Durability problems with explicit instruction in an EFL context: the learning of the English copula be before and after the introduction of the auxiliary be (Ⅱ)
@@ (Continued fiom last issue)4. lnstructional treatmentsThe explicit instruction consisted of an explanation phase, an identification phase, and a writing phase. In the first phase, the teacher presented two CSs and one FV sentence in Japanese and explained form-meaning relations in them. Then she presented English equivalents of those three sentences and explained the role of be in the second phase, the teacher presented new exemplars (five CSs and five FV sentences) in Japanese and required the participants to identify them as CSs or not. In the last phase, the participants were required to translate these sentences into English.
G63(中等教育)
2009-02-09(万方平台首次上网日期,不代表论文的发表时间)
共6页
32-37