Implicit and explicit instruction in L2 learning

2015 ◽  
pp. 443-482 ◽  
Author(s):  
Jaemyung Goo ◽  
Gisela Granena ◽  
Yucel Yilmaz ◽  
Miguel Novella
Keyword(s):  
Explicit Instruction ◽  
L2 Learning ◽  
Implicit And Explicit

scholarly journals Explicit instruction and implicit use of L2 learning strategies in higher secondary EFL course books

2015 ◽  
Vol 15 (2) ◽  
pp. 17 ◽  
Author(s):  
Mª Camino Bueno-Alastuey ◽  
Gloria Luque Agulló
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Explicit Instruction ◽  
Strategy Instruction ◽  
Oral Proficiency ◽  
Explicit Strategy Instruction ◽  
L2 Learning ◽  
Higher Secondary Education ◽  
Oral Skills ◽  
Listening And Speaking

<p>Research has shown that teaching second language (L2) learning strategies explicitly promotes an increase in strategy use and in oral proficiency. Consequently, a checklist based on the six types of strategies from Oxford’s taxonomy (1990) was created to analyze strategic instruction in the most common textbooks used in the last year of Higher Secondary Education in Spain. The study considered whether there was explicit strategy instruction and its location (within the units [Internal] or in other sections [External]) in course books, and what specific strategies were explicitly taught for the two oral skills, listening and speaking. Results showed, first, that there was explicit internal and external instruction of L2 learning strategies both for listening and speaking, but not in all the books; second, that there was significantly more implicit use than explicit instruction, and less explicit instruction in the units of the textbooks than in specific extra sections in the textbook or in support material; and finally, that internal explicit instruction of strategies remains very limited; and thus, L2 learning strategy instruction, competence and use may not be sufficiently encouraged in those textbooks.</p>

scholarly journals Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role?

2018 ◽  
Vol 24 (2) ◽  
pp. 163-188
Author(s):  
Mohammad Javad Ahmadian
Keyword(s):  
Working Memory ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Corrective Feedback ◽  
Memory Capacity ◽  
Implicit Instruction ◽  
Post Test ◽  
Implicit And Explicit ◽  
And Control ◽  
Refusal Strategies

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners’ working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was operationalized through input enhancement and provision of recast. In the explicit instruction group, participants received description and exemplification of refusal strategies and were provided with explicit corrective feedback. Prior to the treatment, all participants took WMC test, Discourse Completion Test (DCT) and completed a pragmatics comprehension questionnaire (CQ). Results revealed that explicit instruction was more effective than implicit instruction for both production and comprehension of refusals and that both implicit and explicit groups maintained the improvement in the delayed post-test administered two months later. In addition, whilst WMC scores were positively and strongly correlated with gains in the immediate and delayed post-test for both DCT and CQ in the implicit group, no meaningful relationship was found for explicit and control groups. The unique feature of this research is demonstrating that explicit instruction of refusal strategies equalizes learning opportunities for all learners with differential levels of WMC.

Implicit and explicit instruction of spelling rules

2012 ◽  
Vol 22 (6) ◽  
pp. 639-649 ◽  
Author(s):  
M.J. Kemper ◽  
L. Verhoeven ◽  
A.M.T. Bosman
Keyword(s):  
Explicit Instruction ◽  
Implicit And Explicit

scholarly journals Implicit and Explicit Second Language Training Recruit Common Neural Mechanisms for Syntactic Processing

2013 ◽  
Vol 25 (6) ◽  
pp. 936-951 ◽  
Author(s):  
Laura Batterink ◽  
Helen Neville
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Native Speakers ◽  
Explicit Instruction ◽  
Neural Mechanisms ◽  
L2 Acquisition ◽  
Behavioral Measures ◽  
Learning Conditions ◽  
Grammar Rules ◽  
Implicit And Explicit

In contrast to native language acquisition, adult second-language (L2) acquisition occurs under highly variable learning conditions. Although most adults acquire their L2 at least partially through explicit instruction, as in a classroom setting, many others acquire their L2 primarily through implicit exposure, as is typical of an immersion environment. Whether these differences in acquisition environment play a role in determining the neural mechanisms that are ultimately recruited to process L2 grammar has not been well characterized. This study investigated this issue by comparing the ERP response to novel L2 syntactic rules acquired under conditions of implicit exposure and explicit instruction, using a novel laboratory language-learning paradigm. Native speakers tested on these stimuli showed a biphasic response to syntactic violations, consisting of an earlier negativity followed by a later P600 effect. After merely an hour of training, both implicitly and explicitly trained learners who were capable of detecting grammatical violations also elicited P600 effects. In contrast, learners who were unable to discriminate between grammatically correct and incorrect sentences did not show significant P600 effects. The magnitude of the P600 effect was found to correlate with learners' behavioral proficiency. Behavioral measures revealed that successful learners from both the implicit and explicit groups gained explicit, verbalizable knowledge about the L2 grammar rules. Taken together, these results indicate that late, controlled mechanisms indexed by the P600 play a crucial role in processing a late-learned L2 grammar, regardless of training condition. These findings underscore the remarkable plasticity of later, attention-dependent processes and their importance in lifelong learning.

