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Language Teaching Research
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Pupil progress in the acquisition of the perfect tense in French: the relationship between knowledge and use

Gee Macrory

The Manchester Metropolitan University Institute of Education

Valerie Stone

The Manchester Metropolitan University Institute of Education

The role of explicit knowledge in the teaching and learning of a second language has been the subject of much research. Little of this, however, has taken place within the context of the Modern Foreign Languages in secondary school classrooms in the UK. In this study, we investigate the relationship between knowing and using the perfect tense in French in a small-scale project carried out over two years, involving a small group of learners.

Language Teaching Research, Vol. 4, No. 1, 55-82 (2000)
DOI: 10.1177/136216880000400104
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E. Macaro and L. Masterman
Does intensive explicit grammar instruction make all the difference?
Language Teaching Research, July 1, 2006; 10(3): 297 - 327.
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