this study investigated the relative effects of deductive and inductive form-focused instruction (ffi) on the acquisition of 4 non-generic definite article uses(cultural, situational, structural, and textual) as assessed by explicit and implicit outcome measures. the tests utilized to assess efl learners' acquisition of definite article uses were timed and untimed grammaticality judgment t...

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...

the present study sought to investigate the acquisition of referential, quasi and expletive subject pronouns, three different types of obligatory subjects in english, by adult persian speaking l2 learners of english at different stages of l2 acquisition. a grammaticality judgment test and a translation test were designed and developed to elicit the participants' knowledge of obligatory subjects...

There  has  been  considerable  debate  over  what  the  sources  of  morphological  variation  in  second  language acquisition  are.  From  among  various  hypotheses  put  forth  on  the  topic,  the  feature  reassembly  hypothesis (Lardiere, 2005) assumes that it is the reconfiguration of features in the L2 which causes variation between the performance of natives and non-natives. Acknowle...

Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisit...

Unlike Lexical Projections, Functional Projections (Extended Projections) are more of an ‘abstract’ in nature. Therefore, Functional Projections seem to be acquired later than Lexical Projections by the L2 learners. The present study investigates Iranian L2 learners’ acquisition of English Extended Projections taking into account their level of grammatical proficiency. Specifically, the aim is ...

Sentences with doubly center-embedded relative clauses in which a verb phrase (VP) is missing are sometimes perceived as grammatical, thus giving rise to an illusion of grammaticality. In this paper, we provide a new account of why missing-VP sentences, which are both complex and ungrammatical, lead to an illusion of grammaticality, the so-called missing-VP effect. We propose that the missing-V...

Previous research on artificial grammar has indicated that the human ability to classify sentences or letter strings according to grammaticality relies on two types of knowledge. One is a superficial, familiarity-based understanding of a grammar the other is the knowledge of rules and critical features underlying a grammar. The fundamentally different characteristics of these systems permit an ...

This study explores the possibility of replacing the costly and time-consuming human evaluation of the grammaticality and meaning preservation of the output of text simplification (TS) systems with some automatic measures. The focus is on six widely used machine translation (MT) evaluation metrics and their correlation with human judgements of grammaticality and meaning preservation in text sni...

although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (sla), little research has addressed the effects of instructional interventions on the two knowledge types (r. ellis, 2005).this study examined the relative effectiveness of explicit and implicit types of form-focused instruction (ffi) on the acquisit...