Input-based tasks in the French language classroom

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Show simple item record Erlam, Rosemary en
dc.contributor.editor Wen, Z en
dc.contributor.editor Ahmadian, MJ en 2019-09-19T03:23:02Z en 2019 en
dc.identifier.isbn 9789027262387 en
dc.identifier.uri en
dc.description.abstract This study extended previous research by investigating the effectiveness of input-based instruction with beginner-level learners of French. Students completed a series of 11 focused tasks over 3 lessons which aimed to have them make form-meaning connections for target lexical and grammatical items. They received no explicit grammatical instruction. The tasks were taught by their classroom teacher during their normal French programme. An examination of the transcripts of the instruction allowed for information to be collected about the number of times that students were required to make form-meaning connections for each of the target items. Evidence of their learning on both measures of comprehension and production is presented, as well as evidence of the relationship between form-meaning connections (FMCs) and learning gains made. en
dc.publisher John Benjamins en
dc.relation.ispartof Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan 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. en
dc.rights.uri en
dc.title Input-based tasks in the French language classroom en
dc.type Book Item en
dc.identifier.doi 10.1075/tblt.13.11erl en
pubs.begin-page 229 en
dc.rights.holder Copyright: The author en en
pubs.end-page 251 en Amsterdam en
dc.rights.accessrights en
pubs.elements-id 779981 en Education and Social Work en Curriculum and Pedagogy en
pubs.number 10 en
pubs.record-created-at-source-date 2019-09-04 en

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