The effectiveness of explicit attention to form in language learning

Research output: Contribution to journalArticle

27 Citations (Scopus)


This paper explores the facilitative effects of various types of attention-drawing instructional conditions (explicit and implicit) on the acquisition of English dative alternation. Specifically, the study addresses: (a) whether differences in the degree of explicitness manipulated in various instructional conditions differently affect the learning of the target feature; (b) whether differences in the degree of explicitness in which the target feature is presented differently affect the level of awareness developed during the treatment ; and (c) whether the level of awareness developed by learners during the treatment sessions correlates positively with their subsequent learning of the target feature. Results of the study show that: (a) students who received explicit instruction outperformed those exposed to implicit instruction; and (b) a higher level of awareness correlates positively with language development.

Original languageEnglish
Pages (from-to)69-87
Number of pages19
Issue number1
Publication statusPublished - Mar 2005



  • Attention
  • Awareness
  • Explicit language instruction
  • Focus on form
  • Implicit language instruction
  • Second language learning

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

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