scholarly journals Frequency Effects in Second Language Acquisition: An Annotated Survey

2017 ◽  
Vol 5 (6) ◽  
pp. 1
Author(s):  
Galip Kartal ◽  
Ece Sarigul
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Explicit Instruction ◽  
Fundamental Question ◽  
Language Teachers ◽  
Frequency Effects ◽  
Implicit And Explicit ◽  
The Relationship

The aim of this study is to investigate the relationship between frequency and language acquisition from many perspectives including implicit and explicit instruction, frequency effects on morpheme acquisition in L2, the relationship between frequency and multi-word constructions, frequency effects on phonetics, vocabulary, gerund and infinitive constructions, bitransitive constructions, and so on. In his impressive article on frequency, Ellis (2002a) asked this crucial question about the relationship between frequency and SLA: “How exactly does the frequency of patterns in the input affect acquisition?” Another fundamental question that needs to be answered is: “What purpose does frequency serve in language acquisition?” In addition, frequency and range are said to be the most salient criteria for determining the general usefulness of a word (Koprowski, 2005). Moreover, both corpus and experimental data suggest that frequency has significant effects on second language acquisition. These questions and arguments, which constitute the foundation of frequency studies in second language acquisition, led and guided this study. This annotated survey, summarizing the studies on frequency effects on L2 learning, shows that there are still lots of ways to go with research on the relationship between frequency and second language acquisition in the literature. Some pedagogical implications are discussed with recommendations for the stakeholders of foreign language contexts (i.e. curriculum designers, coursebook writers, language teachers and learners).

Spanish Differential Object Marking: An Empirical Study of Implicit and Explicit Instruction

2012 ◽  
Vol 5 (2) ◽  
Author(s):  
Eve Zyzik ◽  
Laura Marqués Pascual
Keyword(s):  
Explicit Instruction ◽  
Sentence Production ◽  
Production Task ◽  
Differential Object Marking ◽  
Preference Task ◽  
Assessment Measures ◽  
Explicit Grammar ◽  
Object Marking ◽  
Implicit And Explicit ◽  
The Impact

AbstractThis article examines the impact of instruction on L2 learners’ ability to recognize and produce differential object marking in Spanish as measured by three written tasks: a grammatical preference task, a cued sentence production task, and a discourse-length narrative task. These assessment measures are hypothesized to tap both implicit and explicit knowledge based on criteria proposed by Ellis (2005) and Ellis, Loewen, Elder, Erlam, Philp & Reinders (2009). English-speaking learners (n = 123) were randomly assigned to one of three instructional treatments: input flood, enhanced input flood, and explicit grammar. The results indicate a significant advantage for the explicit grammar group on the preference task and the cued sentence production task. The remaining two groups showed modest improvement after the treatment, but with no significant differences between them. These results confirm the advantage of explicit instruction vis-à-vis more implicit treatments, although this advantage seems to be limited to controlled assessment measures.

scholarly journals Categories of coherence relations in discourse annotation

2016 ◽  
Vol 7 (2) ◽  
pp. 1-28 ◽  
Author(s):  
Merel C.J. Scholman ◽  
Jacqueline Evers-Vermeul ◽  
Ted J.M. Sanders
Keyword(s):  
Explicit Instruction ◽  
Basic Operation ◽  
Annotation Scheme ◽  
Cognitive Approach ◽  
Implicit Instruction ◽  
Discourse Coherence ◽  
Annotation Process ◽  
Coherence Relations ◽  
Implicit And Explicit ◽  
Current Annotation

Over the last decennia, annotating discourse coherence relations has gained increasing interest of the linguistics research community. Because of the complexity of coherence relations, there is no agreement on an annotation standard. Current annotation methods often lack a systematic order of coherence relations. In this article, we investigate the usability of the cognitive approach to coherence relations, developed by Sanders et al. (1992, 1993), for discourse annotation. The theory proposes a taxonomy of coherence relations in terms of four cognitive primitives. In this paper, we first develop a systematic, step-wise annotation process. The reliability of this annotation scheme is then tested in an annotation experiment with non-trained, non-expert annotators. An implicit and explicit version of the annotation instruction was created to determine whether the type of instruction influences the annotator agreement. The results show that two of the four primitives, polarity and order of the segments, can be applied reliably by non-trained annotators. The other two primitives, basic operation and source of coherence, are more problematic. Participants using the explicit instruction show higher agreement on the primitives than participants used the implicit instruction. These results are comparable to agreement statistics of other discourse corpora annotated by trained, expert annotators. Given that non-trained, non-expert annotators show similar amounts of agreement, these results indicate that the cognitive approach to coherence relations is a promising method for annotating discourse.

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