چکیده:
This study investigated the relative effects of explicit and implicit form-focused instruction (FFI) on the acquisition of four simple and difficult morphosyntactic features as assessed by explicit and implicit outcome measures. Four tests were utilized to assess L2 learners' acquisition: elicited oral imitation, timed and untimed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were administered to 120 low pre-intermediate learners immediately and three weeks after the instructional treatments. Durable effects of FFI were found for simple and difficult language forms on both measures of explicit and implicit L2 knowledge. More specifically, the present study indicated that explicit FFI was significantly more beneficial for simple language features chosen according to their degree of difficulty based on the explicit knowledge criteria and implicit FFI was significantly more beneficial for simple language features selected according to their degree of difficulty based on the implicit knowledge criteria. The findings may promise implications for our understanding of the efficacy of explicit and implicit FFI on L2 learners’ controlled and spontaneous use of simple and difficult forms at early stages of L2 acquisition.
خلاصه ماشینی:
"Table 2: Analysis of variance for the effect of simplicity/difficulty on learners' implicit knowledge in the explicit FFI group (View the image of this page) The results of post-hoc comparisons through Bonferroni test showed that both posttest scores for the simple implicit feature in OEIT knowledge of the explicit FFI group are significantly different from the difficult implicit feature (the significance level between them is p=.
Table 3: Analysis of variance for the effect of simplicity/difficulty on learners' implicit knowledge in the implicit FFI group (View the image of this page) Moreover, post-hoc comparisons showed that both posttest scores for simple implicit and explicit language features are significantly different from their difficult counterparts (p=.
Table 8: Analysis of variance for the effect of simplicity/difficulty on learners' explicit knowledge in the explicit FFI group (View the image of this page) Additionally, post-hoc comparisons show that both immediate and delayed posttest scores for the simple explicit and implicit features in the untimed GJT knowledge of both FFI groups are significantly different from the difficult explicit and implicit target features, respectively (P=.
The finding that explicit FFI was more beneficial for simple features with respect to the implicit knowledge of L2 learners is consistent with DeKeyser (1995) who provided empirical evidence for the effectiveness of explicit instruction on the learning of simple language forms.
Furthermore, the results of the delayed posttests indicate that the effects of types of instruction (both implicit & explicit FFI) on the language forms targeted in this study and as assessed by implicit knowledge tests are durable even after three weeks of FFI."