FFI involving extensive instruction directed at simple structures was more likely to succeed in developing implicit knowledge¶
Claim · All claims
Evidence · 1 study · reviewr?·q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across the reviewed studies, FFI involving extensive instruction directed at simple structures was more likely to succeed. → Rod Ellis 2002
Evidence¶
Rod Ellis 2002¶
Rod Ellis. (2002). Does Form-Focused Instruction Affect the Acquisition of Implicit Knowledge? A Review of the Research. Studies in Second Language Acquisition, Volume 24, Issue 2. https://doi.org/10.1017/S0272263102002073
q2 · i? · review · r?
The review's synthesis of the 11 studies reports that "FFI involving extensive instruction directed at “simple” structures was more likely to succeed." This is a narrative cross-study comparison; no effect size or per-study statistics are printed in the available text.
"FFI involving extensive instruction directed at “simple” structures was more likely to succeed"
Discussion¶
Related Claims¶
- Limited instruction directed at complex structures also proved effective, provided the target structures are readily available in noninstructional input — related
- The success of form-focused instruction in building implicit knowledge depends on the choice of target structure and the extent of the instruction — a broader claim this one bears on
- Form-focused instruction can contribute to the acquisition of second language implicit knowledge, as shown in studies measuring learners' free production — a broader claim this one bears on
- Noninstructional cognitive-behavioral and behavioral methods programs are also effective — related
- Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — related
- Explicit grammar teaching outperforms implicit teaching; one review found the advantage only for complex rules, but a meta-analysis found it for simple rules too — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
extensive-ffi-simple-structures-more-likely-to-succeed |
title |
FFI involving extensive instruction directed at simple structures was more likely to succeed in developing implicit knowledge |
description |
FFI involving extensive instruction directed at simple structures was more likely to succeed in developing implicit knowledge |
status |
review |
evidence_strength |
weak |
newest_evidence |
2002 |
generated |
by process:wiki-ingest on 2026-10-15 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — rod-ellis-2002 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.