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Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe
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In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020)
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Another Look at Norris and Ortega (2000)
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
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“That’s the Work”: Reframing Talk during Meetings
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 42-44 (2015) (2015)
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Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 35-38 (2015) (2015)
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| 5 |
Language Development Over the Lifespan
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 37-40 (2015) (2015)
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Task Complexity and Linguistic Complexity: An Exploratory Study
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 1-28 (2015) (2015)
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| 7 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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Formulaic Language: Pushing the Boundaries
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 1, Pp 1-3 (2015) (2015)
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| 9 |
Category Terms as Story-Telling Shortcuts
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In: Working Papers in Applied Linguistics and TESOL, Vol 13, Iss 1, Pp 46-48 (2015) (2015)
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| 10 |
Guarded Play: Multi-Tasking in Parent-Child Interactions
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 51-54 (2015) (2015)
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| 11 |
Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 63-67 (2015) (2015)
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| 12 |
Chilean Clitic Reduplication: Implications for Morphology and Syntax
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 17-37 (2015) (2015)
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| 13 |
Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
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| 14 |
Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games ...
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| 17 |
Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian
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| 20 |
Does intensive explicit grammar instruction make all the difference?
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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.
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Keyword:
Applied linguistics; Education; explicit grammar instruction; French grammar; French language; grammatical knowledge; Linguistics; writing proficiency
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URL: http://ltr.sagepub.com/
https://doi.org/10.1191/1362168806lr197oa
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