Relevant bibliographies by topics / Explicit vs. implicit instruction

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Academic literature on the topic 'Explicit vs. implicit instruction'

Author: Grafiati
Published: 11 March 2023

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Journal articles on the topic "Explicit vs. implicit instruction"

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Almeida, Tiago, Ana Cristina Silva, and João Rosa. "Invented spelling intervention programmes: Comparing explicit and implicit instructions." Análise Psicológica 39, no. 2 (November 30, 2021): 229–45. http://dx.doi.org/10.14417/ap.1848.

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This study aims to compare the effectiveness of two invented spelling intervention programs, one with explicit instruction of graph-phonetics matches and another based on questioning and reflection on the graph-phonetic correspondences (implicit instructions). Ninety pre-school children, whose invented spellings use conventional letters unconventionally to represent sounds, were allocated to three groups, two experimental and one control. All groups were equivalent in age, intelligence, letter knowledge, and phonological awareness. We manipulated the type of instructions (implicit vs. explicit) between the pre- and post-tests in two experimental groups where children participated in an intervention programme of invented spelling. Children who participated in the implicit intervention programme showed a significant improvement in the number of correct letters mobilized in their spelling and phonemic awareness compared with children of control and explicit instruction group. Children from explicit instruction group showed significant more improvements than the children from the control group. These results suggest that questioning and reflection applied to invented spelling programmes seems to enhance a more significant knowledge about the relations between the oral and written code.
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Gardaoui, Nasser, and Bouhadiba Farouk. "The Effects of Two Grammar Teaching Options on Learning Complex Grammatical Structures." SMART MOVES JOURNAL IJELLH 3, no. 1 (May 17, 2017): 1. http://dx.doi.org/10.24113/ijellh.v3i1.325.

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Abstract This study compared the relative effectiveness of two instructional options -explicit instruction (EI) in conjunction with input enhancement (IE) vs. IE alone- on students’ learning of tense and grammatical aspect in the Algerian EFL situation. The treatment conditions were implemented with thirty-eight young adult EFL learners in two intact classes at the university level. The first group received instruction through input enhancement only, while the second group was exposed to explicit instruction prior to input enhancement. All participants had to participate in a pretest and a posttest. The tests consisted of three tasks: (1) a grammaticality judgment task and (2) a written gap-filling task, and (3) a picture description task. The results ‘descriptive results indicated that the EI + IE group outperformed the IE group while the statistical analysis (Anova) revealed that the instructional effect did not amount to statistically significant learning gains. These limited findings imply that, pedagogically, combining implicit and explicit instructional treatments is a better choice for teachers than focussing on implicit and less intrusive techniques in grammar classes.
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LICHTMAN, KAREN. "Age and learning environment: Are children implicit second language learners?" Journal of Child Language 43, no. 3 (February 26, 2016): 707–30. http://dx.doi.org/10.1017/s0305000915000598.

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AbstractChildren are thought to learn second languages (L2s) using primarily implicit mechanisms, in contrast to adults, who primarily rely on explicit language learning. This difference is usually attributed to cognitive maturation, but adults also receive more explicit instruction than children, which may influence their learning strategies. This study crosses instruction condition with age, teaching forty children aged 5;3 to 7;11 and forty adults an artificial mini-language under implicit or explicit training conditions. Participants produced novel sentences and judged sentence grammaticality equally well in either condition, but both children and adults in the explicit training condition developed greater awareness of the mini-language's structures – and greater awareness was associated with better performance for both age groups. Results show that explicit instruction affects children and adults in the same way, supporting the hypothesis that age differences in implicit vs. explicit L2 learning are not exclusively caused by maturation, but also influenced by instruction.
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Glaser, Karen. "The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL." TESL Canada Journal 30, no. 7 (February 20, 2014): 150. http://dx.doi.org/10.18806/tesl.v30i7.1158.

