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Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about?
Nordic Journal of Modern Language Methodology
The relevance of explicit grammar instruction in foreign language classrooms has been discussed widely in the past, but there is no consensus regarding what is the best approach or how much time should be spent on explicit grammar teaching. This paper presents the results of three studies which focus on students' knowledge of explicit grammar, their understanding of metalinguistic terminology, and their ability to correct agreement errors in their texts as a response to formative assessment. Indoi:10.46364/njmlm.v7i1.529 fatcat:c4bjrzy2lzet3gtoxtukwxsk7y