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The study addresses the issue of language instruction and aims to examine the facilitative effects of different types of instruction, i.e., implicit and explicit, on the acquisition of English present perfect tenses. The 83 university students who participated in the study were assigned to three groups: 28 students in the implicit group, 29 in the explicit group, and 26 in the control group. The two experimental groups received grammar instruction with different conditions: the implicit group was provided with input enhancement, clarification requests and recasts, and the explicit group received language instruction with metalinguistic explanation feedback while completing rule-search tasks. The results indicated that the explicit group outperformed the implicit group in both awareness and production post-tests. Based on the results, insight into form-related pedagogical implications is provided along with the limitations of the study
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참고문헌 (28)
참고문헌 신청
[단행본]
Andrews, K. / 2007 / The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners
Andringa, S. / 2005 / Form-focused Instruction and the Development of Second Language Proficiency
Andringa, S. / 2011 / Effect of Explicit and Implicit Instruction on Free Written Response Task Performance / Language Learning 61 : 868 ~ 903
BoramKim / 2002 / The Role of Focus on Form in the EFL Classroom Setting: Looking into Recast and CR Tasks / 영어교육 57 (4) : 267 ~ 296
Andrews, K. / 2007 / The Effects of Implicit and Explicit Instruction on Simple and Complex Grammatical Structures for Adult English Language Learners
Andringa, S. / 2005 / Form-focused Instruction and the Development of Second Language Proficiency
Andringa, S. / 2011 / Effect of Explicit and Implicit Instruction on Free Written Response Task Performance / Language Learning 61 : 868 ~ 903
BoramKim / 2002 / The Role of Focus on Form in the EFL Classroom Setting: Looking into Recast and CR Tasks / 영어교육 57 (4) : 267 ~ 296
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