{"data":{"id":"10.6084/m9.figshare.5861790","type":"dois","attributes":{"doi":"10.6084/m9.figshare.5861790","prefix":"10.6084","suffix":"m9.figshare.5861790","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"FREITAS, Paula Garcia De","nameType":"Personal","givenName":"Paula Garcia De","familyName":"FREITAS","affiliation":[],"nameIdentifiers":[]},{"name":"XAVIER, Rosely Perez","nameType":"Personal","givenName":"Rosely Perez","familyName":"XAVIER","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"The Effect of Two Teaching Approaches on the Italian as a Foreign Language Learners’ Written Production"}],"publisher":"SciELO journals","container":{},"publicationYear":2018,"subjects":[{"subject":"Linguistics"},{"subject":"FOS: Languages and literature","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Languages and literature","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2018-02-07","dateType":"Created"},{"date":"2018-02-07","dateType":"Updated"},{"date":"2018","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsSupplementTo","relatedIdentifier":"10.1590/0102-445038544415849359","relatedIdentifierType":"DOI"}],"relatedItems":[],"sizes":["348558 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"ABSTRACT This paper analyzes the written production of two groups of Italian as a foreign language (ItFL) learners in order to relate their performance to the teaching approach they were exposed to. The first group received explicit instruction on two structures: presente dell’indicativo and passato prossimo, while the second group received implicit instruction with a set of communicative activities containing input flood combined with enhancement of the target structures. Teaching units were designed to meet each approach. The data were collected through pre- and post-tests, and the writing activities from the teaching units. 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