the learners are primary school children and teaching and learning focus is grammar, an activity often regarded as ‘boring, ‘uninteresting’ and ‘’tedious’. However, on...