Les connaissances implicites et explicites en grammaire : quelle importance pour l’enseignement? Quelles conséquences?
This paper presents a review of research in cognitive psychology on implicit and explicit knowledge and learning from the point of view of written French didactic, focusing on its silent morphology, in order to draw consequences for teaching. Standard grammar exercises are then examined for the typ...
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| Autores principales: | , |
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| Formato: | article |
| Lenguaje: | CA EN ES FR |
| Publicado: |
Universitat Autònoma de Barcelona
2011
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/9d1990c5e21a4d5c870b609a12caea9f |
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