نتایج جستجو برای: explicit grammar instruction
تعداد نتایج: 176084 فیلتر نتایج به سال:
The present study examines the role of Gal’perin’s Concept-based Instruction (CBI) as a pedagogical approach in teaching cognitive grammar-based (CG-based) concepts of tense and aspect to EFL students. Following the sociocultural theory of L2 Acquisition (SCT), arming L2 learners with scientific concepts can lead to L2 development by deepening their understanding and raising awareness of L2 str...
this experimental study has been conducted to test the effect of oral presentation on the development of l2 learners grammar. but this oral presentation is not merely a deductive instruction of grammatical points, in this presentation two hypotheses of krashen (input and low filter hypotheses), stevicks viewpoints on grammar explanation and correction and widdowsons opinion on limited use of l1...
Research on the effect of implicit and explicit instruction on developing learners’ explicit knowledge by the use of measures of explicit knowledge abounds in the literature. However, measuring learners’ implicit knowledge employing fine-grained measures has rarely been the concern of researchers in the field. Therefore, the present study is an attempt to scrutinize the effectiveness of implici...
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...
In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition ...
This study compared the effects of two types of form-focused tasks on proceduralization and transfer of linguistics knowledge in case of English modals. All participants of the study attended pretests, posttests and delayed posttests. The procedural comprehension and production knowledge were measured through the groups’ performance on a timed dual task test that resembled the context of practi...
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...
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