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| Autor/in | Shintani, Natsuko |
|---|---|
| Titel | The Effects of the Timing of Isolated FFI on the Explicit Knowledge and Written Accuracy of Learners with Different Prior Knowledge of the Linguistic Target |
| Quelle | In: Studies in Second Language Acquisition, 39 (2017) 1, S.129-166 (38 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0272-2631 |
| Schlagwörter | Grammar; Accuracy; Second Language Learning; Second Language Instruction; Teaching Methods; Prior Learning; Task Analysis; Control Groups; Error Correction; Language Tests; Pretests Posttests; Prewriting; Writing Instruction; Writing (Composition); Form Classes (Languages) |
| Abstract | This study examines the effects of the timing of explicit instruction (EI) on grammatical accuracy. A total of 123 learners were divided into two groups: those with some productive knowledge of past-counterfactual conditionals (+Prior Knowledge) and those without such knowledge (-Prior Knowledge). Each group was divided into four conditions. Two (Pre-EI and Pre+During-EI) studied an EI handout prior to a composition task, but only the Pre+During-EI learners were allowed to refer to it during the task. The Post-EI learners received the handout after completing the task to use to revise their texts. The control group only completed the task. An error correction test and a text reconstruction test were used as pre- and posttests. Results showed that whereas the -Prior Knowledge learners benefited more from receiving the EI prewriting than postwriting, the +Prior Knowledge learners benefited more from the opportunities to consult the EI during or after the writing task. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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