No differential effect of explicit instruction depending on the variable complexity¶

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

Subclaims¶

q3 i? The study found no evidence for a differential effect of explicit instruction depending on the variable complexity. → 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 · r?

In the same two-group artificial-language experiment, the hypothesis that explicit instruction's effect would differ depending on the variable complexity was not supported: "no evidence could be reported" for it. No effect size is printed; equivalence was not tested.

"However, no evidence could be reported for the hypotheses predicting a differential effect of explicit instruction depending on the variables complexity andmorphology/syntax."

Discussion¶

Related Claims¶

• The study tested the interaction of explicit instruction with complexity and morphology/syntax across four L2 structures — related
• No differential effect of explicit instruction depending on the variable morphology/syntax — related
• Review synthesis: explicit teaching matters, but its advantage over other approaches varies by context and structure — reports the opposite
• 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 — reports the opposite
• Implicit learners do not outperform other learners on complex second language rules — related
• Instructed learners outperform all other condition groups in learning simple second language rules — reports the opposite