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Peer reviewedShelly, Sharon L. – French Review, 1993
An inductive and interactive classroom technique to help advanced French language students reformulate simplified schemata into more useful insights into French grammar is described. It is proposed that, by developing the ability to revise continually structural hypotheses, students can expand syntactic repertories and improve long-term language…
Descriptors: Advanced Courses, Classroom Techniques, Cognitive Processes, French
