Short-term And Long-term Effects Of Differentiated Grammar Instruction: A Quasi-experimental Study
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Date
2020-09-15
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جامعة الوادي - University of Eloued
Abstract
The present study raises two research questions: (1) Does the use of differentiated instruction have a differential effect on the learning of parallel structures in the short-term, in comparison with explicit or implicit instruction? (2) Will the differences, if any, last in the long term? Thirty (30) first-year university English language learners were divided into three groups: an explicitgroup (N=10), an implicit group (N=10), and a differentiated group (N=10). Grammaticality Judgment Tests were used to measure accuracy. The ANOVA test results in SPSS show that differentiated instruction had a lasting differential effect. Recommendations for research and pedagogy are discussed.
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Keywords
Differentiated instruction ; explicit ; implicit ; grammar ; method
Citation
Boulkroun, Fouad. Short-term And Long-term Effects Of Differentiated Grammar Instruction: A Quasi-experimental Study. مجلة علوم اللغة العربية وآدابها. مج12. ع.02. 15/09/ 2020 جامعة الوادي. [أكتب هنا تاريخ الإطلاع]. متاح على الرابط [انسخ هنا رابط التحميل]