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A substantial part of interlanguage pragmatics (ILP) research has contrasted ex- plicit and implicit teaching designs, generally finding that explicit approaches— those featuring metapragmatic rule provision—are more effective than their implicit counterparts, which are characterized by the absence of metapragmatic information. A second dichotomy used to characterize instructional designs, that of deductive vs. inductive approaches, has received somewhat less attention. Con- cerned with the sequencing of the instruction rather than the criterion of whether or not to provide rules, this concerns the question of whether to choose (deductive) rules or (inductive) language use as the starting point of the instruction. Although the two dichotomies are interrelated, they are often unjustifiably merged, with the labels deductive and explicit, on the one hand, and inductive and implicit, on the other, being used interchangeably. This article illustrates the reasons for this oversimplification and argues that the resulting focus on the contrast of explicit-deductive and implicit-inductive designs has led to overlooking a third possible constellation: the explicit-inductive framework. Adopting a classroom perspective, the article further attempts to point out the advantages that this neglected combination can have for the teaching and learning of pragmatics in ESL.
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Lacabex, Esther Gomez, and Francisco Gallardo-del-Puerto. "Explicit phonetic instruction vs. implicit attention to native exposure: phonological awareness of English schwa in CLIL." International Review of Applied Linguistics in Language Teaching 58, no. 4 (November 26, 2020): 419–42. http://dx.doi.org/10.1515/iral-2017-0079.

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AbstractThe present study aims at determining whether instruction in the form of explicit phonetic training and of implicit exposure to native input impacted Content and Language Integrated Learning (CLIL) students’ phonological awareness of the occurrence of English schwa in unstressed syllables of content words (bacon). Four intact CLIL groups were administered a perception task immediately before and after an intervention period of one month in which two groups underwent explicit instruction on the incidence of reduced vowels versus full vowels in English disyllabic words while another group was exposed to native input in their CLIL sessions. A fourth CLIL group with neither explicit intervention nor native teacher input served as control group. All four groups tended to judge both schwas and full vowels as correct in the pre-test, indicating that they were not knowledgeable of the general pattern of vowel reduction occurrence in unstressed syllables in English prior to intervention. In the post-test, the three experimental groups significantly improved their ability to identify full vowels as incorrect, the groups receiving explicit instruction exhibiting higher gains than the group which was implicitly exposed to native input.
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Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Teaching implicit vs explicit reading comprehension skills and translation performance of Iranian undergraduate students." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 844–62. http://dx.doi.org/10.1108/jarhe-12-2018-0262.

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Purpose This paper reports on a quasi-experimental research performed in the field of reading comprehension and translation quality. The purpose of this paper is to investigate the comparative effect of explicit vs implicit reading comprehension skills on translation quality of Iranian translation students at BA level. Design/methodology/approach The design of this research was quasi-experimental in nature. This design was preferred in this study, as it was impossible to assign random sampling to the subjects and apply a true experimental design. The research in hand was also a comparative group design research in a sense that it was supposed to compare two reading comprehension methods (explicit vs implicit) with different treatments. Findings In light of this research, some conclusions can be drawn. It can be concluded that there is a positive and direct relationship between reading comprehension and translation, as the first step of translation is to understand the content of the source text (Reid, 1993). Research limitations/implications The reading comprehension ability of translation students should be enhanced in their undergraduate classes so that they can better understand the source text and produce a more fluent translation. In order to teach reading comprehension skills, both implicit and explicit techniques can be applied; however, it is better if the subjects receive explicit instruction, as this technique may have more positive results. Originality/value Various researchers have explored explicit and implicit instructions on such areas as reading, speaking and listening (see, e.g. Jalilifar and Alipour, 2007; Vahid Dastjerdi and Shirzad, 2010; Negahi and Nouri, 2014; Khanbeiki and Abdolmanafi-Rokni, 2015; Khoii et al., 2015; Mostafavi and Vahdany 2016; Rahimi and Riasati, 2017). Although the results of these studies have shown the positive impacts of both explicit and implicit teaching, explicit has more positive impacts. However, the review of the literature shows that explicit and implicit reading comprehension skills have not been investigated in relation to teaching translation and their possible impacts on translation quality.
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김정은. "Timing of form-focused instruction and development of implicit vs. explicit knowledge." English Teaching 69, no. 2 (June 2014): 123–47. http://dx.doi.org/10.15858/engtea.69.2.201406.123.

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Moeen, Ali Akbar, Daryoush Nejadansari, and Azizolla Dabaghi. "The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; focusing on fluency, accuracy, and complexity." Journal of Applied Research in Higher Education 11, no. 4 (October 14, 2019): 800–813. http://dx.doi.org/10.1108/jarhe-01-2019-0021.

