Structure-based Versus Dynamic Usage-based Instruction

In the Netherlands, teaching programs for French as a foreign language in secondary school usually involve an explicit focus on grammar. This is partially motivated by early findings SLA research, which showed that instruction more effective acquisition (Norris, & Ortega, 2000; Spada, Tomita, 2010) and even considered essential to achieve accuracy advanced writing (Gunnarsson, 2012). The aim of this classroom study test these claims it compares structure-based (SB) method Dynamic Usage-Based (DUB) developing mastery pre-university program French. results suggest both are equally achieving grammatical obtaining general text scores, but DUB seems lexical complexity fluency.