By weakly ambiguous (finite) transducers we mean those transducers that, although being ambiguous, may be viewed to be at arm’s length from unambiguity. We define input-unambiguous (IU) and input-deterministic (ID) transducers, and transducers with finite codomain (FC). IU transductions are characterized by nondeterministic bimachines and ID transductions can be represented as a composition of ...

Abstract To probe the limits of attention raising through form-focused instruction, second-language research must adapt to needs a technologically driven learning environment. In this study, we used randomized control design investigate effect captioned media on vocabulary and grammar in L2 Spanish ( n = 369 learners). Through four data-collection sessions, participants were presented with gram...

This response to Azar (this volume) intends to discuss from an academic's perspective the main points raised in her paper (i.e., grammar-based instruction and its relation to focus on form and error correction) and, to encourage a more concept-based approach to grammar instruction (CBT). A CBT approach to language development argues that the conceptual nature of grammatical forms is best expres...

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...

The main rivals to the input or comprehension hypothesis are the skill-building and comprehensible output hypotheses. Studies claiming to show that the skill-building hypothesis is correct consist of studies of the impact of grammar instruction and error correction. These studies show only that instruction and correction have a modest impact on tests in which subjects are focused on form. Compr...

Although a wide array of studies has sufficiently documented the use Flipped and Corpus learning methods in ELT context respectively, marrying both EFL grammar classes remains scanty. To fill this gap, collaborative action research (CAR) jointly designed implemented flipped classroom-based corpus instruction involving an English instructor to promote students’ grammatical knowledge their percep...