The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners

Autor/in	Andrews, Karen L. Ziemer
Titel	The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners
Quelle	In: TESL-EJ, 11 (2007) 2, (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Grammar; Teaching Methods; Second Language Instruction; Secondary School Students; Statistical Analysis; Pretests Posttests; Language Proficiency; Private Schools; College Preparation; Language Tests; Asians; English (Second Language) + Suchen Sie Ihr Suchwort? Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Sekundarschüler; Statistische Analyse; Language skill; Language skills; Sprachkompetenz; Private school; Privatschule; Language test; Sprachtest; Asian; Asiat; Asiatin; Asiaten; Asiate; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	This empirical study of the effects of grammar instruction was conducted at a college-prep, private school on 70 participants in grades seven through twelve. The dependent variable was the number of correct items over the forms from a pre-test, post-test, and delayed-post-test. Chi-square was used to find if there was a significant difference between the two treatments at the 0.05 level of confidence. The results supported the premise that teaching does make a significant difference in learning, that explicit instruction is significantly better than implicit for the complex rule, that both methods are equally effective for the simple rule, and that structures do not have to match proficiency levels or be sequenced by complexity for significant learning to take place. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01