Abstract
The present paper uses an empirical study to investigate the effectiveness of two class activities in students’ grammar acquisition in second language classroom, i.e. the meaningful tasks and form-focused exercises. The statistical analysis on the results of pretest and posttest of grammar shows that the mean score of the infinitive of the experimental group were higher than the control group in both the pretest and posttest. But results of T-test showed that the differences between the two groups’ performance on infinitive in the pretest did not reach significant level (P = .07). But a significant difference was found in the posttest ( P = .01 ). Therefore, the meaningful tasks were more effective than the form-focused exercises in facilitating the acquisition of the infinitive.
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Qin, J., Liu, G. (2012). An Experimental Study of Teaching Effects in Grammar Class. In: Sambath, S., Zhu, E. (eds) Frontiers in Computer Education. Advances in Intelligent and Soft Computing, vol 133. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-27552-4_24
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DOI: https://doi.org/10.1007/978-3-642-27552-4_24
Publisher Name: Springer, Berlin, Heidelberg
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