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Does intensive explicit grammar instruction make all the difference?

Abstract:

This paper investigates the effect of explicit grammar instruction on grammatical knowledge and writing proficiency in first-year students of French at a UK university. Previous research suggests that explicit grammar instruction results in gains in explicit knowledge and its application in specific grammar-related tasks, but there is less evidence that it results in gains in production tasks. A cohort of 12 students received a course in French grammar immediately prior to their university...

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Publication status:
Published
Peer review status:
Peer reviewed

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Publisher copy:
10.1191/1362168806lr197oa

Authors


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Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
More by this author
Institution:
University of Oxford
Division:
SSD
Department:
Education
Role:
Author
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Name:
Higher Education Funding Council for England (HEFCE)
Publisher:
Edward Arnold (Publishers) Ltd
Journal:
Language Teaching Research More from this journal
Volume:
10
Issue:
3
Pages:
297-327
Publication date:
2006-07-01
DOI:
EISSN:
1477-0954
ISSN:
1362-1688
Language:
English
Keywords:
Subjects:
UUID:
uuid:fac4c396-5da2-469f-9ae7-17dd6be94250
Local pid:
ora:7365
Deposit date:
2013-09-26

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