The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language

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dc.contributor.author Erlam, Rosemary en
dc.date.accessioned 2015-01-04T23:01:38Z en
dc.date.issued 2003 en
dc.identifier.citation Modern Language Journal, 2003, 87 (2), pp. 242 - 261 en
dc.identifier.issn 0026-7902 en
dc.identifier.uri http://hdl.handle.net/2292/23885 en
dc.description.abstract This article presents results from a recent study that isolated grammar instruction that is deductive (i.e., involving rule presentation and metalinguistic information) as a variable and contrasted it with an instructional treatment that is inductive (i.e., focusing on form with no explicit grammar instruction). The effectiveness of these two types of instruction was compared on measures of both comprehension and production. The study also investigated the interaction between type of instruction and the morphological and syntactical features involved in the acquisition of direct object pronouns in French as a second language. The results revealed a significant advantage for the deductive instruction group. The study highlighted the difficulty of designing language measures that access implicit language knowledge. It also underlined the strong relationship that exists between the observed effectiveness of a particular type of instruction and tests/measures used. en
dc.relation.ispartofseries Modern Language Journal en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. Details obtained from http://olabout.wiley.com/WileyCDA/Section/id-820227.html http://www.sherpa.ac.uk/romeo/issn/0026-7902/ en
dc.rights.uri https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm en
dc.title The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language en
dc.type Journal Article en
dc.identifier.doi 10.1111/1540-4781.00188 en
pubs.issue 2 en
pubs.begin-page 242 en
pubs.volume 87 en
pubs.end-page 261 en
dc.rights.accessrights http://purl.org/eprint/accessRights/RestrictedAccess en
pubs.subtype Article en
pubs.elements-id 38508 en
pubs.org-id Education and Social Work en
pubs.org-id Curriculum and Pedagogy en
dc.identifier.eissn 1540-4781 en
pubs.record-created-at-source-date 2010-09-01 en


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