Abstract
This study examines the generalizability of VanPatten and Cadierno (1993b) by investigating
the relative effect of two types of explicit grammar instruction on learners' ability to
interpret and produce sentences containing the French causative. Nine classes of 179
fourth-semester French students were assigned to three groups: (a) processing instruction, (b)
traditional instruction, and (c) no instruction. The results indicate that processing instruction is as
effective as traditional instruction in enabling learners to interpret the French causative and that
traditional instruction is more effective in enabling learners to produce the French causative.
Publisher
Cambridge University Press (CUP)
Subject
Linguistics and Language,Language and Linguistics,Education
Cited by
32 articles.
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