چکیده:
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.
خلاصه ماشینی:
"Candidate of TEFL, Islamic Azad University, Science & Research Branch Mahmood Reza Atai Associate Professor of TEFL, Kharazmi University, Tehran, Iran Received: March 1st, 2012; accepted: May 17th, 2012 Abstract 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.
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.
Table 3: Post-hoc comparisons between experimental & control groups' mean scores Time Type of Group I Group J Mean Sig. knowledge Difference (I- J) Pretest Explicit Implicit FFI Explicit FFI 2.
DISCUSSION Research question one of the present study probed the effectiveness of explicit and implicit FFI on the four target features as measured by explicit knowledge tests (Untimed GJT & MKT).
Overall the findings of this empirical classroom-based research on explicit and implicit FFI concur with Norris and Ortega's (2000) meta- analysis in which explicit instruction was demonstrated to have the strongest impact on the L2 learners' language learning, particularly if connections of a form-meaning nature are emphasized.
CONCLUSIONS AND IMPLICATIONS The results of the present study indicate that explicit and implicit FFI positively facilitate the development of explicit and implicit knowledge of language features, both immediately after the instructional intervention and, marginally decreasing, over time."