Show simple item record

dc.creatorHammond, Robert M.
dc.date2017-05-04
dc.date.accessioned2019-04-16T14:01:43Z
dc.date.available2019-04-16T14:01:43Z
dc.identifierhttps://lenguasmodernas.uchile.cl/index.php/LM/article/view/45841
dc.identifier.urihttp://revistaschilenas.uchile.cl/handle/2250/38576
dc.descriptionHiggs and Clifford (1982) claim that grammatical accuracy must be stressed before communicative modes of language instruction can be undertaken. Implicit in this article is that grammar must be taught deductively and that students taught second languages through the use of communicative models, in which grammar is inductively taught, do not learn grammar. In this study, experimental sections of first semester Spanish courses were taught using the natural approach methodology and control sections were taught by instructors using a modified grammar-translation methodology including deductive grammar instruction. Students from all sections took the same department-administered discretepoint exams. The data presented herein show that the experimental sections out-performed the sections taught by traditional grammar-translation methods.en-US
dc.formatapplication/pdf
dc.languagespa
dc.publisherUniversidad de Chile. Facultad de Filosofía y Humanidadeses-ES
dc.relationhttps://lenguasmodernas.uchile.cl/index.php/LM/article/view/45841/47865
dc.sourceLenguas Modernas; Núm. 15 (1988); 105 - 113es-ES
dc.source0719-5443
dc.source0716-0542
dc.titleFossilization in second language acquisition: some experimental data from the second language classroomen-US
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


This item appears in the following Collection(s)

Show simple item record