e., the PPP model; The role of output practice, however, remains a contentious issue in second language acquisition (SLA) research as characterized by a number of ongoing debates (DeKeyser 51)
With a few notable exceptions, the literature so far tells us little about actual language use or specific linguistic variables. Even so, it is important, given the powerful set of beliefs about the linguistic benefits that accrue to those who spend time in SA settings (Freed et al
Such authentic materials include, for instance, online newspapers, webcasts, podcasts, newsroom video clips or even video sharing websites such as, say, YouTube. Where language teachers earlier searched and carried authentic materials like maps and train timetables to a classroom, they can now ask learners to access such information online, thus helping them learn with current and real-time materials (Hill et al
They are motivated to communicate and collaborate with peers to produce common products, for instance, wikis. These beneficial ICT-enhanced language learning activities call for the teacher to organize and monitor them, although in a blended language teaching class the overall role of the teacher has changed from the traditional authoritative role to that of a facilitator (Jonassen et al
(Stein 555) learning environments. The literature also stresses that successful ICT-based lessons depend on "appropriate direction, support and guidance" from teachers (Passey et al
, (1999), cited in Scrimshaw (2004), traces this evolution in the role of ICT as growing from "a supplement to the curriculum," to being the means through which "reinforcement or enrichment of the current curriculum" can be achieved to finally being "a facilitator for an emerging curriculum" (Scrimshaw 16). In its development as a teaching tool, ICT has played a part in the process of learning and knowledge creation, and will become especially significant in impacting important 21st century skills such as "information handling, problem solving, communication and collaboration" (Kozma 13)
Adaptability is another important factor which makes ICT suitable for learning second languages. ICT provide learner-friendly environment, thus, students from different social and cultural backgrounds can accordingly alter their learning environment as per their needs (Padurean, Margan 99)
But it was apparent that a continuing support was needed more by the students due to their age. Use of scanners linked to computers with speech synthesizers, was also used as a medium in one of the studies and it helped in enhancing the overall reading efficiency of the students (Scrase 308)
Ertmer, et al., (1999), cited in Scrimshaw (2004), traces this evolution in the role of ICT as growing from "a supplement to the curriculum," to being the means through which "reinforcement or enrichment of the current curriculum" can be achieved to finally being "a facilitator for an emerging curriculum" (Scrimshaw 16)
On the other end, there are languages like Warlpiri which allow a large degree of word order variation." (Keller, nd) Keller further notes that "many languages exhibit a semi-free word order, ie
Computer-generated Processing of languages The work of Rambow and Joshi (1995) entitled: "A Processing Model for Free Word Order Languages," is a report from the Institute for Research in Cognitive Science states that: "German is a verb-nal language" and "like many verb-nal languages, such as Hindi, Japanese and Korean, it displays considerable word-order freedom." (Rambow and Joshi, 1995) the work of Mazuka, Itoh and Kondo (Ibid) entitled: "Costs of Scrambling in Japanese Sentence Processing" published online the MIT CogNet Brain Sciences Connection states that in linguistic terms the existence of sentences that are 'scrambled' have been used in the argument for "a flat non-configurational structure for Japanese
"The man ate a bear" and "A bear ate the man"), languages such as Japanese and Turkish use suffixes or inflections on nouns to show difference in grammatical roles." (Parker, 2006) According to Parker, in languages such as these the world order: "
g., Saito, 1985, Hoji, 1986;1992; Saito and Hoji, 1983)" (Mazuka, Itoh and Kondo, 2004) This work reports the study of Mazuka, Itoh and Kondo in which "scrambled and non-scrambled sentences are studied in four experiments
(Keller, nd) The German language is a "verb-second language" that is a language described as one in which "all non-finite verb forms appear at the very end of the clause, so that finite verb in second position and the non-finite ones in final position together forms a sort of bracket around the main body of the clause." (Buring, 1999) Buring cites cf Lenerz (1977) and Uszkoreit (1987) as well as Muller (1998) and state that: "It has been observed that various factors determine the acceptability of a given word order in a particular case, among them case, definiteness, animacy, and focus
, 2002) Inconsistent structures in language "are harder to learn than consistent structures by computational systems, whether inconsistencies are at the syntactic level or at the lexical level, in terms of grapheme to phoneme correspondences, or semantic ambiguities." (Monaghan, Gonitzke, Chater, nd) it is pointed out in the work of Monagham, Gnitzke, and Chater (nd) that it has been illustrated that the various frequencies of linguistic structures "have an impact on their ease of processing
On the other end, there are languages like Warlpiri which allow a large degree of word order variation." (Keller, nd) Keller further notes that "many languages exhibit a semi-free word order, ie
Computer-generated Processing of languages The work of Rambow and Joshi (1995) entitled: "A Processing Model for Free Word Order Languages," is a report from the Institute for Research in Cognitive Science states that: "German is a verb-nal language" and "like many verb-nal languages, such as Hindi, Japanese and Korean, it displays considerable word-order freedom." (Rambow and Joshi, 1995) the work of Mazuka, Itoh and Kondo (Ibid) entitled: "Costs of Scrambling in Japanese Sentence Processing" published online the MIT CogNet Brain Sciences Connection states that in linguistic terms the existence of sentences that are 'scrambled' have been used in the argument for "a flat non-configurational structure for Japanese
"The man ate a bear" and "A bear ate the man"), languages such as Japanese and Turkish use suffixes or inflections on nouns to show difference in grammatical roles." (Parker, 2006) According to Parker, in languages such as these the world order: "
g., Saito, 1985, Hoji, 1986;1992; Saito and Hoji, 1983)" (Mazuka, Itoh and Kondo, 2004) This work reports the study of Mazuka, Itoh and Kondo in which "scrambled and non-scrambled sentences are studied in four experiments
(Keller, nd) The German language is a "verb-second language" that is a language described as one in which "all non-finite verb forms appear at the very end of the clause, so that finite verb in second position and the non-finite ones in final position together forms a sort of bracket around the main body of the clause." (Buring, 1999) Buring cites cf Lenerz (1977) and Uszkoreit (1987) as well as Muller (1998) and state that: "It has been observed that various factors determine the acceptability of a given word order in a particular case, among them case, definiteness, animacy, and focus