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 language | English |
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Pages (from-to) | 69-87 |
Number of pages | 19 |
Journal | System |
Volume | 33 |
Issue number | 1 |
DOIs | |
Publication status | Published - Mar 2005 |
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