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Purpose The purpose of this paper is to investigate the impact of teaching grammar through implicit and explicit approach by applying scaffolding technique on learners’ speaking abilities including: accuracy, fluency and complexity. Design/methodology/approach To this end, 90 BA students of architecture in Yazd Azad University were selected and homogenized through Oxford Placement Test. They were assigned to three groups each including 30 participants, and took an IELTS speaking as pre-test to ensure that they had the same speaking ability prior to the begging of the experiment. In the course of the study, the first experimental group (EG1) received implicit instruction through scaffolding, and the second experimental group (EG2) was taught through explicit instruction. In contrast, control group did not receive any kind of grammar teaching. After the completion of the treatment, all groups took speaking post-test. Findings The results of the study showed that while both explicit and implicit teaching of grammar through scaffolding had a significant impact on learners’ speaking fluency, implicit teaching in comparison with explicit teaching was more significantly effective on learners’ speaking fluency. Similarly, both implicit and explicit teaching of grammar through scaffolding had significant impact on learners’ speaking accuracy and complexity, but explicit teaching compared to implicit teaching was more significantly effective. Practical implications The results of the study are mainly beneficial to teachers in the way that they can teach grammar in a more efficient way, and consequently improve learners’ speaking. In addition, curriculum developers and second language learners will benefit from the results of this research. Originality/value There has always been a controversy over an effective way to teach speaking skill in EFL classes over the last decades. In this regard, one of the most controversial approaches to teaching speaking arose from the dichotomy of teaching grammar through implicit or explicit teaching of rules. This paper has originality in that it delves into this controversial issue at length and in details.
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Rostamy, Mahmoud, and Kaivan Parhoodeh. "The effect of instruction on learning refusals in EFL learners." Journal of English Language and Literature 3, no. 1 (February 28, 2015): 226–34. http://dx.doi.org/10.17722/jell.v3i1.43.

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The major aim of learning a second or foreign language is communication. In order to be a competent communicator, we must get familiar with the ingredients of speech and language. Speech acts are one of the principal elements and functional units of communication. In this realm, refusals play a key role. Due to their inherently face threatening nature, refusals are of an especially sensitive nature, and a pragmatic breakdown in this act may easily lead to unintended offence or breakdowns in communication. Refusals are also of interest due to their typically complex constructions. They are often negotiated over several terms and involve some degree of indirectness. While there are a great number of studies which examine certain speech acts, the amount of research on refusals is much more limited. The aim of this study is to investigate whether either of the instruction types, explicit vs. implicit, proves more efficient in improving pragmatic performance of Iranian EFL learners. For this reason, 45 male, military intermediate EFL learners all between19-25 years of age in a military language institute, in Tehran, Iran, were selected to participate in the study. A pretest/posttest design was adopted in this study. Having formed the three groups under investigation, (explicit, implicit and explicit-implicit) I measured all subjects’ pragmatic performance of L2 refusals through Discourse Completion Tests, DCTs. All groups were exposed to conversations from 'spectrum' English books which embody refusals. The findings proved the efficiency of explicit instruction over implicit one in increasing Iranian EFL learners' pragmatic performance.
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Levis, John M. "Pronunciation research in recent dissertations." Journal of Second Language Pronunciation 5, no. 2 (September 17, 2019): 181–94. http://dx.doi.org/10.1075/jslp.19008.edi.

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Abstract This editorial looks at L2 pronunciation dissertations from 2017 and 2018 to see what topics were of interest in research, to examine trends, and to suggest ideas for the future. The largest group of dissertations reflect interest in instruction and instructional interventions. These interventions look at a wide variety of features, types of instruction (e.g., implicit vs. explicit), different L1-L2 combinations, and the importance of materials in teacher training. The next most common topic was perception, followed by prosody (including stress, intonation, tone and fluency) and acquisition. English and Spanish were the most frequently studied L2s, indicating a need for L2 pronunciation in less commonly researched languages.
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Dissertations / Theses on the topic "Explicit vs. implicit instruction"

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Oliveira, Viviane Carvalho de. "Os efeitos da instrução na aquisição-aprendizagem lexical: implícito vs explícito." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-22052017-114627/.

