 |
[email protected] |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Sami Sulaiman Alsalmi
Full-Text PDF
XML 666 Views
DOI:10.17265/1539-8080/2019.01.006
School of education, University of Bristol, Bristol, United Kingdom
This review discusses Akakura’s research study, entitled “valuating the Effectiveness of Explicit Instruction on Implicit and Explicit L2 Knowledge”. The argument presented here will be developed by means of a critique of Akakura’s study, in turn addressing a summary of the study with the focus placed on the method and statistical techniques, as well as the evaluation of the study. Some explanations will be added to the summary of study to make some points more obvious, specifically those that do not receive enough description in the study. In addition, given that the study is rather broad and includes many situations that are worthy of discussion but that they cannot be covered in a paper, the evaluation will be narrowed down to concentrate on two aspects of the study: measures of implicit knowledge and explicit instructions (treatment stage).
explicit instruction, implicit knowledge, explicit knowledge
Akakura, M. (2012). Evaluating the effectiveness of explicit instruction on implicit and explicit L2 knowledge. Language Teaching Research, 16(1), 9-37.
Ellis, R. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. London: Multilingual Matter.
Erlam, R., Loewen, S., & Philp, J. (2009). Form-focused instruction and the acquisition of implicit and explicit knowledge. In R. Ellis (Ed.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 237-261). Bristol: Multilingual Matters.
Gravetter, F., & Forzano, L. A. (2011). Research methods for the behavioral sciences. New York, NY: Cengage Learning.
Morgan, C., Dunn, L., Parry, S., & O’Reilly, M. (2003). The student assessment handbook: New directions in traditional and online assessment. New York, NY: Routledge.
Rebuschat, P., & Williams, J. N. (2012). Implicit and explicit knowledge in second language acquisition. Applied Psycholinguistics, 33(4), 829-885.
Sonbul, S., & Schmitt, N. (2013). Explicit and implicit lexical knowledge: Acquisition of collocations under different input conditions. Language Learning, 63(1), 121-159.
Tagarelli, K. M., Mota, M. B., & Rebuschat, P. (2015). Working memory, learning conditions and the acquisition of L2 syntax. In Z. E. Wen, M. B. Mota, & A. McNeill (Eds.), Working Memory in Second Language Acquisition and Processing (pp. 224-247). Bristol, UK: Multilingual Matters.