High-explicitness rule-oriented instruction outperforms implicit instruction or no instruction¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? The rule-oriented group with a high degree of explicitness outperformed groups receiving implicit instruction or no instruction on the indirect-object word-order structure. → Raafat Gabriel 2009

Evidence¶

Raafat Gabriel 2009¶

Raafat Gabriel. (2009). The Efficacy of Explicit Grammar Instruction and its Impact on L2 Rule-Learning: A literature review. https://eric.ed.gov/?id=ED509345

q2 · i? · review · r2

The review reports Radwan (2005), a study of 42 randomly selected EFL participants in two Washington universities assigned to four conditions (textual enhancement, rule-oriented, content-oriented, control) with pre-tests, two post-tests, and think-aloud verbal protocols. The "rule-oriented group whose degree of explicitness is high outperformed other groups".

"rule-oriented group whose degree of explicitness is high outperformed other groups of implicit instruction or no instruction at all"

Discussion¶

Related Claims¶

• 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
• All student groups preferred explicit over implicit grammar instruction — related
• Explicit teaching is more effective for EFL copular be learning but its effect is not durable — related
• Explicit L2 grammar instruction leads to larger learning effects than implicit instruction, as reported in the reviewed synthesis literature — a broader claim this one bears on
• Explicit teaching of grammar rules enhances their learning, and rules are learned faster and better when repeated in communicative tasks — related
• Implicit learners do not outperform other learners on complex second language rules — reports the opposite
• Instructed learners outperform all other condition groups in learning simple second language rules — related
• Attention to form via structural analysis or via highlighting structures in context promotes interlanguage grammar acquisition, but only highlighting in context comes with comprehension of input — related
• Review synthesis: explicit teaching matters, but its advantage over other approaches varies by context and structure — a broader claim this one bears on