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A presente pesquisa tem como foco a análise dos efeitos produzidos pela instrução implícita e pela instrução explícita na aquisição-aprendizagem lexical por parte de aprendizes brasileiros de italiano, realizada comparando dados coletados em três momentos: antes, logo depois e um mês depois da intervenção didática. No primeiro tipo de instrução, a implícita, a atenção dos aprendizes não foi direcionada para o elemento lexical. Após a leitura dos textos input, foram realizadas atividades comunicativas, cujas características foram a interação e a negociação de sentido (SWAIN, 1985, 2005; LONG, 1996). Para a instrução explícita, após a leitura dos mesmos textos input, foram realizadas atividades com foco no léxico (LEWIS, 1993, 1997; PARIBAKHT; WESCHE, 1996; SÖKMEN, 1997). O experimento didático teve oito horas de duração, distribuídas em quatro encontros, para os quais foram selecionadas 10 palavras-alvo a partir dos textos input. Participaram desse experimento 27 aprendizes, dos quais 16 fizeram parte do grupo que realizou atividades com instrução implícita e 11 do grupo que teve atividades com instrução explícita. Antes das atividades didáticas, os aprendizes dos dois grupos realizaram um pré-teste receptivo, tendo como modelo a Vocabulary Knowledge Scale (VKS) de Paribakht e Wesche (1996), e um pré-teste produtivo de descrição de imagens. Após a intervenção didática e um mês depois da intervenção, a VKS foi aplicada novamente com mais dois pós-testes produtivos. Os resultados foram analisados à luz dos estudos de aquisição-aprendizagem de línguas estrangeiras e da Pragmática lexical e apontaram para uma vantagem da instrução explícita em relação ao conhecimento receptivo de curto prazo. Em relação aos efeitos a longo prazo, na instrução implícita foram obtidos resultados mais significativos, já que foram mantidos os mesmos níveis constatados nos pós-testes, enquanto na explícita houve uma diminuição de 21%. No que se refere ao aspecto produtivo e à variação lexical, nos dois tipos de instrução não foram constatadas diferenças significativas.
The present research focuses on the effects of implicit and explicit instruction in lexical acquisition-learning by Brazilian learners of Italian, comparing data collected in three moments: before, immediately after and one month after the didactic intervention. In the first type of instruction, the implicit, the attention of learners was not directed to the lexical element. After reading the input texts, communicative activities, whose characteristics were interaction and negotiation of meaning (SWAIN, 1985, 2005; LONG, 1996), were carried out. For the explicit instruction, after reading the same input texts, were made activities focusing on lexicon (LEWIS, 1993, 1997; PARIBAKHT; WESCHE, 1996; SÖKMEN, 1997). The didactic experiment lasted eight hours, distributed in four meetings, for which 10 target words were selected from the input texts. Twenty-seven learners participated in this experiment, of which 16 were part of the group that performed activities with implicit instruction, and 11 of the group that had activities with explicit instruction. Before the didactic activities, the learners of the two groups performed a receptive pre-test, taking as a model the Parabakht and Wesche Vocabulary Knowledge Scale (VKS) (1996), and a productive pre-test of image description. After the didactic intervention and one month after the intervention, the VKS was applied again with two more productive post-tests. The results were analyzed starting from the acquisition-learning studies of foreign languages and the lexical Pragmatics and pointed to an advantage of explicit instruction in relation to short-term receptive knowledge. Regarding the long-term effects, more significant results were obtained in the implicit instruction, since the same levels observed in the post-tests were maintained, while in the explicit one there was a decrease of 21%. Regarding the productive aspect and the lexical variation, in both types of instruction no significant differences were found.
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Jackson, Bendu Mercy. "Challenges Finding Employment: An Investigation Of Implicit Vs. Explicit Attitudes Towards Autistic Adults." W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1616444302.

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Despite the pervasiveness of autism (1 in 54), implicit and explicit attitudes towards people with ASD are mainly adverse (Cage et al., 2019). Although in recent years, more research has been conducted to investigate implicit attitudes towards other mental illnesses (Teachman, Wilson, & Komorovskaya, 2006) and physical disabilities (Nosek et al. 2007), few studies have assessed implicit and explicit attitudes toward adults with autism. The main goal of the study was to investigate Non-ASD individuals’ implicit and explicit attitudes toward autistic individuals. We hypothesized that participants would have negative implicit attitudes but report positive explicit attitudes towards autistic individuals, participants would be more likely to hire Non-ASD individuals than ASD individuals, employers would prefer Non-ASD individuals for social positions, but there would not be a significant difference for the non-social position, and negative implicit attitudes would predict hiring decisions towards ASD individuals. A two-way mixed modeled ANOVA was used to analyze the data to determine if there were interactions between (ASD x Non-ASD) and (Social Job x Non-Social Job). Correlational analyses were conducted between the implicit and explicit measures and the ASD variables. The Implicit Association Test was also used in this study to examine implicit attitudes towards autistic individuals. We found participants’ had negative implicit attitudes but reported positive explicit attitudes towards autistic individuals, participants’ IAT scores were significantly different from 0, and contact with autistic individuals is a good indicator of one’s attitudes and stigma.
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Kuo, Li-Hui. "Improving Implicit Learning and Explicit Instruction of Adult and Child Learners of Chinese." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3635.

