Effect of Explicit and Implicit Instruction on Free Written Response Task Performance  

Oleh:

Andringa, Sible

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 61 no. 3 (2011), page 868-903.
Topik: explicit and implicit instruction; form-focused instruction; classroom research; L1 influence; explicit and implicit knowledge; second-language learning
Fulltext: Volume 61, issue 3 (September 2011), p. 868-903.pdf (242.06KB)

Isi artikel

A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12–18-year-old learners of Dutch as an L2 took part in a computerassisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time by means of an untimed grammaticality judgment task and a free written response task. Explicit and implicit instruction promoted the use of the target structures in free response tasks equally effectively. However, for one structure, both facilitative and inhibitory effects of explicit instruction were observed if first language similarity was taken into consideration.

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