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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 Page: 1 2 Hits 21 – 35 of 35 21 Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses Hennebry, M; Lo, YY; Macaro, E In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2012) BASE Show details 22 The effects of L1 use on vocabulary acquisition Hennebry, M; Rogers, V; Macaro, E. - : Scitsiugnil Press, 2012 BASE Show details 23 Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses Macaro, E; Lo, YY; Hennebry, M. - : Carfax Publishing, 2012 BASE Show details 24 Review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Italian Macaro, E In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2010) BASE Show details 25 Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to 'graded readers' Macaro, E; Mutton, T In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2009) BASE Show details 26 Conversational Interaction in Second Language Acquisition: A Collection of Empirical Studies Macaro, E In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) (2009) BASE Show details 27 Strategy instruction in listening for lower-intermediate learners of french Graham, S; Macaro, E In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008) BASE Show details 28 Raising the achievement of young-beginner readers of french through strategy instruction Macaro, E; Erler, L In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008) BASE Show details 29 The development of the passé composé in lower-intermediate learners of French as a second language Macaro, E; Graham, S In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008) BASE Show details 30 Raising the achievement of young-beginner readers of French through strategy instruction Macaro, E; Erler, L. - 2007 BASE Show details 31 Do near-beginner learners of French have any writing strategies? Macaro, E In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2007) BASE Show details 32 Language learner strategies: claims and critiques Grenfell, M.; Macaro, E.. - : Oxford University Press, 2007 BASE Show details 33 Does intensive explicit grammar instruction make all the difference? Macaro, E; Masterman, L In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (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. © 2006 Edward Arnold (Publishers) Ltd. URL: https://doi.org/10.1191/1362168806lr197oa BASE Hide details 34 Applied Linguistics in Language Education Macaro, E. In: ELT journal. - Oxford : Oxford University Press 57 (2003) 4, 414-415 OLC Linguistik Show details 35 An Investigative Study into Pupils' Perceptions of Europe Convery, A; Evans, M; Green, S... In: Journal of multilingual & multicultural development. - Colchester : Routledge 18 (1997) 1, 1-16 OLC Linguistik Show details Page: 1 2

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