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This study explored the main effects and interaction effects of implicit learning and explicit instructional approaches on the language acquisition of beginning adult and child learners of Chinese and analyzed the successful adult and child learners' learning styles in their information processing time, second language acquisition techniques, and cognitive strategies. Volunteers from Brigham Young University and Wasatch Elementary School were randomly assigned to either an Explicit Instruction Treatment (EIT) or an Implicit Learning Treatment (ILT). Following the treatment, the participants completed an online survey and a vocabulary application test. Results from a 2 x 2 factorial ANOVA indicated that adults performed significantly better than children on the listening and vocabulary tests scores (F (1, 135) =158.901, p<.001), and the EIT was significantly more effective than the ILT. There was no interaction between maturity and treatment factors. Results from a 3 x 2 factorial MANOVA indicated that in the Learning Phase, adults in the high and mid performance groups spent significantly longer processing information than those in the low performance group, and adults in the EIT also spent a longer time than those in the ILT. Results from the stepwise regression showed that for successful adult and child learners, Phonological Processing was the most frequently used second language strategy for both adults and children, which was strongly correlated with their vocabulary application test scores. Guessing was the most popular cognitive strategy. Successful children spent significantly less time than the low performing children in the Testing Phase.
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Wen, Ya Ting. "The role of explicit and implicit grammar instruction in the Taiwanese University EFL context." Thesis, University of Aberdeen, 2011. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=192196.

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This study emerges from an interest in the shortcomings in the production of grammatically accurate sentences by university students of English as a Foreign Language in Taiwan. Informed by second language acquisition theory, it is a quasi-experimental investigation of the effects of explicit grammatical instruction on university students ’ EFL learning. Following the application of a pre-test the experimental group experienced explicit form-focused instruction in a communicative language teaching classroom for two semesters, receiving enhanced written input and undertaking linguistic consciousness-raising task, while the control group received no explicit grammatical instruction. Data were collected from recognition and written production tasks and students were interviewed on their linguistic performance to provide methodological triangulation. The statistical tools of Paired and Independent T-test, Chi-square, and Pearson’s Correlation were used to determine whether there were significant inter- and intra-group differences based on the different classroom experience. The major findings of this study were that explicit grammatical instruction raised students’ level of awareness of targeted forms significantly as they processed linguistic input and that subsequently their accurate production of these forms was enhanced. Differences in significance levels were discussed in the light of current debate on Second Language Acquisition with particular reference to the accessibility of Universal Grammar and the iv Minimalist framework. The results of this research indicate that a combination of focus on form and meaning is to be recommended within the content-based curriculum in Taiwanese university classrooms and the thesis ends with pedagogical implications for the application of explicit form-focused instruction in EFL learning.
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Chen, Jing-Yun. "Effect of FFI Models on Chinese L2 Accuracy." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13263.

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Previous studies of form-focused instruction (FFI) have examined the effect of various aspects of inputs, corrective feedbacks, and instructions on L2 learners' accuracy development. Although much research has suggested that L2 learners achieve high accuracy and communicative competence when they receive input enhancement, explicit instruction, and corrective feedback, limited work has been done on the effect of FFI in Chinese language. The thesis utilized qualitative and quantitative methods and tested the effect of two FFI models on two groups of learners' acquisition in Chinese adverbial phrases. Even though the quantitative results show that the group that received explicit treatment had significantly improved accuracy in the immediate and delayed post-tests, the interview results revealed that students have different learning styles. This further suggests that no one right instruction is the best, and teachers should implement various teaching approaches based on students' needs.
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Alahmed, Khalid. "Developing strategic competence through task-based language teaching : a comparison of implicit and explicit instruction." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/20205/.

