مجلة علوم اللغة العربية وآدابها
Volume 12, Numéro 2, Pages 2100-2124
2020-09-15
Authors : Boulkroun Fouad .
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.
Differentiated instruction ; explicit ; implicit ; grammar ; method
Belkacem-bouricha Karima
.
pages 07-38.
Hawamdeh Younes
.
Yahiaoui Mohamed
.
pages 92-108.
Lombarkia Soukeina
.
Guerza Radia
.
pages 1349-1364.
Boudiaf Asma
.
Kaouli Nadir
.
pages 1255-1274.
Lombarkia Soukeina
.
Guerza Radia
.
pages 1528-1545.