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...

the necessity and importance of teaching pragmatics has come to light by many researchers (e.g. rose & kasper, 2001). due to the consensus over the need to teach pragmatic competence, the main issue now centers on the question of how we should teach this competence in the most effective way. consistent with this line of research, the present study aimed to investigate the effectiveness of d...

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...

Grammar Instruction to Young Adolescents at Lower Proficiency Levels Through Metacognitive Intervention

This study investigates the effectiveness of deductive and guided inductive approaches for teaching grammar in college French classrooms. .Forty-seven secondsemester French students were taught eight grammatical structures: four with a deductive instructional approach and four with a guided inductive instructional approach. A quasiexperimental within-subjects design featuring preand posttests a...