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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian Macaro, Ernesto. - 2010 BASE Show details 2 The development of the passé composé in lower-intermediate learners of French as a second language Macaro, Ernesto; Graham, Suzanne. - 2008 BASE Show details 3 Strategy instruction in listening for lower-intermediate learners of French Graham, Suzanne; Macaro, Ernesto. - 2008 BASE Show details 4 The decline in language learning in England: getting the facts right and getting real Macaro, Ernesto. - 2008 BASE Show details 5 Language learner strategies: adhering to a theoretical framework Macaro, Ernesto. - 2007 BASE Show details 6 Do near-beginner learners of French have any writing strategies? Macaro, Ernesto. - 2007 BASE Show details 7 Does intensive explicit grammar instruction make all the difference? Macaro, Ernesto; Masterman, Liz. - 2006 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 studies in order to determine whether a short but intensive burst of explicit instruction, a pedagogical approach hitherto unexamined in the literature, was sufficiently powerful to bring about an improvement in their grammatical knowledge and performance in production tasks. Participants were tested at three points over five months, and the results were compared with a group which did not receive the intervention. Our results support previous findings that explicit instruction leads to gains in some aspects of grammar tests but not gains in accuracy in either translation or free composition. Reasons for these findings are discussed in relation to theories of language development and the limitations of working memory. ; The full text of this article is not available in ORA. You may be able to access the article via the publisher copy link above. Keyword: Applied linguistics; Education; explicit grammar instruction; French grammar; French language; grammatical knowledge; Linguistics; writing proficiency URL: http://ltr.sagepub.com/ https://doi.org/10.1191/1362168806lr197oa BASE Hide details 8 Second language teachers as second language classroom researchers Macaro, Ernesto. - 2003 BASE Show details

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