Abstract
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 type of knowledge they require: to what extent do they prepare the students to write and revise their texts ? We show that most exercises are not adequate to develop either explicit or implicit knowledge of grammar.. Finally, initial results of an experimentation of two types of activities developping explicit grammatical knowledge, no error dictation and sentence of the day, are presented. Results are positive: experiments in 21classes of primary and secondary education show a strong effect on the ability of students to achieve grammatical agreements in French.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Bellaterra Journal of Teaching & Learning Language & Literature
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
