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Invented spelling intervention programmes: Comparing explicit and implicit instructions
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Preliminary Results on the Development of the Perception of Spanish /e/ and /ei/ by Heritage Learners vs. L2 Learners of Spanish in the Classroom
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In: Languages; Volume 7; Issue 1; Pages: 7 (2022)
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Accuracy and Fluency Teaching and the Role of Extramural English: A Tale of Three Countries
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In: Languages; Volume 7; Issue 1; Pages: 35 (2022)
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Comparing Instructional Methods for Address Pronouns in Second Language German ...
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The dramatic impact of explicit instruction on learning to read in a new writing system ...
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Expressão escrita com a aplicação de conectores ; The use of connectors in writing
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Desenvolvimento vocálico em um aprendiz multilíngue (L1: espanhol; L2: inglês; L3: português) : uma análise via sistemas dinâmicos complexos
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Long-term effects of explicit versus implicit instruction on EFL writing
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In: Dutch Journal of Applied Linguistics, Vol 10 (2021) (2021)
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Dictogloss steals the show? Productive use of formulaic sequences by advanced learners
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In: Lexis: Journal in English Lexicology, Vol 18 (2021) (2021)
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A dicotomia implícito-explícito no ensino de línguas: uma proposta de atualização / The implicit-explicit dichotomy in language teaching: an update proposal
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In: Revista de Estudos da Linguagem, Vol 29, Iss 1, Pp 121-152 (2021) (2021)
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I CONTROL MY OWN ENGLISH LEARNING: DEVELOPING SELF-REGULATION IN ELEMENTARY ELL USING SELF-ASSESSMENT AND EXPLICIT STRATEGY INSTRUCTION
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In: TEFLIN Journal, Vol 32, Iss 2, Pp 183-213 (2021) (2021)
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Beyond the curriculum: Extended discourse practice through self-access pragmatics simulations
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Sydorenko, Tetyana; Jones, Zachary; Daurio, Phoebe; Thorne, Steven. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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Abstract:
Usage-based linguistics posits that communicative functions, including pragmatics, are at the core of language (Tomasello, 1992). It is surprising, then, that pragmatics is rarely systematically included in second language curricula (e.g., Bardovi-Harlig, 2017), especially since pragmatics instruction has been shown to significantly contribute to pragmatic development (e.g., Taguchi & Roever, 2017). Addressing this issue, the present study investigates learning outcomes and processes in self-access technology-enhanced instructional simulations for pragmatics that do not require classroom or teacher time. Importantly, these simulations include 1.) oral practice of extended discourse and 2.) feedback—two underexplored aspects of pragmatics instruction (e.g., Holden & Sykes, 2013; Sydorenko, Daurio, & Thorne, 2018). Two versions of the self-access simulations were examined: implicit-only instruction (15 participants) and implicit combined with explicit instruction (11 participants). The quantitative analysis of learners’ production data and self-reported noticing revealed that both groups were similarly able to extract relevant (but varying) pragmatics features from instruction. The qualitative analysis, however, revealed that individual learner differences may be a critical factor in the effectiveness of implicit versus explicit instruction. The present study also illustrates how time spans and competition between cognitive resources affect pragmatics learning. In sum, this research informs further development of self-access pragmatics materials.
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Keyword:
Implicit vs. Explicit Instruction; Individual Differences; Self-Access Pragmatics Instruction
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URL: http://hdl.handle.net/10125/44725
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Harry Potter and the Prisoners of Vocabulary Instruction: Acquiring Academic Language at Hogwarts
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McQuillan, Jeff. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020
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| 14 |
Effects of 'explicit' grammatical instruction for Korean heritage language learners: Possessive vs locative-static and locative-static vs locative-dynamic
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Promoting the correct production of English sounds in extensive reading-circle classes: Explicit vs. implicit pronunciation training
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 1, Pp 101-118 (2020) (2020)
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Väljamõeldud morfoloogiareegli omandamine 8-aastastel lastel
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In: Eesti Rakenduslingvistika Ühingu Aastaraamat, Vol 16, Pp 23-41 (2020) (2020)
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The Effects of Input Flood, Structured Input, Explicit Information, and Language Background on Beginner Learners’ Acquisition of a Target Structure in Mandarin Chinese
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555425162693471 (2019)
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Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation
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In: Theses: Doctorates and Masters (2019)
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Pre-primary teachers’ enacted understandings of explicit instruction of phonics and phonological awareness as evidenced in practice
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Jensen, Helen Faith. - : Edith Cowan University, Research Online, Perth, Western Australia, 2019
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In: Theses: Doctorates and Masters (2019)
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The Effects of English Pronunciation Instruction on Listening Skills among Vietnamese Learners
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In: Masters Theses (2019)
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