Explicit instruction facilitates the acquisition of L2 grammar¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 1997 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Results from computer-controlled posttests confirm that explicit instruction facilitates the acquisition of L2 grammar. → Rick de Graaff 1997

Evidence¶

Rick de Graaff 1997¶

Rick de Graaff. (1997). The Experanto Experiment: Effects of Explicit Instruction on Second Language Acquisition. Studies in Second Language Acquisition, 19(2). https://doi.org/10.1017/S0272263197002064

q3 · i? · causal · r1

A controlled experiment in which two groups of 27 university students, differing in exposure to explicit instruction, followed a computer-controlled self-study course in an artificial language; posttest results "confirm the general hypothesis that explicit instruction facilitates the acquisition of L2grammar." No effect size is printed.

"Results from computer-controlledposttests confirm the general hypothesis that explicit instruction facilitates the acquisition of L2grammar."

Discussion¶

Related Claims¶

• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — the general claim this finding bears on, with the studies behind it
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — related
• All four written CF types, including metalinguistic code CF, outperformed the control group on the delayed posttest of explicit L2 knowledge two weeks later. — related
• On the immediate posttest of explicit L2 knowledge, direct CF and metalinguistic CF with rule explanations outperformed the control group while metalinguistic code CF did not. — related
• Metalinguistic written CF was equivalent, not superior, to non-metalinguistic direct CF, contrasting with previous studies whose metalinguistic CF also contained correct forms. — related
• Explicitly learned L2 rules can be automatized through systematic practice after a metalinguistic criterion is reached — related
• Corrective feedback on second-language errors has a significant effect on L2 development that is maintained on delayed tests — related
• Form-focused instruction on noun endings significantly increases French immersion students' ability to correctly assign grammatical gender, with gains maintained on delayed posttests — a narrower finding that bears on this claim
• Explicit metalinguistic feedback outperforms recasts on the delayed oral imitation posttest measuring implicit knowledge — related
• Prompts were overall more effective than recasts as corrective feedback for L2 grammar learning — related