Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners
Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relati...
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| Format: | Article |
| Language: | English |
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Allameh Tabataba'i University Press
2012-06-01
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| Series: | Issues in Language Teaching |
| Subjects: | |
| Online Access: | https://ilt.atu.ac.ir/article_99_6eb93d11c1b4f50599b62be405eb3ae5.pdf |
| _version_ | 1797378232356438016 |
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| author | majid Ghorbani mahmood reza atai |
| author_facet | majid Ghorbani mahmood reza atai |
| author_sort | majid Ghorbani |
| collection | DOAJ |
| description | Although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisition of four morphosyntactic features by four measures of explicit and implicit language knowledge. The measures included: oral elicited imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were conducted immediately and three weeks after the instructional interventions. Durable effects of FFI on low intermediate Iranian learners were found for the target language forms.In particular, explicit and implicit FFI positively facilitated the development of explicit and implicit knowledge of the target features, both immediately after the instructional interventions and, marginally decreasing, over time. Also, explicit FFI was more effective than implicit FFI as measured by both explicit and implicit knowledge tests. The findings may contribute to understanding of the efficacy of explicit and implicit FFI on L2 learners’ controlled (explicit) and spontaneous (implicit) use of morphosyntactic forms at relatively early stages of L2 acquisition. |
| first_indexed | 2024-03-08T20:03:47Z |
| format | Article |
| id | doaj.art-2611817fff85481eb7b52c27b8c1fd13 |
| institution | Directory Open Access Journal |
| issn | 2322-3715 2476-6194 |
| language | English |
| last_indexed | 2024-03-08T20:03:47Z |
| publishDate | 2012-06-01 |
| publisher | Allameh Tabataba'i University Press |
| record_format | Article |
| series | Issues in Language Teaching |
| spelling | doaj.art-2611817fff85481eb7b52c27b8c1fd132023-12-23T10:45:45ZengAllameh Tabataba'i University PressIssues in Language Teaching2322-37152476-61942012-06-0111589299Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learnersmajid Ghorbanimahmood reza ataiAlthough explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (SLA), little research has addressed the effects of instructional interventions on the two knowledge types (R. Ellis, 2005).This study examined the relative effectiveness of explicit and implicit types of form-focused instruction (FFI) on the acquisition of four morphosyntactic features by four measures of explicit and implicit language knowledge. The measures included: oral elicited imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were conducted immediately and three weeks after the instructional interventions. Durable effects of FFI on low intermediate Iranian learners were found for the target language forms.In particular, explicit and implicit FFI positively facilitated the development of explicit and implicit knowledge of the target features, both immediately after the instructional interventions and, marginally decreasing, over time. Also, explicit FFI was more effective than implicit FFI as measured by both explicit and implicit knowledge tests. The findings may contribute to understanding of the efficacy of explicit and implicit FFI on L2 learners’ controlled (explicit) and spontaneous (implicit) use of morphosyntactic forms at relatively early stages of L2 acquisition.https://ilt.atu.ac.ir/article_99_6eb93d11c1b4f50599b62be405eb3ae5.pdfinstructed slaexplicit/implicit ffiexplicit/implicit knowledge |
| spellingShingle | majid Ghorbani mahmood reza atai Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners Issues in Language Teaching instructed sla explicit/implicit ffi explicit/implicit knowledge |
| title | Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners |
| title_full | Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners |
| title_fullStr | Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners |
| title_full_unstemmed | Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners |
| title_short | Evaluating the Effectiveness of Explicit and Implicit Form-Focused Instruction on Explicit and Implicit Knowledge of EFL Learners |
| title_sort | evaluating the effectiveness of explicit and implicit form focused instruction on explicit and implicit knowledge of efl learners |
| topic | instructed sla explicit/implicit ffi explicit/implicit knowledge |
| url | https://ilt.atu.ac.ir/article_99_6eb93d11c1b4f50599b62be405eb3ae5.pdf |
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