Meta-analytic research suggests an edge of explicit over implicit instruction for the development of complex L2 grammatical structures, but the jury is still out as to which type of explicit instruction—deductiveorinductive, where rules are respectively provided or elicited—proves more effective. Avoiding this dichotomy, accumulating research shows superior results forguided induction, in which teachers help learners co-construct rules by directing their attention to relevant aspects in the input and asking guiding questions. However, no study has jointly investigated the effects of guided induction on both learning outcomes and processes, or whether guided induction can prove effective outside classroom settings where teacher mediation is not possible. In this study, which targeted the complex Spanishgustarstructures, 70 English-speaking learners of beginning Spanish received either guided induction via a videogame, deductive instruction in a traditional classroom setting, or no instruction. Learning outcomes were measured via one receptive and two controlled production tasks (oral and written) with old and new items. Results revealed that while both instruction groups improved across time, outperforming the control group, the guided induction group achieved higher learning outcomes on all productive posttests (except immediate oral production) and experienced greater retention. Additionally, the think-aloud protocols of the guided induction group revealed high levels of awareness of the L2 structure and a conspicuous activation of recently learned knowledge, which are posited to have contributed to this group’s superior performance. These findings thus illustrate, quantitatively and qualitatively, the potential of guided induction for the development of complex L2 grammar in online learning environments.
Research on the Explicit and Implicit Instruction of English-Speaking Countries’ Culture for English Majors with the Assistance of Network Platform
