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the present study was planned to investigate the efficiency of explicit teaching and adequacy of the l2 learners' exposure to l2 input in academic contexts in iran. the case at hand was the acquisition of referential, quasi and expletive subject pronouns, as three different types of obligatory subjects in english. 96 iranian efl learners were selected from two universities in isfahan. they were...

Homophonous verb forms are notoriously difficult to spell. Two intervention studies - one with secondary-school students and university compared the effectiveness of an Explicit Direct Instruction (EDI) teaching approach that was very interactive traditional instruction (TI) on Dutch homophonous spelling. The two approaches differ in attention dedicated identification grammatical functions teac...

l2 research has shown that instruction in l2 pragmatics is necessary. the current study evaluated the impact of explicit instruction on efl learner's awareness and production of three speech acts of request, apology, and complaint. it also probed whether learners’ language proficiency plays any role in incorporating pragmatic instruction into the l2 classroom. iranian undergraduate student...

The goal of this work is to examine how second-language learners acquire grammatical knowledge. To measure this knowledge, our research examines how native speakers of English choose between constructions that have similar meanings, but occur in different discourse contexts. An example is the dative alternation (give someone the book vs. give the book to someone). The distribution of these two ...

This study tested the impact of implicit and explicit knowledge of grammar on learners’ use of oral communication strategies (OCSs) and the interface of OCSs and oral fluency. The study was performed on 24 male and 36 female Iranian university students of English Translation studying at Payame Nour Universities of Lar, Khonj, and Evaz chosen based on availability and ease of access. The data we...

This study investigated the effectiveness of explicit pragmatic instruction on the acquisition of requests by college-level English as Foreign Language (EFL) learners in Taiwan. The goal was to determine first whether the use of explicit pragmatic instruction had a positive effect on EFL learners’ pragmatic competence. Second, the relative effectiveness of presenting pragmatics through two deli...