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文章基本信息

  • 标题:The impact of explicit instruction on foreign language learners’ performance
  • 本地全文:下载
  • 作者:Massoud Rahimpour ; Massoud Rahimpour ; Asghar Salimi
  • 期刊名称:Procedia - Social and Behavioral Sciences
  • 印刷版ISSN:1877-0428
  • 出版年度:2010
  • 卷号:2
  • 期号:2
  • 页码:1740-1746
  • DOI:10.1016/j.sbspro.2010.03.976
  • 语种:English
  • 出版社:Elsevier
  • 摘要:AbstractThis study is an attempt to investigate whether explicit instruction will lead to language learners’ achievement in learning English as a foreign language. It was hypothesized that there is significant difference between explicit formal instruction and ultimate achievement in learning English as a foreign language.Thirty female learners of English at an intermediate level were randomly selected as the participants of this study. Grammatical judgment test was used for data collection. T-test was employed as the statistical means. The results of statistical analysis supported our hypothesis that there was a significant difference between explicit formal instruction and foreign language learners’ performance.
  • 关键词:Explicit instruction;foreign language teaching;formal instruction;grammatical judgment test;language performance
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