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Speakers, native and non-native alike, frequently encounter difficulties expressing their intended meaning or attaining a desired communicative goal. To overcome such communication difficulties and achieve the desired communicative goal, speakers employ a variety of Communication Strategies (CSs). For example, circumlocution, clarification requests, gestures, conversation gambits and hesitation devices. Learners who successfully achieve their communication goals through the use of CSs are said to be strategically competent. Research has established that CSs can be effectively taught through explicit instruction. However, the impact of implicit instruction on the development of CSs has not been investigated to date. It is believed that implicit instruction may outperform explicit instruction in enabling learners to acquire the procedural knowledge which is the final step on the learning continuum. The acquired implicit knowledge can be accessed in time pressure situations, stored in mind, retained for longer periods and used more automatically. This study set out to assess the differential impact of explicit and implicit instruction on the use of CSs among pre-intermediate Arabic learners of English as a second language. The total number of learners was fifty-two learners enrolled in two English language centres in the United Kingdom. The learners in each centre were randomly assigned to one of three experimental conditions: implicit instruction (n=18), explicit instruction (n=18), and no instruction (n=16). Both implicit and explicit conditions received strategy instruction in a TBLT format. In the implicit condition, learners were exposed to video examples of two speakers doing similar tasks but no instruction focusing on CSs was provided. In explicit instruction, learners were exposed to the same video examples and instruction focusing on CSs was provided. The third condition served as a control group which was only exposed to pre- and post-tests. Development of CSs was measured through observation of task completion, followed by stimulated recall interviews and completion of a self-report questionnaire. The results suggest that both explicit and implicit strategy instruction has a positive impact on developing participants’ use of CSs and on supporting task completion. The results showed that explicit instruction was beneficial for developing meaning-negotiation, positive self-solving, non-verbal and time-gaining CSs, whereas implicit instruction showed to be effective for developing positive self-solving and time-gaining CSs. Further, learners who received implicit instruction made greater gains in the use of meaning-negotiation strategies from pre-test to delayed post-test than learners who received explicit instruction.
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Jakobsson, Ina, and Emmalinn Knutsson. "Explicit or Implicit Grammar? - Grammar Teaching Approaches in Three English 5 Textbooks." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34559.

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Grammar is an essential part of language learning. Thus, it is important that teachers know how to efficiently teach grammar to students, and with what approach - explicitly orimplicitly as well as through Focus on Forms (FoFs), Focus on Form (FoF) or Focus onMeaning (FoM). Furthermore, the common use of textbooks in English education in Sweden makes it essential to explore how these present grammar. Therefore, to make teachers aware of what grammar teaching approach a textbook has, this degree project intends to examine how and to what degree English textbooks used in Swedish upper secondary schools can be seen to exhibit an overall explicit or implicit approach to grammar teaching. The aim is to analyze three English 5 textbooks that are currently used in classrooms in Sweden, through the use of relevant research regarding grammar teaching as well as the steering documents for English 5 in Swedish upper secondary school. The analysis was carried out with the help of a framework developed by means of research on explicit and implicit grammar teaching as well as the three grammar teaching approaches FoFs, FoF and FoM. Thus, through the textbook analysis, we set out to investigate whether the textbooks present grammar instruction explicitly or implicitly and through FoFs, FoF or FoM. After having collected research on the topic of how to teach grammar, it became apparent that researchers on grammar teaching agree that FoF is the most beneficial out of the three above mentioned approaches, and thus, we decided to take a stand for this approach throughout the project. The results of this study showed that two out of three textbooks used overall implicit grammar teaching through FoM. Moreover, one out of the three textbooks used overall explicit grammar teaching through an FoF approach.
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Спориш, Т. Л. "Эксплицитность vs имплицитность модальных глаголов на стыке культур." Thesis, Астана: Изд-во ЕНУ им. Л.Н. Гумилева, 2016. http://essuir.sumdu.edu.ua/handle/123456789/44235.

