期刊
LANGUAGE LEARNING
卷 61, 期 1, 页码 117-145出版社
WILEY
DOI: 10.1111/j.1467-9922.2010.00591.x
关键词
time distribution; English-as-a-second-language instruction; intensive language courses; EFL classroom practice
This article analyzes whether the distribution of the hours of classroom practice has any effect on students' foreign language gains by comparing two types of EFL (English as a foreign language) programs: one in which the hours of instruction are distributed in long sessions over a short period (intensive course) and another in which the students attend short sessions over a long period of time (regular course). Data from 152 participants at two proficiency levels were gathered. Learners' grammar and vocabulary knowledge, as well as listening, writing, and speaking skills were examined through a variety of tasks. The results of the analyses performed indicate that intermediate-level students tend to make more language gains in intensive programs than in regular programs, whereas advanced EFL students do not seem to benefit from intensive classroom practice as much as intermediate students do.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据