non-grammatical and after some time of exposure perform this categorization task with an accuracy greater than chance (Reber, 1967). The explanation of these learning effects in this and later work (Reber, 1989) was that participants acquired an abstract representation of the underlying rules (see also Opitz and Friederici, 2004, for a similar argument). A recently proposed theoretical account ...

This study investigated the effects of planned focus-on-form instruction (pFFI) on developing oral grammatical accuracy in Iranian English EFL learners. To this end, 60 lower-intermediate EFL learners studying English in a private English language institute in Tehran, Iran, were randomly assigned to two classes. Both classes received a task-based instruction on grammatical points elicited in or...

This paper presents a semi-automatic approach to acquire a computational construction grammar from the semi-formal Swedish Constructicon. The implementation is based on the resource grammar library provided by Grammatical Framework and can be seen as an extension to the existing Swedish resource grammar. An important consequence of this work is that it generates feedback, explicit and implicit,...

The notion of a “thematic role” has been an important one in linguistic theories concerning the syntax/semantics interface (Fillmore, 1968), but their effects on high-level cognition remain relatively unexplored. Thematic roles,like AGENT and PATIENT, are said to be linked with specific grammatical positions like that of “subject” and “direct object”. Here we ask if the link between grammatical...

This study explored the effect of input vs. collaborative output tasks on Iranian EFL learners’ grammatical accuracy and their willingness to communicate (WTC). In so doing, the study utilized 3 input (i.e., textual enhancement, processing instruction, and discourse) and 3 collaborative output (i.e., dictogloss, reconstruction cloze task, and jigsaw) tasks and compared their effects on 5 Englis...

This study examined the role of error-type and working memory (WM) in effectiveness direct-metalinguistic indirect written corrective feedback (WCF) on self error-correction first-language writing. Fifty-one French first-year psychology students volunteered to participate experiment. They carried out a task after receiving WCF typographical, orthographic, grammatical, semantic errors. Results i...