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| Robinson, Peter | 1 |
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Peer reviewedRobinson, Peter; Ellis, Rod – TESOL Quarterly, 1994
An argument for the role of a structural syllabus as a means to promote "gradual mastery" of implicit second-language knowledge is refuted. The author responds with further discussion of the relationship between explicit and implicit knowledge. (Contains 13 references.) (LB)
Descriptors: Academic Achievement, Course Descriptions, English (Second Language), Epistemology
