Explicit Instruction through Task Repetition: Effects on Explicit and Implicit Knowledge Development

Autor/in	Khezrlou, Sima
Titel	Explicit Instruction through Task Repetition: Effects on Explicit and Implicit Knowledge Development
Quelle	In: Language Awareness, 30 (2021) 1, S.62-83 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2020.1866590
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Oral Language; Language Tests; English (Second Language); Morphemes; Grammar; Comparative Analysis; Decision Making; Intervention; Attention; Language Processing; Pictorial Stimuli; Foreign Countries; Cues; Task Analysis; Metalinguistics; Iran + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Language test; Sprachtest; English as second language; English; Second Language; Englisch als Zweitsprache; Morphem; Grammatik; Decision-making; Entscheidungsfindung; Aufmerksamkeit; Sprachverarbeitung; Fantasieanregung; Ausland; Stichwort; Aufgabenanalyse; Metalanguage; Metasprache
Abstract	The present study explored the effect of task repetition with and without explicit instruction on EFL learners' (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14). The explicit and implicit knowledge was measured before the study began, after the main, repeated and procedural task performances, and after a two-week delay by means of an untimed grammaticality judgment test and an elicited oral imitation test respectively. The results indicated the role of explicit intervention in the EI + REP group's both immediate and delayed explicit knowledge development, while the sole task repetition in the REP group developed a temporary attention to the target structure. Furthermore, the EI + REP condition led to implicit knowledge as elicited by an oral imitation test, but with a delay. Findings are discussed in light of the concepts of attention and processing capacity in second language acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01