Publication

Effectiveness of explicit vs. implicit L2 instruction: A longitudinal classroom study on oral and written skills

Rousse-Malpat, A., 2019, [Groningen]: Rijksuniversiteit Groningen. 160 p.

Research output: ThesisThesis fully internal (DIV)

APA

Rousse-Malpat, A. (2019). Effectiveness of explicit vs. implicit L2 instruction: A longitudinal classroom study on oral and written skills. [Groningen]: Rijksuniversiteit Groningen.

Author

Rousse-Malpat, Audrey. / Effectiveness of explicit vs. implicit L2 instruction : A longitudinal classroom study on oral and written skills. [Groningen] : Rijksuniversiteit Groningen, 2019. 160 p.

Harvard

Rousse-Malpat, A 2019, 'Effectiveness of explicit vs. implicit L2 instruction: A longitudinal classroom study on oral and written skills', Doctor of Philosophy, University of Groningen, [Groningen].

Standard

Effectiveness of explicit vs. implicit L2 instruction : A longitudinal classroom study on oral and written skills. / Rousse-Malpat, Audrey.

[Groningen] : Rijksuniversiteit Groningen, 2019. 160 p.

Research output: ThesisThesis fully internal (DIV)

Vancouver

Rousse-Malpat A. Effectiveness of explicit vs. implicit L2 instruction: A longitudinal classroom study on oral and written skills. [Groningen]: Rijksuniversiteit Groningen, 2019. 160 p.


BibTeX

@phdthesis{1daf400417d149b1b2bafec56017adb1,
title = "Effectiveness of explicit vs. implicit L2 instruction: A longitudinal classroom study on oral and written skills",
abstract = "Parlez-vous fran{\cc}ais? Or how the Dutch teenagers can really learn to speak and write in French.This research is about the effectiveness of a special method for French as a second language in high school. After years of frustration and compaints, manyFrench teachers started implementing the AIM methodfrom Canada in the three first years of high school. With AIM, French is spoken close to 100{\%} of the timeby means of stories, plays, songs and gestures. But above all, AIM has a very clever way to teach French without grammar or word lists. Even more remarkable, the teacher speaks only French and makes everything clear with gestures! By placing so much attention on speaking skills students are motivated to use the language. And it works! This study has followed 229 students for threeschool year. Five different schools from different parts of the Netherlands have participated. The results of this study show that thismethod is more effective than the methods mostly used in the Netherlands. AIM provides better speaking and writing skills!",
author = "Audrey Rousse-Malpat",
year = "2019",
language = "English",
isbn = "978-94-034-1449-2",
publisher = "Rijksuniversiteit Groningen",
school = "University of Groningen",

}

RIS

TY - THES

T1 - Effectiveness of explicit vs. implicit L2 instruction

T2 - A longitudinal classroom study on oral and written skills

AU - Rousse-Malpat, Audrey

PY - 2019

Y1 - 2019

N2 - Parlez-vous français? Or how the Dutch teenagers can really learn to speak and write in French.This research is about the effectiveness of a special method for French as a second language in high school. After years of frustration and compaints, manyFrench teachers started implementing the AIM methodfrom Canada in the three first years of high school. With AIM, French is spoken close to 100% of the timeby means of stories, plays, songs and gestures. But above all, AIM has a very clever way to teach French without grammar or word lists. Even more remarkable, the teacher speaks only French and makes everything clear with gestures! By placing so much attention on speaking skills students are motivated to use the language. And it works! This study has followed 229 students for threeschool year. Five different schools from different parts of the Netherlands have participated. The results of this study show that thismethod is more effective than the methods mostly used in the Netherlands. AIM provides better speaking and writing skills!

AB - Parlez-vous français? Or how the Dutch teenagers can really learn to speak and write in French.This research is about the effectiveness of a special method for French as a second language in high school. After years of frustration and compaints, manyFrench teachers started implementing the AIM methodfrom Canada in the three first years of high school. With AIM, French is spoken close to 100% of the timeby means of stories, plays, songs and gestures. But above all, AIM has a very clever way to teach French without grammar or word lists. Even more remarkable, the teacher speaks only French and makes everything clear with gestures! By placing so much attention on speaking skills students are motivated to use the language. And it works! This study has followed 229 students for threeschool year. Five different schools from different parts of the Netherlands have participated. The results of this study show that thismethod is more effective than the methods mostly used in the Netherlands. AIM provides better speaking and writing skills!

M3 - Thesis fully internal (DIV)

SN - 978-94-034-1449-2

PB - Rijksuniversiteit Groningen

CY - [Groningen]

ER -

ID: 75860649