L2 learners’ acquisition of simple vs. complex linguistic features across explicit vs. implicit instructional approaches: The mediating role of beliefs

A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding i...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Language teaching research : LTR 2022-11, Vol.26 (6), p.1179-1201
Hauptverfasser: Karimi, Mohammad Nabi, Abdollahi, Sara
Format: Artikel
Sprache:eng
Schlagworte:
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:A large number of studies have explored grammar instruction through implicit and explicit instructional conditions. The general conclusion drawn from these studies points to the superiority of explicit instruction; however, the claim has been attenuated by a number of reservations raised regarding its generalizability across types of grammatical structures and learners of different characteristics. Therefore, the present study aims to investigate the comparative effectiveness of these two types of instructional conditions in acquiring explicit and implicit knowledge of complex and simple linguistic features by participants holding different epistemic beliefs. The results demonstrated a relative advantage for explicit instruction. However, the results also showed that the effectiveness of explicit/implicit instructional conditions varied for the participants. Additionally, the findings provided evidence against the assumption that complex structures are best learned through implicit instructional conditions and simple structures are best taught explicitly. The hypothesis that learners with more sophisticated epistemic beliefs outperform those with more naive epistemic beliefs in learning complex grammatical structures was not borne out by the analyses. Conclusions and suggestions for further research are provided.
ISSN:1362-1688
1477-0954
DOI:10.1177/1362168820921908