Haga clic aquí para la traducción al español (Google Translate) Introduction For decades, second & foreign language pedagogy has been dominated by skill-acquisition theory, which views learning as the gradual automation of explicit knowledge through repeated practice (Anderson, 1982; DeKeyser, 2006). According to this model, students first acquire declarative knowledge, “knowing that,” about grammatical rules… Continue reading Rethinking grammar instruction: Why usage-based, Construction Grammar-informed language learning outperforms skill-acquisition approaches
Category: Usage Based Learning
Rethinking error correction: More effective pathways for grammatical development
Haga clic aquí para la traducción al español (Google Translate) Introduction The role of error correction in second language (L2) instruction has long divided scholars & practitioners. On one side, researchers such as Dana Ferris (1995, 1997, 1999, 2012; Ferris & Roberts, 2001) contend that selective & focused corrective feedback can promote accuracy & aid… Continue reading Rethinking error correction: More effective pathways for grammatical development