The effectiveness of explicit attention to form in language learning

Research output: Contribution to journalArticle

26 Citations (Scopus)

Abstract

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
JournalSystem
Volume33
Issue number1
DOIs
Publication statusPublished - Mar 2005

Fingerprint

instruction
language
learning
student
Language Acquisition
Explicitness
Dative Alternation
Explicit Instruction
Language Development

Keywords

  • 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

Cite this

The effectiveness of explicit attention to form in language learning. / Radwan, Adel Abu.

In: System, Vol. 33, No. 1, 03.2005, p. 69-87.

Research output: Contribution to journalArticle

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