This paper presents the findings of a longitudinal study in which two instructional methods to teach agreement features to first-year university students specializing in Spanish in Japan are compared. On the one hand, the control group was exposed to the traditional top-down teaching of agreement paradigms and were instructed to practice them…

The dissertation investigates the effect of a concept-based approach to teaching the Chinese temporal system to English-speaking university learners at the elementary level. The pedagogical framework, Systematic-Theoretical Instruction (STI), adopted in this study was proposed by Piotr Gal'perin and originated from Vygotsky's…