How parts of speech are learned? A lexical-driven or a structure-driven model

The paper investigates the possible facilitative approaches to parts of speech learning and the ways of interpreting them as functional categories rather than merely syntactic units. Participants in this study were 38 students of General English Course at Sharif University of Technology. They received a treatment in a way that the comparison group was given a text, word forms chart, and pattern practice exercises and the control group was deprived of receiving a text. The paper concludes with the emphasis on the interactive model of contextualization of the lexical categories and the intentional commitment of grammatical items to memory.