This study aimed at finding out the effect of two different methods of ESP instruction, namely, the traditional grammar translation method and an eclectic method on improving university students' reading comprehension ability. The main assumption was that compared to the Grammar-Translation which is probably not an efficient method, an eclectic method that focuses on improving reading comprehen...

We use Inductive Logic Programming (ILP) within a chart-parsing framework for grammar learning. Given an existing grammar G, together with some sentences which G can not parse, we use ILP to nd the \miss-ing" grammar rules or lexical items. Our aim is to exploit the inductive capabilities of chart parsing, i.e. the ability to eeciently determine what is needed for a parse. For each unparsable s...

GORMEL is a tool for automatic verification of distributed algorithms based on a method proposed in [SG89]. The algorithm is viewed as an infinite family of finite state programs and is described by means of a network grammar. Given a grammar and a specification, we first check that the grammar is inductive and then check the specification on one of the small programs. If a grammar is not induc...

this research explores the effects of three computer-mediated feedback modalities, that is, elicitation, recast, and meta-linguistics, on the learning of english participial, gerund, and infinitival phrases among iranian intermediate-level efl learners. the overriding focus of the present study was to investigate whether different types of feedback given through form-focused computer-human exch...

Breaking the Rules: Liberating Writers Through Innovative Grammar Instruction (2003) is a book on teaching English Grammar, composition, and practicing language rules efficiently in more independent individualistic sense away from old approaches of Grammar- Translation Method that have been used since ages. Edgar Schuster well-known author for his great interest studying exploring mastering str...

This paper reports on a study thatinvestigated Iranian EFL high school students’ perceptions of written grammar feedback to specify their reasons for preferring comprehensive or selective feedback and choosing some feedback strategies. A questionnaire was administered to 100 EFL intermediate high school students who were selected based on their scores on a proficiency test. Moreover, semi-struc...