this research study explored the impact of learning styles and input modalities on the second language (l2) learners' input processing (ip). this study also sought to appraise the usefulness of processing instruction (pi) and its components in relation to the learners' learning styles and input modalities. to this end, 73 male and female iranian efl learners from islamic azad universi...

In the realm of second language acquisition (SLA), task-based language teaching (TBLT) and input enhancement (IE) have been the focus of a great number of studies. However, the idea of investigating the effects of focus on form instruction through input-enhanced tasks along with pre-task planning time as one of the features of task-based language teaching has been rarely explored in the field o...

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 ...

A key question in language understanding is the problem of language grounding – how do symbols such as words get their meaning? We examine this question in the context of task oriented language grounding in gameplay. In order to perform tasks and challenges specified by natural language instructions, agents need to extract semantically meaningful representations of language and map it to the vi...