Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge

Akakura, Motoko

doi:10.1177/1362168811423339

Cited by 70 publications

(65 citation statements)

References 30 publications

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“…This hypothesis claims that only those parts of the input become available for intake and effective processing that the learner notices, and the degree of awareness is also important. This idea is in accordance with the explicit/declarative first and implicit/procedural second trend (Alakura, 2012;Ellis, 2009). The noticing hypothesis states that effective implicit learning cannot happen without explicitly creating the initial mental representation of a new stimulus.…”

Section: Although Consciousness and Awareness Are Interrelated -As Whsupporting

confidence: 67%

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Hardi

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Section: Although Consciousness and Awareness Are Interrelated -As Whsupporting

confidence: 67%

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Hardi

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“…Training may be considered explicit or implicit when learners do or do not receive information concerning the nature of the to-be-learned rule [2,13]. Although substantial evidence has accumulated in support of explicit instruction [2,3,6,11,13,14,15,16], this approach is fraught with controversy [17,18,19,20]. Moreover, most experiments addressing the issue of implicit-explicit instruction have been performed on adults [3,6,7,18,21,22].…”

Section: Introductionmentioning

confidence: 99%

Explicit versus Implicit Instruction: Which Is Preferable for Learning an Artificial Morphological Rule in Children?

Ferman

Karni

2014

Folia Phoniatr Logop

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Introduction: It is not clear which method is preferable in the instruction of grammar in children: explicitly, whereby information concerning the nature of the rule to be learned is provided, or implicitly, whereby this information is not provided. In a recent study wherein an artificial morphophonological rule (AMR) was learned without explicit explanation (implicit instruction), unlike 12-year-olds and young adults, 8-year-olds failed to explicitly discover the nature of the rule and to generalize it to novel items. Given that implicit learning mechanisms in children are more mature than explicit ones, here we investigated whether providing explicit explanation can help 8-year-olds learn the AMR. Method: The AMR consisted of phonological transformations of verbs expressing a semantic distinction: whether the preceding noun was animate or inanimate. Results: The explicit explanation exerted an initial positive effect on learning to apply the AMR to repeated items. Importantly, most explicitly instructed learners were able to generalize the AMR to new items correctly, however, with a small decrease in speed. Discussion: Despite immature explicit learning mechanisms, explicit explanation followed by practice can trigger the development of explicit knowledge of a complex language rule in children. This method of instruction enabled rule generalization and enhanced processes of proceduralization.

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“…Bowles (2011) describes it as intuitive, procedural, automatic, variable in a limited and systematic way, and available in fluent, spontaneous language use. Similarly, Akakura (2012) states that implicit knowledge refers to knowledge of a language that may be accessed instantaneously during natural comprehension or production. Distinctly at the other end of the continuum, explicit knowledge is described by Bowles as conscious, declarative, highly variable, only accessible through controlled processing and is potentially verbalizable.…”

Section: Implicit and Explicit Linguistic Knowledgementioning

confidence: 99%

–Ed Allomorphs and Linguistic Knowledge of Malay Speakers of English: A Descriptive and Correlational Study

Lotfie

Kadir

Pilus

2017

Indonesian J. Appl. Linguist

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Malay is a language from the Austronesian family and unlike the Indo-European-originated English, it does not generally have inflectional temporal markers. Investigating this from a cross-linguisticsinfluence perspective, differences between the languages could mean difficulties for Malay speakers to acquire features of English. The objectives of this study are to investigate Malay speakers' pronunciation of the English language -ed allomorphs - [d], [t] and [ɪd]/[əd] -and the relationship between the morphophonological forms and two types of linguistic knowledge, one of which is implicit while the other is explicit. Data were collated from fifty participants who are social science undergraduates and English majors who speak English as a second language. Four instruments were used to gauge the respondents' verbal use of -ed allomorphs as well as their implicit and explicit knowledge of the allomorphs. Results indicate that the students' verbal usage of the target items either lacks approximation to Standard English pronunciation or is largely dropped altogether. Results also suggest a moderate relationship between implicit and explicit knowledge of the allomorphs and their verbal production by Malay speakers of English. The finding illuminates acquisition problem of English language speakers whose mother tongue does not share similar inflectional markers. Pedagogical solutions can help learners of the English language to approximate Standard English and in the long run, enhance effective communication and increase chances of employability. Keywords: linguistic knowledge; -ed allomorphs; past-time inflections; Malay speakers of English; employabilityThe English language, after more than 1,500 years of rapidly expansive existence, has evolved into a significantly less synthetic language (van Gelderean, 2006). Compared to its earliest form, Old English, Present-Day English is not as highly inflected (Lieber, 2016). The usage of English has great importance in a country like Malaysia even though the majority of its population speaks Malay as the first language. Although there is a vast difference between the temporal indicators of English and Malay, the study by Lotfie, Salleh, and Kadir (2015) indicates that Malay Malaysian English as a second language (ESL) users could successfully produce the written past-time indicator -ed. Usage of -ed allomorphs in their speech or verbal production, however, has not been investigated and the temporal indicator differences between the languages could be one of the factors that lead to the difficulty in acquiring the inflectional forms. Thus, this study examines Malay speakers' verbal production of the forms This paper will proceed with sections on implicit and explicit linguistic knowledge, past-time inflection -ed and its allomorphs as well as relevant studies. They are followed by the study's method, findings and discussion, and ended with conclusion.

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Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge

Cited by 70 publications

References 30 publications

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Assessing Young Learners' Strategic L2 Vocabulary in the Framework of Self-Regulation

Explicit versus Implicit Instruction: Which Is Preferable for Learning an Artificial Morphological Rule in Children?

–Ed Allomorphs and Linguistic Knowledge of Malay Speakers of English: A Descriptive and Correlational Study

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