Computers have become ubiquitous in all walks of scientific endeavour. There have been innumerable architectures of computers, aiding equally countless, diverse fields of research, thereby rendering the task of classification of computers itself a nontrivial job. Interestingly, this gamut of computers are classified neither by their explicit features nor by the class of application to which the...

abstractthe present study was carried out to investigate the effects of listening strategy instruction on students’ listening achievement and strategy use. the participants of the study were 50 english major freshman students of dilla university. these students were placed in experimental and control conditions for the purpose of comparing the mean difference between the two groups. the control...

This paper explores male and female students' and teachers' perceptions of the role of grammar instruction and corrective feedback. A questionnaire, administered to 60 male and female intermediate EFL students (30 males and 30 females) and 40 teachers (20 males and 20 females), elicited student and teacher perceptions concerning the role of explicit grammar instruction and corrective feedback i...

Does the type of reading instruction experienced during the initial years at school have any continuing effect on the ways in which adults read words? The question has arisen in current discussions about computational models of mature word-reading processes. We tested predicted continuing effects by comparing matched samples of skilled adult readers of English who had received explicit phonics ...

The efficacy of analogical instruction, relative to explicit instruction, for the acquisition of a complex motor skill and subsequent performance under pressure was investigated using a modified (seated) basketball shooting task. Differences in attentional resource allocation associated with analogy and explicit learning were also examined using probe reaction times (PRT). Access to task-releva...

Explicit instruction of a problem-solving strategy improved students’ performance in the domain where it was taught and in a second domain where it was not taught. Since the two domains, probability and physics, share no overlapping domain principles, it seems likely that the problem-solving strategy itself was transferred from one domain to the other. We analyzed the computer logs to identify ...

Two experiments were carried out to examine how adult readers of English learn to acquire the orthographic structure and function of Chinese characters selected from reading material in their first-semester college course in Chinese. The first experiment, an online lexical decision task, demonstrated that the learners qtiickly acquired knowledge about the orthographic structure of the character...

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...

Abstract This study combines explicit (pen-and-paper) and sensitive (time-pressured) measures to gauge the impact of three instructional interventions (contextualized input with meaning-focused activities, contextualized word-focused decontextualized exercises) on learning 20 L2 French target verbs. Participants ( N = 313, L1 Dutch) completed a combination (form recognition, meaning recall, gra...

Introduction The idea that children learn languages implicitly, whereas adults must consciously use explicit strategies to learn a second language (L2), is common in second language acquisition (Ellis, 2005; DeKeyser & Larson-Hall, 2005). Implicit vs. explicit learning processes have been used to explain greater variation in outcomes for adult L2 learners than for child L2 learners. Existing li...