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У статті подано особливості вживання модальних дієслів müssen / sollen у політичному дискурсі Німеччини. Демонструються варіанти контекстуальних семантичних зсувів, продиктовані характеристиками політичного дискурсу.
В статье даются особенности использования модальных глаголов müssen / sollen в политическом дискурсе Германии. Демонстрируются варианты контекстуальних семантических сдвигов, продиктованные характеристиками политического дискурса.
The article deals with the peculiarities of modal verbs “müssen / sollen” in political discourse of Germany. There are variants of contextual semantic shifts dictated by the very characteristics of the political discourse.
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Wegner, Mirko. "Implicit vs. explicit processes of motivation and affect regulation in unconsciously and consciously critical situations in sports." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2012. http://dx.doi.org/10.18452/16504.

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Duale Prozessmodelle unterscheiden implizite und explizite Formen der Informations-verarbeitung (Strack & Deutsch, 2004). Implizite Verarbeitung erfolgt schnell und un-bewusst und basiert auf affektiv-assoziativen Netzwerken. Explizite Verarbeitung geschieht überlegt und langsam und beinhaltet bewusste, kognitive Entscheidungsprozesse. In dualen Prozessmodellen der Motivation sagen implizite Motive langfristiges Verhalten und explizite Motive bewusste Entscheidungen vorher (McClelland, et al., 1989). Hoher positiver Affekt sowie geringer negativer Affekt aktivieren implizite kognitive Systeme während eine entgegen gesetzte Ausprägung explizite Informationsverarbeitung bahnt (J. Kuhl, 2000a). Drei Feldstudien untersuchen die diskriminante Validität impliziter vs. expliziter motivationaler Prozesse für das Verhalten in unbewussten vs. bewussten kritischen Situatio-nen im Hochleistungssport. In Studie 1 und 2 wird bei Tennis- (N = 60) und Basketballspielern (N = 56) die Fähigkeit erhoben, positiven und negativen Affekt zu regulieren (ACS-90; J. Kuhl, 1994). In Studie 3 (N = 86) werden zusätzlich implizite (OMT; J. Kuhl & Scheffer, 1999) und explizite Motive (PRF; D. N. Jackson, 1999) sowie die Fähigkeit zur bewussten Selbstregulation (VCQ; J. Kuhl & Fuhrmann, 1998) gemessen. In Studie 1 sagen explizite Formen der Verarbeitung (niedrige positive Affektregulation) die Tennisleistung in objektiv kritischen (wie Tie Breaks) aber nicht in bewusst kritischen Situationen vorher. In Studie 2 führt implizite Verarbeitung (hohe negative Af-fektregulation) zu besseren Basketballleistungen in objektiv kritischen Spielen. In Studie 3 unterstützt explizite Verarbeitung Leistungen in bewusst kritischen Situationen im Rückschlagsport. In unbewusst kritischen Situationen erzielen dagegen Sportler mit ausgeprägten impliziten Motiven bessere Ergebnisse. Die Befunde werden hinsichtlich der Sportartenspezifik, dem Grad der Bewusstheit sowie Persönlichkeitsunterschiede diskutiert.
Dual-process models distinguish implicit and explicit ways of information processing (Strack & Deutsch, 2004). Implicit processes are based on associative affective networks and operate fast and unconsciously. Explicit processing is a cognitive, usually slow, deliberate, and conscious way of decision-making. Dual-process models of motivation propose that implicit motives predict long-term behavior and explicit motives predict deliberate decisions (McClelland, Koestner, & Weinberger, 1989). Up-regulation of positive affect and down-regulation of negative affect activate implicit cognitive systems while regulation in the opposite direction triggers explicit information processing (J. Kuhl, 2000a). Within three field studies it is investigated whether implicit vs. explicit motivational processes are of discriminant validity for professional athletic behavior in unconsciously vs. consciously critical situations. In study one and two, tennis (N = 60) and basketball professionals’ (N = 56) abilities to regulate positive and negative affect (ACS-90; J. Kuhl, 1994) are assessed. In study three (N = 86) the additional measures of implicit (OMT; J. Kuhl & Scheffer, 1999) and explicit motives (PRF; D. N. Jackson, 1999) as well as conscious self-regulation (VCQ; J. Kuhl & Fuhrmann, 1998) are used. Study one proposes that explicit processing supports performance in objective critical situations (tie breaks) in tennis. However, in consciously critical situations no advantage for explicitly processing athletes could be found. In study two implicitly processing basketball players perform better in objectively critical games. In the final study racquet sportsmen who process explicitly perform better in consciously critical situations. In contrast, in unconsciously critical situations athletes with high implicit motives gain better results. Findings are discussed from the perspective of task specificity, degree of awareness, and individual differences.
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Liao, Yu-Fang. "The Effect of Explicit and Implicit Instruction and Native Language Exposure for Advanced L2 Learners in Chinese Pragmatics: Apologies." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4193.

