Form-focused instruction and the measurement of implicit and explicit L2 knowledge

Ellis, Rod

doi:10.1075/sibil.48.17ell

Cited by 20 publications

(17 citation statements)

References 32 publications

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“…To conclude, the present study revealed that delayed feedback was not as effective as immediate feedback on a task requiring learners to be accurate while their primary attention was on meaning (i.e., oral production test). Because gains on these types of tasks have been viewed as a better indicator of L2 acquisition (Doughty, ; Ellis, ), this result can be taken to mean that delayed feedback may not be a good alternative to immediate feedback in settings where text‐based SCMC is used. However, given the practical importance of delayed feedback for practitioners, due to the existence of contexts where the provision of immediate feedback is not feasible because of limited human resources, it is recommended that future research investigate the factors that increase the effectiveness of delayed feedback.…”

Section: Resultsmentioning

confidence: 99%

“…This task was designed to measure learners’ knowledge of the target form that could be deployed when their attention was primarily on meaning and when monitoring one's speech was relatively less likely. Ellis () has argued that a task requiring freely constructed responses in oral discourse “has high face validity for language pedagogy as it provides evidence that the instruction has had an effect on the kind of use required for communication” (p. 434). In the oral production test, learners were shown sets of two pictures through a PowerPoint file and were instructed to describe how the object in one picture was different from the object in the other picture.…”

Section: Methodsmentioning

confidence: 99%

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An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Arroyo

Yılmaz

2018

Language Learning

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This study investigated the role of corrective feedback timing in the acquisition of Spanish noun–adjective gender agreement. Forty‐five learners completed a communicative task via synchronous computer‐mediated communication (SCMC) in one of three groups (immediate, delayed, control). The immediate‐feedback group received error reformulations immediately after their errors. The delayed‐feedback group did not receive feedback; however, at the end of the task, they were provided with an electronic document showing the errors they had made during the task with error reformulations. The control group performed the task without receiving feedback. The immediate‐feedback group outperformed the delayed‐feedback group in an oral production test, but there were no differences between the two feedback groups in a grammaticality judgment test. All study materials and data are made publicly available to encourage future replications. Open Practices This article has been awarded Open Materials and Open Data badges. All materials and data are publicly accessible via the Open Science Framework at https://osf.io/57zkv, the IRIS Repository at https://www.iris-database.org, and Supporting Information accompanying this article. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Arroyo

Yılmaz

2018

Language Learning

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“…the collocation test) and neglected the implicit dimension of collocational knowledge. Research has demonstrated that explicit learning may lead to the acquisition of explicit knowledge, whereas implicit learning may result in implicit knowledge (Ellis, 2015). Given that textual enhancement is a relatively unobtrusive technique, it may foster implicit knowledge of collocations.…”

Section: Discussionmentioning

confidence: 99%

Processing and learning of enhanced English collocations: An eye movement study

Choi

2016

Language Teaching Research

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Research to date suggests that textual enhancement may positively affect the learning of multiword combinations known as collocations, but may impair recall of unenhanced text. However, the attentional mechanisms underlying such effects remain unclear. In this study, 38 undergraduate students were divided into two groups: one read a text containing typographically enhanced collocations (ET group) and the other read the same text with unenhanced collocations (the baseline text, or BT group). While reading, participants' eye movements were recorded with an eye-tracker. Results showed that the ET group spent significantly longer time processing target collocations, and performed better than the BT group in a post-reading collocation test. However, apart from the enhanced collocations, the ET group recalled significantly less unenhanced text than the BT group. Further investigation of eye fixation data showed that the ET group spent substantially longer time processing collocations which, according to a pretest, they were not familiar with than did the BT group, whereas the two groups did not differ significantly in their processing of familiar collocations. Collectively, the results suggest that the trade-off between collocation learning and recall of unenhanced text is due to additional cognitive resources being allocated to enhanced collocations that are new to the reader.

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“…Sin embargo, para salvaguardar la precisión y consistencia terminológicas, es necesario aclarar que dichas asociaciones pueden llegar a ser imprecisas. En el contexto del presente estudio se hablará de «Instrucción basada en las formas», pues ésta cubre todas las acciones pedagógicas, tanto explícitas como implícitas (Ellis, Basturkmen y Loewen 2002), cuyo resultado sea el aprendizaje explícito y/o implícito de conocimiento declarativo y/o procedimental de la lengua (Paradis 2009;Ellis 2015;Rebuschat 2015).…”

Section: Fundamentos Cognitivos Para El Aprendizaje Del Ileunclassified

Actividades para el aprendizaje del Inglés como Lengua Extranjera en libros de texto de primaria

Roca

2019

Cuadernos de Investigación Filológica

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Alcanzar la fluidez necesaria en las destrezas orales y escritas es una de las metas más importantes para los aprendices de Inglés como Lengua Extranjera (ILE). Las distintas actividades presentes en los libros de texto pueden tener diferentes potenciales de enseñanza explícita e implícita según el tipo de conocimiento que promuevan. Por tanto, el tipo de conocimiento que los aprendices logran va a depender, en gran medida, del énfasis que los profesores pongan en las distintas actividades. Dado que los aprendices jóvenes tienden a beneficiarse más de las actividades de carácter comunicativo, el presente estudio exploratorio tiene como objetivo examinar el potencial explícito e implícito de una muestra de 1.952 actividades extraídas de 10 libros de texto de primaria para la Enseñanza del ILE en España. Los resultados mostraron que la proporción de actividades dedicadas a la enseñanza de las formas es más elevada de lo esperable.

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Form-focused instruction and the measurement of implicit and explicit L2 knowledge

Cited by 20 publications

References 32 publications

An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

An Open for Replication Study: The Role of Feedback Timing in Synchronous Computer‐Mediated Communication

Processing and learning of enhanced English collocations: An eye movement study

Actividades para el aprendizaje del Inglés como Lengua Extranjera en libros de texto de primaria

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