L2 Learners' Acquisition of Simple vs. Complex Linguistic Features across Explicit vs. Implicit Instructional Approaches: The Mediating Role of Beliefs

Autor/inn/en	Karimi, Mohammad Nabi; Abdollahi, Sara
Titel	L2 Learners' Acquisition of Simple vs. Complex Linguistic Features across Explicit vs. Implicit Instructional Approaches: The Mediating Role of Beliefs
Quelle	In: Language Teaching Research, 26 (2022) 6, S.1179-1201 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Karimi, Mohammad Nabi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168820921908
Schlagwörter	Teaching Methods; Second Language Learning; Second Language Instruction; Learning Theories; Student Attitudes; Grammar; Learning Processes; Epistemology; Instructional Effectiveness; English (Second Language); Adolescents; Young Adults; Measures (Individuals); Task Analysis; Decision Making; Private Education; Comparative Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning theory; Lerntheorie; Schülerverhalten; Grammatik; Learning process; Lernprozess; Erkenntnistheorie; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Messdaten; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Privatunterricht
Abstract	A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding its generalizability across types of grammatical structures and learners of different characteristics. Therefore, the present study aims to investigate the comparative effectiveness of these two types of instructional conditions in acquiring explicit and implicit knowledge of complex and simple linguistic features by participants holding different epistemic beliefs. The results demonstrated a relative advantage for explicit instruction. However, the results also showed that the effectiveness of explicit/implicit instructional conditions varied for the participants. Additionally, the findings provided evidence against the assumption that complex structures are best learned through implicit instructional conditions and simple structures are best taught explicitly. The hypothesis that learners with more sophisticated epistemic beliefs outperform those with more naive epistemic beliefs in learning complex grammatical structures was not borne out by the analyses. Conclusions and suggestions for further research are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01