Effect of Explicit and Implicit Instruction on Free Written Response Task Performance

Abstract

A classroom study was designed to test the hypothesis that explicit knowledge is used by second-language (L2) learners in a free written response task if that knowledge is present. Eighty-one 12-18-year-old learners of Dutch as an L2 took part in a computerassisted language learning experiment receiving either explicit or implicit instruction about two grammar structures. The ability to use these structures was measured at three points in time by means of an untimed grammaticality judgment task and a free written response task. Explicit and implicit instruction promoted the use of the target structures in free response tasks equally effectively. However, for one structure, both facilitative and inhibitory effects of explicit instruction were observed if first language similarity was taken into consideration.Keywords explicit and implicit instruction; form-focused instruction; classroom research; L1 influence; explicit and implicit knowledge; second-language learning Within the second language acquisition (SLA) literature, form-focused instruction (FFI) research refers to the many studies that have investigated the effectiveness of different types of instruction in different circumstances of learning. R. Ellis (2001) defined FFI as "any planned or incidental instructional activityWe would like to thank Jan Hulstijn and Wander Lowie as well as the three anonymous Language Learning reviewers for their meticulous reading of earlier versions of this text and their valuable suggestions for improvement. All remaining issues are our own responsibility.

How Explicit Knowledge Affects Online L2 Processing

“…However, empirical data of Andringa et al (2011) did suggest that explicit knowledge can benefit implicit learning and knowledge. A free written response task and a written grammatical judgment task (GJT) were used as measures of implicit and explicit knowledge to assess the effectiveness of implicit and explicit instruction for speakers of different first language (L1) backgrounds in their acquisition of two structures of Dutch.…”

“…If only the studies that potentially meet the mentioned criteria are considered (see Andringa et al, 2011, for a review), it can be concluded that there is still little solid evidence that explicit knowledge helps learners in becoming proficient users of the L2. Andringa et al (2011) reviewed studies that compared explicit and implicit instruction conditions and used spoken or written free production tasks as measures of implicit knowledge (e.g., Day & Shapson, 2001;Mackey & Philp, 1998;Muranoi, 2000;Sanz & Morgan-Short, 2004;VanPatten & Sanz, 1995; HOW EXPLICIT KNOWLEDGE AFFECTS ONLINE L2 PROCESSING 5 Williams & Evans, 1998).…”

“…However, there are several design criteria that should be met for FFI studies to be maximally informative of the interface debate (Andringa, de Glopper, & Hacquebord, 2011).…”

“…Andringa et al (2011) reviewed studies that compared explicit and implicit instruction conditions and used spoken or written free production tasks as measures of implicit knowledge (e.g., Day & Shapson, 2001;Mackey & Philp, 1998;Muranoi, 2000;Sanz & Morgan-Short, 2004;VanPatten & Sanz, 1995; HOW EXPLICIT KNOWLEDGE AFFECTS ONLINE L2 PROCESSING 5 Williams & Evans, 1998). Conclusions about superiority of explicit over implicit instruction could not be drawn for one of the following three reasons: (a) the exposure was unequal between the groups compared, often because explicit instruction was an extra activity; (b) studies did not include measures of explicit knowledge; or (c) no differences were found between the groups in explicit knowledge.…”

New Directions in the Study of Implicit and Explicit Learning

“…Much of the debate in this line of research centers on the validity of the measures used to ascertain absence of awareness (Hama & Leow, 2010 ;Leow, 2000 ;Rebuschat, 2013 ;Williams, 2005 ). Similarly, many have stressed the urgent need for tests that can measure implicit and explicit knowledge separately to settle questions about a potentially facilitative role that explicit knowledge can play in the acquisition of implicit knowledge (Andringa, de Glopper, & Hacquebord, 2011 ;R. Ellis, 2004R.…”