Sentence examples for linguistic instruction from inspiring English sources

When these studies do include linguistic instruction, they often focus on explicit causal signals that merge temporality and causality, such as exacerbated (e.g, "The sinking of the battleship exacerbated tensions and led to war") and ultimately (e.g., "Tensions ultimately started the war") (e.g., Waring2010).

The two-year diploma program began in the North in January 2015 and has since exposed its 12 enrolled learners to over 300 hours of immersion through a mentor-apprentice model, coupled with classroom-based linguistic instruction, and courses in self-directed language learning and teaching methodologies.

Several models for a robot manipulating object via linguistic instructions have been developed using a neural network [13,14].

But didn't the jury's question hint that it did not really understand the original instructions?Linguistic scientists now claim that there is a worrying gap between the language of the American public and that of the legal profession.

Thematic analysis of interview data showed an increase in the teachers' knowledge of linguistic sensitivity for linguistically and culturally responsive instruction.

Attention was on the following six areas; acceptability (face validity), clarity of the introduction and instructions, completeness, linguistic clarity, spontaneity of response and practicality of using the instruments.

The exclusion criteria were cognitive or linguistic problems with understanding instructions, on-going exacerbation of MS, and other disease interfering with either the intervention or the testing procedure.

The premise of this research is that Jordanian EFL learners need language instruction that fosters linguistic and pragmatic competences alike and provides authentic opportunities for communication.

A CPSD syllabus for a particular course incorporates explicit instruction on discrete linguistic forms, reading comprehension strategies, academic genres, as well as criterion tasks which focus on meaning and which mirror real-life academic tasks.

Additionally, appropriate linguistic complexity of the tasks' instructions, reasonable signaling, and the avoidance of redundancies were considered when constructing the test tasks [in accordance to Bley et al. (2015)].

While an increase in teachers' linguistic sensitivity in both planning and instruction is evident, findings also reveal areas for more questions and further research.