Suzanne Graham|Louise Courtney|Theodoros Marinis|Alan Tonkyn
Early Language Learning: The Impact of Teaching and Teacher Factors
University of Reading|University of Reading|University of Reading|University of Reading
abstract study examined progress lexical grammatical knowledge among 252 learners french england across last two years primary education first year secondary school relation teaching teacher factors compared linguistic outcomes two different approaches one emphasized oracy combined literacy attention oracy development also explored relationship linguistic outcomes teachingteacher factors teaching time teacher level french proficiency teacher level training language instruction learners completed sentence repetition task photo description task making small statistically significant progress grammatical lexical knowledge test points teaching approach little impact progress teaching teacher factors particularly french proficiency level primary school teacher amount teaching time devoted french open practices article awarded open materials badge materials publicly accessible iris digital repository httpwwwirisdatabaseorg learn open practices badges center open science httpsosfiotvyxzwiki