Does intensive explicit grammar instruction make all the difference?
Does intensive explicit grammar instruction make all the difference?
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强化的显式语法教学会带来不同吗？
DOI：
10.1191/1362168806lr197oa
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
Liz Masterman
中科院分区：
文献类型：
--
作者：
E. Macaro;Liz Masterman
本文研究了显性语法教学对英国一所大学一年级法语学生语法知识和写作水平的影响。先前的研究表明，显性语法教学可以提高显性知识及其在特定语法相关任务中的应用，但很少有证据表明它可以提高生产任务的效果。一组12名学生在进入大学学习之前立即接受了法语语法课程，以确定短期但密集的明确教学是否足以提高他们的语法知识和在生产任务中的表现，这种教学方法迄今尚未在文献中得到检验。参与者在五个月内的三个时间点接受测试，并将结果与未接受干预的一组进行比较。我们的研究结果支持了先前的研究结果，即明确的指导可以提高语法测试的某些方面，但不会提高翻译或自由写作的准确性。这些发现的原因与语言发展理论和工作记忆的局限性有关。
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.
影响因子：
4.4
作者：
Norris, JM;Ortega, L
通讯作者：
Ortega, L
语言学习视角：语言与认知模型
DOI：
--
发表时间：
2007
期刊：
関西大学人間活動理論研究センターCHAT Technical Reports No.6
影响因子：
--
作者：
Kite;Yuriko
通讯作者：
Yuriko