I just doesn’t know : Agreement Errors in English Texts by Norwegian L2 Learners: Causes and Remedies

2019

Input vs. intake in formative assessment and explicit grammar teaching Do the students understand what we are talking about?

2020

The relevance of explicit grammar instruction in foreign language classrooms has been discussed widely in the past, but there is no consensus regarding what is the best approach or how much time should be spent on explicit grammar teaching. This paper presents the results of three studies which focus on students’ knowledge of explicit grammar, their understanding of metalinguistic terminology, and their ability to correct agreement errors in their texts as a response to formative assessment. In the first study, the effect of different types of formative feedback on the improvement in agreement marking accuracy was tested. As there were no statistically significant differences found, two fol…

Overordnet del av lærerplanen i engelsk

2021

The acquisition of verb movement in first language acquisition : comparison of english and norwegian

2013

Master thesis in english- University of Agder 2013 In the previous sections I compared the findings of researchers studying several different child languages. One language, child English, does not provide compelling evidence of the presence of the functional layers during the early multi-word stage (1;6-2;0). Other languages, child French and German, provide strong evidence of the presence of one functional layer above the VP but no (child French) or only ambiguous tendencies regarding the presence of the second functional layer above the VP (child German). The third group of languages, child Swedish and child Norwegian, seem to show compelling evidence of the 71 presence of two functional …