The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
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 computer‐assisted 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.
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“Similarly, Andringa et al. (2011) found that explicit and implicit instruction contribute equally to the use of the target constructions after a computer-assisted L2 Dutch intervention.”
From Long-term effects of explicit versus implicit instruction on EFL writing (2021) · cites this paper as Andringa et al. (2011)
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The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435 · cited 1×
“Opposing views have been put forward by, among others, DeKeyser (1998), Hulstijn (1999), O’Malley, Chamot, and Walker (1987), Schmidt (1990, 1995), and Sharwood-Smith (1988), who claimed that explicit knowledge is available for use in linguistic tasks and can be proceduralized, and Bialystok (1989,…”
BackgroundEffectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569 · cited 8×
“Of the FFI studies included in the reviews and meta-analyses of Norris and Ortega (2000), DeKeyser (2003), and Spada and Tomita (2008), three studies compared explicit and implicit treatments and used free response measures: These are Sanz and Morgan-Short (2004), Muranoi (2000), and Williams and…”
InfluentialMEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study
Ellis, R. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050096 · Cited by 1,032
AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
Ellis, N. C. (2005) · Studies in Second Language Acquisition · doi:10.1017/s027226310505014x · Cited by 893 · cited 5×
“First, as already pointed out, research by Han and Ellis (1998) and R. Ellis (2005) suggested that this task taps into explicit knowledge, especially those items that contain errors and provided that there is no time pressure.”
InfluentialInteractions between type of instruction and type of language feature: A meta-analysis
Spada, N., & Tomita, Y. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00562.x · Cited by 746
Does Second Language Instruction Make a Difference? A Review of Research
Long, M. H. (1983) · TESOL Quarterly · doi:10.2307/3586253 · Cited by 573 · cited 2×
“This is the picture that emerges from several reviews and meta-analyses of FFI studies (DeKeyser, 2003; R. Ellis, 2007; Larsen-Freeman, 1995; Larsen-Freeman & Long, 1991; Lightbown, 2001; Long, 1983; Norris & Ortega, 2000).”
Instructed SLA: Constraints, Compensation, and Enhancement
Doughty, C. J. (2003) · The Handbook of Second Language Acquisition · doi:10.1002/9780470756492.ch10 · Cited by 519
Hulstijn, J. (2002) · Second Language Research · doi:10.1191/0267658302sr207oa · Cited by 250 · cited 2×
“This finding implies that implicit learning will occur as long as relevant information is processed, irrespective of how the information is processed and agrees with the notion of concomitant implicit learning during explicit instruction (Hulstijn, 2002).”
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Sorted by citations
Task-Based Versus Task-Supported Language Instruction: An Experimental Study
Li, S., Ellis, R., & Zhu, Y. (2016) · Annual Review of Applied Linguistics · doi:10.1017/s0267190515000069 · Cited by 151
VAN DE GUCHTE, M., BRAAKSMA, M., RIJLAARSDAM, G., & BIMMEL, P. (2015) · The Modern Language Journal · doi:10.1111/modl.12211 · Cited by 75
Gao, J., & Ma, S. (2021) · Studies in Second Language Acquisition · doi:10.1017/s0272263120000686 · Cited by 12
Long-term effects of explicit versus implicit instruction on EFL writing
Ke, H., Luo, Y., Piggott, L., & Steinkrauss, R. (2021) · Dutch Journal of Applied Linguistics · doi:10.51751/dujal9361 · Cited by 6
Metadata
- Authors
- Andringa, S., de Glopper, K., & Hacquebord, H.
- Venue
- Language Learning
- Publisher
- Wiley
- Published
- 2011-01-31
- Volume
- 61
- Issue
- 3
- Pages
- 868-903
- ISSN
- 0023-8333
- 1467-9922
- Cited by
- 51
- References
- 8
- Language
- en
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