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OverviewThe last few decades have seen extensive research focusing of the relative effectiveness of different instructional options that can be employed in teaching grammar structures (e.g., deduction and induction, different types of corrective feedback, input-based vs. output-based practice). However, the contribution of such pedagogical intervention and the resulting knowledge of target language grammar are mediated by a number of factors related to a specific context, the properties of the features being taught and, most importantly, individual learner profiles. Nonetheless, research into the moderating role of individual difference variables has been scant, limited to only several factors, and seldom taking into account complex interactions between variables. The book seeks to fill this evident gap by investigating the mediating effect of selected cognitive and affective factors on explicit and implicit (or highly automatized) knowledge of the English passive voice. In doing so, the studysheds the so-much-needed light on the predictors of second language grammar knowledge but also, to some extent, on the usefulness of instructional techniques used to develop it. Full Product DetailsAuthor: Mirosław PawlakPublisher: Springer Nature Switzerland AG Imprint: Springer Nature Switzerland AG Edition: 1st ed. 2021 Weight: 0.395kg ISBN: 9783030848781ISBN 10: 3030848787 Pages: 137 Publication Date: 25 August 2021 Audience: Professional and scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of Contents1. Introduction.- 2. Explicit and implicit knowledge of grammar.- 3. Individual differences as factors mediating the knowledge of grammar.- 4 . Design of the research project.- 5. Findings of the research project.- 6. Conclusions and implications.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
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