نتایج جستجو برای explicit grammar instruction

تعداد نتایج: 137973  

2003
John Klapper, Jonathan Rees,

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2016
Yeon Heo,

This study investigates the impact of three types of focus-on-form instruction (FFI) on learners’ reading comprehension and their development of the English past unreal conditional. The study also investigates whether the learners’ grammar development is implicit or explicit in nature. Fifty-one intermediate-level ESL learners were distributed into three groups. Each group read passages with di...

Ali Derakhshesh, Sasan Baleghizadeh,

Many studies have examined the effect of different approaches to teaching grammar including explicit and implicit instruction. However, research in this area is limited in a number of respects. One such limitation pertains to the issue of construct validity of the measures, i.e. the knowledge developed through implicit instruction has been measured through instruments which favor th...

2012
ROD ELLIS,

(1) Implicit learning proceeds without making demands on central attentional resources. As N. Ellis (2008: 125) puts it, ‘generalizations arise from conspiracies of memorized utterances collaborating in productive schematic linguistic productions’. Thus, the resulting knowledge is subsymbolic, reflecting statistical sensitivity to the structure of the learned material. In contrast, explicit lea...

Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisit...

Laleh Davoodi, Roya Baharlouie,

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

Laleh Davoodi, Roya Baharlouie,

The current research was an effort to study the interaction of gender with text enhancement and meta-cognitive grammar instruction on learning and recall of English grammar. To this end, two groups of students consisting of 51 learners from both genders were formed. The participants were 51 male and 51 female learners. The 51 participants of each gender were further divided into two groups. The...

Fariba Tahmaseb pour, Mohammad Taghi Hasani,

The present study was conducted to investigate the effectiveness of deductive instruction of grammar with input enhancement and without using input enhancement. It also explored the effectiveness of inductive instruction of grammar with input enhancement and without input enhancement among Iranian EFL learners. The participants were female intermediate-level students who were studying English a...

2013
Helen Zhao, Kenneth R. Koedinger, John Kowalski,

This paper introduces a cognitive tutor designed for second language grammar instruction. The tutor adopted Corbett and Anderson’s (1995) Bayesian knowledge tracing model and provided adaptive training on the English article system. We followed the Competition Model (MacWhinney, 1997) and understood the article system as a galaxy of cues determining article usage on the basis of form-function m...

Mina Piruznejad, Shima Ghahari,

Despite the increasing popularity of error treatment as a research subject, the effect of age as a potential learner-internal factor affecting choice of feedback is largely undertreated. Characterized by being at early stages of self-empowerment, young language learners are considerably vulnerable and in need of particular language input to meet their age-appropriate psychological demands. This...

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