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How course books of modern foreign languages foster communicative grammar teaching
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The interaction between cognitive individual differences and feedback type
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The effects of written and spoken input on developing L2 grammar knowledge
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How should grammar practice be sequenced to maximize learning?
Publication Nakata, T., & Suzuki, Y. (2019) Topic Grammar
Effectiveness of teaching
Other
- Practicing
Learning
Participant type Foreign language learners
Second (additional) language learners
Age Adult learners
https://www.iris-database.org/iris/app/home/detail?id=york%3a936419&ref=search -
Does it matter how often we practise grammar?
Publication Kasprowicz, R.E. , Marsden, E., & Sephton, N. (2019) Topic Computer-assisted language learning
Effectiveness of teaching
Comprehension
Learning
Grammar
Participant type Foreign language learners
Age Young learners
https://www.iris-database.org/iris/app/home/detail?id=york:936622 -
Is it possible to learn a grammar rule in a new language without being consciously aware of it?
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A simpler task can increase the benefits of error correction for learning a grammatical feature, regardless of aptitude
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Children with developmental language disorder have difficulties with picking up language “rules” from exposure to language
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Is meaningful exposure to second language grammar rules sufficient for learning to take place?
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The quality of teacher-students communication for improving speaking skills
Publication Sato, M., & McDonough, K. (2019) Topic Effectiveness of teaching
Production
Grammar
Interaction
Tasks
Speaking
Teaching methods (style, approach, technique)
Learning
Participant type Foreign language learners
Second (additional) language learners
Age Adult learners
https://www.iris-database.org/iris/app/home/detail?id=york%3a936167