This study was an attempt to explore the beliefs of Iranian EFL teachers about the role of grammar in English language teaching in both state schools and private language institutes. Data were collected through a questionnaire developed by Burgess and Etherington (2002), which consisted of 11 main subscales and was divided into two sections. The first section dealt with approaches to grammar te...

Many studies have examined the effect of different approaches to teaching grammar including explicit and implicit instruction. However, research in this area is limited in a number of respects. One such limitation pertains to the issue of construct validity of the measures, i.e. the knowledge developed through implicit instruction has been measured through instruments which favor th...

The present study aims to investigate the relative effectiveness of different types of pragmatic instruction including two collaborative translation tasks and two structured input tasks with and without explicit pragmatic instruction on the production of apologetic utterances by low-intermediate EFL learners. One hundred and fifty university students in four experimental groups and one control ...

‎It is shown that the knowledge of a surjective morphism $Xto Y$ of complex‎ ‎curves can be effectively used‎ ‎to make explicit calculations‎. ‎The method is demonstrated‎ ‎by the calculation of $j(ntau)$ (for some small $n$) in terms of $j(tau)$ for the elliptic curve ‎with period lattice $(1,tau)$‎, ‎the period matrix for the Jacobian of a family of genus-$2$ curves‎ ‎complementing the classi...

This study aimed to investigate the effects of Systemic Theoretical Instruction (STI), grounded in Socio-cultural Theory and proposed by Gal’perin, on developing Iranian EFL learners’ knowledge of English tense-aspect system. To this end, two low-intermediate classes, including 24 and 21 language learners aged between 12-19, were taught the distinction between simple past and present perfect te...

A system that acquires knowledge from a user should be able to reflect upon the knowledge that it has—at each moment—and understand what kinds of new knowledge it needs to learn. For the past two decades, research in the area of knowledge acquisition has been moving towards systems that have access to richer representations of knowledge about their task. This paper reviews some well-known knowl...