The role of explicit instruction in the acquisition of the present perfect
This paper aims at analyzing the role of explicit instruction in the learning of the Present Perfect by Brazilian university students in a formal setting. Participants were divided into two groups and tested twice in comprehension and production tasks during a three-week interval. In the second week, the experimental group was exposed to explicit instruction on use and form of the target topic. Results indicate that the explicit instruction group showed overall improvement, providing support to the claim that explicit instruction is beneficial, or at least it is not prejudicial, to foreign language learning.
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| Main Authors: | , |
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| Format: | Digital revista |
| Language: | English |
| Published: |
Faculdade de Letras - Universidade Federal de Minas Gerais
2010
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| Online Access: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1984-63982010000400002 |
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| Summary: | This paper aims at analyzing the role of explicit instruction in the learning of the Present Perfect by Brazilian university students in a formal setting. Participants were divided into two groups and tested twice in comprehension and production tasks during a three-week interval. In the second week, the experimental group was exposed to explicit instruction on use and form of the target topic. Results indicate that the explicit instruction group showed overall improvement, providing support to the claim that explicit instruction is beneficial, or at least it is not prejudicial, to foreign language learning. |
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