The Role of Task-Supported Language Teaching in the Development of Explicit and Automatized Explicit Knowledge and Learners' Task Engagement: Does Practice Meet Perceptions?

Autor/in	Khezrlou, Sima
Titel	The Role of Task-Supported Language Teaching in the Development of Explicit and Automatized Explicit Knowledge and Learners' Task Engagement: Does Practice Meet Perceptions?
Quelle	In: Language Awareness, 32 (2023) 3, S.387-420 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Khezrlou, Sima)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2023.2177659
Schlagwörter	Multilingualism; Second Language Learning; Second Language Instruction; English (Second Language); Language Proficiency; Grammar; Task Analysis; Teaching Methods; Prewriting; Writing Instruction; Revision (Written Composition); Instructional Effectiveness; Language Teachers; Teacher Attitudes; Student Attitudes; Private Education; Foreign Countries; Language Tests; Iran + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Grammatik; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Korrektur; Unterrichtserfolg; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Privatunterricht; Ausland; Language test; Sprachtest
Abstract	Although the development of implicit grammatical knowledge is highly desirable, not all grammatical constructions could be learned implicitly. Therefore, one of the ultimate objectives of most English as Foreign Language (EFL) classrooms is to aid learners in developing their (automatic) explicit grammatical knowledge. Using progressively complex tasks and task-supported instructional conditions is one efficient way to materialize this objective. The current study investigates the extent to which performing focused dictogloss tasks accompanied with explicit instruction (EI) affects EFL learners' explicit knowledge and automatized explicit knowledge of the past-counterfactual conditional structure. Sixty-seven upper-intermediate proficiency learners were assigned into four groups: task performance without any EI (Task- Only); prewriting EI (Pre-EI); prewriting EI also available during task enactment (Pre + online- EI); and post-writing EI with revision (Post-EI). Results indicated explicit knowledge gains for the Pre-EI and Pre + online-EI groups in the immediate and delayed posttests. However, no significant development appeared concerning the automatized explicit knowledge. Learners' task engagement and the discrepancies and correspondences between the learning outcomes and learners' and teachers' perceptions are further discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01