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- W2292913106 abstract "The present article is a review of both the theoretical and the empirical literature on the effects and effectiveness of instruction for second language acquisition. Following De Graaff and Housen (2009), the term effect refers to any observable change in learner's outcome that can be attributed to an instructional intervention, and instruction is defined as any deliberate attempt to promote language learning by manipulating the mechanisms of learning and/or conditions under which these operate. Among the factors which are assumed to potentially intervene in the effectiveness of instruction, three factors namely the type of instruction (with regard to the focus, the degree of explicitness, intensity, frequency, and duration), the type of target feature, and the instructed linguistic features are discussed. A comprehensive comparative review of the definitions of form-focused and meaning-focused instructions, and the literature on explicitimplicit continuum followed by an analysis of cross-linguistic influence on the level of difficulty of the target features are presented as well." @default.
- W2292913106 created "2016-06-24" @default.
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- W2292913106 date "2009-01-01" @default.
- W2292913106 modified "2023-09-26" @default.
- W2292913106 title "THE EFFECTS AND THE EFFECTIVENESS OF INSTRUCTION ON L2 ACQUISITION" @default.
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