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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ626530
Record Type: CIJE
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0023-8333
Does Type of Instruction Make a Difference? Substantive Findings from a Meta-Analytic Review.
Norris, John M.; Ortega, Lourdes
Language Learning, v51 p157-213 spec iss 2001
Employed systematic procedures for research synthesis and meta-analysis to summarize findings from investigations into the effectiveness of second language (L2) instruction published between 1980 and 1998. Data indicated that L2 instruction results in large target-oriented gains, that explicit types of instruction are more effective than implicit types, and focus on form interventions result in equivalent and large effects. (Author/VWL)
Descriptors: Grammar, Instructional Effectiveness, Second Language Instruction, Second Language Learning, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special issue: Form-Focused Instruction and Second Language Learning.