Instruction with focused communication tasks produced a significantly larger gain in implicit knowledge of past unreal conditionals than control instruction on an elicited imitation test¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 On the elicited imitation test, the FCT group significantly outperformed the control group at immediate posttest (p = .003, d = 1.11), improving more than 28% from pretest to posttest. → Broszkiewicz 2011 q3 i? The CPA group only approached a significant difference from the control group on the elicited imitation posttest (p = .06, d = 0.66), and the two experimental groups did not differ significantly from each other. → Broszkiewicz 2011

Evidence¶

Broszkiewicz 2011¶

Broszkiewicz, A. (2011). The effect of focused communication tasks on instructed acquisition of English past counterfactual conditionals. Studies in Second Language Learning and Teaching, 1(3), 335-363. https://eric.ed.gov/?id=EJ1136449

q3 · i3 · causal · r2

Elicited imitation tasks measuring implicit knowledge across pretest, posttest and delayed posttest in the three-group quasi-experiment. The FCT group improved from 54.79% to 83.13% (F = 14.89, p = .002); at delayed posttest both experimental groups remained significantly above the CG (FCT p = .001, CPA p = .02).

"In comparison with the CG, the results achieved by the group instructed by means of focused communication tasks was highly significant ( p = .003) and the effect size was large ( d = 1.11)"

Discussion¶

Related Claims¶

• Form-focused instruction, whether via focused communication tasks or contextualized practice activities, significantly improves learners' explicit knowledge of past unreal conditionals relative to a control group, with gains durable for ten weeks — related
• On a paired focused communication task measuring implicit knowledge, the FCT group significantly outperformed both the control group and the CPA group at delayed posttest — related
• Corrective feedback facilitates L2 grammatical development, with explicit feedback stronger immediately and implicit feedback better maintained over time — related