| dc.rights.license | CC-BY-NC-ND | |
| dc.contributor.advisor | Graaff, Rick de | |
| dc.contributor.author | Broek, Joris van den | |
| dc.date.accessioned | 2022-08-17T00:00:51Z | |
| dc.date.available | 2022-08-17T00:00:51Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/42318 | |
| dc.description.abstract | This thesis encompasses the design and implementation of an inductively structured lesson-series on two grammatical structures in the context of A2-level EFL-learners in a Dutch secondary school. The results show that in this design scaffolding, feedback and teacher-assistance were lacking to such a degree that it made the interventions detrimental to both the students’ proficiency and motivation. Corpora use is still endorsed by this study. Its results aim to provide effective guidelines for future uses of corpus-based exercises in secondary education. | |
| dc.description.sponsorship | Utrecht University | |
| dc.language.iso | EN | |
| dc.subject | Implementing an inductive structure to grammar lessons in the first year of a Dutch high school. | |
| dc.title | USING CORPORA FOR INDUCTIVELY STRUCTURED GRAMMAR LESSONS | |
| dc.type.content | Master Thesis | |
| dc.rights.accessrights | Open Access | |
| dc.subject.keywords | grammar; inductive; corpora; DDL; motivation; proficiency | |
| dc.subject.courseuu | Engelse taal en cultuur: educatie en communicatie | |
| dc.thesis.id | 8707 | |
