Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education

In a recent study, English‐speaking L2 learners of German who received explicit instruction made significantly greater improvements in pronunciation and vocabulary than learners who received implicit instruction. Against the backdrop of this work, the present study reports learner preferences and pe...

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Veröffentlicht in:	Die Unterrichtspraxis 2023-09, Vol.56 (2), p.103-117
1. Verfasser:	Stratton, James M.
Format:	Artikel
Sprache:	eng
Schlagworte:	Anxiety Classrooms College Students Communicative competence Direct Instruction English English language Explicit knowledge German German as a second language Higher Education Language Acquisition Language instruction Learning outcomes Native Language Pedagogy Perceptions Preferences Pronunciation Second Language Instruction Second Language Learning Stress Variables Student Attitudes Students Teaching Teaching Methods Transfer of Training Vocabulary Development
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