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...

The field of English as a Foreign Language (EFL) is expanding rapidly, with millions students globally seeking to improve their language proficiency. To meet the demand for effective EFL instructors, it essential possess diverse range skills, including knowledge best practices in teaching and an understanding individual learner needs. This paper explores approaches instructors at university lev...

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ ...

A high-stakes Portfolio-Based Language Assessment (PBLA) protocol that was fully implemented in all Instruction for Newcomers to Canada (LINC) programs 2019 requires instructors and students set language-learning goals complete, compile, reflect on numerous authentic language tasks. Due the barriers incurred when communicating with beginner English-as-a-second-language literacy learners (BELLs)...

background: english for specific purposes (esp) courses should empower students to satisfy their language needs. however, at many iranian universities, these courses are mostly taught based on the grammar translation method focusing on teaching grammatical rules and reading comprehension. the present study aims at proposing an innovative approach for teaching english to medical students that ca...

Abstract Task-based language teaching has received increased attention in second language research. However, the combination of structured input-based approach and task-based language teaching has not been examined in relation to L2 grammar learning. To address this gap, the present study investigated how the structured input-based tasks with and without explicit information impacted learners’ ...

language teachers usually face issues regarding the most effective methods of teaching. teaching language to nonnative speakers of english involves certain problems and challenges at all levels of instruction. due to the unsatisfactory results of focus on forms and focus on meaning instructions and their inevitable inadequacies, focus on form instruction along with its multiple techniques are r...