It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. T...

It is axiomatic that L2 teaching and learning is a process that requires dynamic involvement of L2 learners in the acquisition of knowledge and skills. L2 learners need to be assisted in setting individual learning goals. They should also be given the exposure to and guidance in effective language learning strategies (LLSs) in order to build a high level of confidence in the learning process. T...

Why do children learn nouns such as cup faster than dimensional adjectives such as big? Most explanations of this phenomenon rely on prior knowledge of the noun-adjective distinction or on the logical priority of nouns as the arguments of predicates. In this paper we examine an alternative account, one which relies instead on properties of the semantic categories to be learned and of the word l...

critical pedagogy (cp) empowers l2 learners to have a voice in the classroom and in the society. this study was an attempt to investigate whether the current classroom discourse  in  iran  can  endow  the  l2  learners with  a  critical  awareness  to  actively transform their learning processes and creatively engage in collaborative dialogues to construct new knowledge. to this end, the discou...

the definiteness feature in english is both lf and pf interpretable while persian is a language in which this feature is lf-interpretable but pf-uninterpretable. hence, there is no overt article or morphological inflection in persian denoting a definite context. furthermore, persian partially encodes specificity not definiteness. in definiteness both the speaker and hearer are involved while in...

Expressed opinions grows more and more on the Internet. Recently, extracting automatically such opinions becomes a topic addressed by new research work. Traditionally, detection of opinions is based on extracting adjectives. Existing methods are often based on general dictionaries. Unfortunately, main drawbacks of these approaches are that, for different domains, adjectives could not exist and ...

The current study examined the correlation among Iranian EFL learners’ emotional intelligence (EI), critical thinking (CT) ability, and L2 vocabulary knowledge (VK). To this end, surveys were administered to 75 Iranian advanced EFL participants. Analyses of the data revealed a mutual relationship between the Iranian EFL learners’ EI and their L2 VK. Similarly, a positive correlation was found b...

Learning syntax requires determining relations between the grammatical categories of words in the language, but learning those categories requires understanding the role of words in the syntax. In this study, we examined how this chicken and egg problem is resolved by learners of an artificial language comprising nouns, verbs, adjectives and case markers following syntactic rules. We found that...

In this thesis, I investigate how lexical resources based on the organisation of lexical knowledge in classes which share common (syntactic, semantic, etc.) features support natural language processing and in particular symbolic recognition of textual entailment. First, I present a robust and wide coverage approach to lexico-structural verb paraphrase recognition based on Levin’s (1993) classif...

As the findings about the embodiment of language comprehension and some difficulties in the existing models of metaphor processing, this paper presents an adjective-based embodied cognitive net, which constructs the comprehension of knowledge in a novel view. Different from the traditional way that takes concepts as the core of knowledge comprehension, this paper views the emotions as the core ...