Explicit Instruction within a Task: Before, During, or After?

Autor/inn/en	Michaud, Gabriel; Ammar, Ahlem
Titel	Explicit Instruction within a Task: Before, During, or After?
Quelle	In: Studies in Second Language Acquisition, 45 (2023) 2, S.442-460 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Michaud, Gabriel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263122000316
Schlagwörter	Teaching Methods; Direct Instruction; College Instruction; College Students; Second Language Learning; French; Prior Learning; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Hochschullehre; Collegestudent; Zweitsprachenerwerb; Französisch; Vorkenntnisse; Unterrichtserfolg
Abstract	This study addresses the effects of the timing of explicit instruction within the three phases of a task cycle (pretask, task, posttask) while considering learner's previous knowledge. Eight intact groups (N = 165) of French L2 university-level students (4 B1- and 4 B2-level groups) completed two tasks. Groups were formed according to previous knowledge. Three groups received explicit instruction on the French subjunctive during the pretask, task, or posttask phase of each task. The control groups completed the task without prior instruction. Participants completed an elicited imitation test and a grammaticality judgment test as pretests, immediate posttests, and delayed posttests. Results showed that explicit instruction embedded in a task facilitates the development of explicit and implicit knowledge and that the efficacy of instruction is not significantly influenced by the timing at which it is provided or by the learners' level of previous knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01