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Pragmatics is part of communicative competence. In order to communicate successfully, pragmatic competence is of vital importance. Although pragmatics has played a significant role in L2 learners' communicative competence, pragmatics still has not been commonly taught in the classroom. The present research investigates the efficacy of instruction in pragmatics in the advanced Chinese language class has on the production and appropriate use of apology strategies, and examines the correlation between exposure in a Chinese Speaking Community (CSC) and pragmatics development. The subjects include 55 students in their third-year of college-level Chinese, divided into four classes at Brigham Young University. The study uses an experimental design in which the participants are assigned either to an explicit instruction group or an implicit instruction group. Participants in both groups also report their experience in a CSC. Results of this study show which as a whole improved their apology performance over the 8-week instruction, as rated by Chinese native speakers. Results reveal no significant difference between the explicit and implicit instruction groups, suggesting that explicit and implicit approaches were both effective methods in facilitating pragmatic competence. In addition, we also found no statistically significant difference between the CSC and Non-Chinese Speaking Community (NCSC) group in their pragmatic development. The findings of the present study indicate that pragmatic knowledge may emerge from classroom instruction, regardless of explicit or implicit instructional approaches; and living in a Chinese speaking communities do not necessary aid or accelerate the development of pragmatic competence.
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Books on the topic "Explicit vs. implicit instruction"

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Hill, Jannette Riddle. Explicit teaching, implicit learning: Writing instruction in a fifth grade classroom. 1990.

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Tollefson, James W., and Amy B. M. Tsui. Medium of Instruction Policy. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.12.

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This chapter traces the main pedagogical and political agendas that are implicit in medium of instruction (MOI) policies. It begins with an important worldwide effort to promote mother-tongue MOI: the Education for All initiative. Although this initiative has gained wide support among education scholars, MOI policies that privilege former colonial languages remain dominant in many contexts. The second section focuses on colonial and postcolonial contexts. In recent years debates about MOI in postcolonial education have focused on the spread of English MOI under globalization. The third section examines globalization, specifically with the examples of Malaysia, Hong Kong, China, and European higher education. The fourth section examines a major counterforce to English MOI: the language rights movement. Finally, the chapter ends with a discussion of explicit efforts to use MOI to reduce inequality.
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Mann, Peter. The Jacobi Energy Function. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198822370.003.0010.

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This chapter focuses on the Jacobi energy function, considering how the Lagrange formalism treats the energy of the system. This discussion leads nicely to conservation laws and symmetries, which are the focus of the next chapter. The Jacobi energy function associated with a Lagrangian is defined as a function on the tangent bundle. The chapter also discuss explicit vs implicit time dependence, and shows how time translational invariance ensures the generalised coordinates are inertial, meaning that the energy function is the total energy of the system. In addition, it examines the energy function using non-inertial coordinates and explicit time dependence.
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Book chapters on the topic "Explicit vs. implicit instruction"

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Goo, Jaemyung, Gisela Granena, Yucel Yilmaz, and Miguel Novella. "Implicit and explicit instruction in L2 learning." In Implicit and Explicit Learning of Languages, 443–82. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.18goo.

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Ellis, Rod. "1. Implicit and Explicit Learning, Knowledge and Instruction." In Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching, 3–26. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691767-003.

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Ellis, Rod. "Form-focused instruction and the measurement of implicit and explicit L2 knowledge." In Implicit and Explicit Learning of Languages, 417–42. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/sibil.48.17ell.

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Murabito, Francesca, Simone Palazzo, Concetto Spampinato, and Daniela Giordano. "Implicit Vs. Explicit Human Feedback for Interactive Video Object Segmentation." In New Trends in Image Analysis and Processing – ICIAP 2017, 131–42. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70742-6_12.

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Marconi, Annapaola, Marco Pistore, and Paolo Traverso. "Implicit vs. Explicit Data-Flow Requirements in Web Service Composition Goals." In Service-Oriented Computing – ICSOC 2007, 459–64. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11948148_40.

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Erlam, Rosemary, Shawn Loewen, and Jenefer Philp. "10. The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge." In Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching, 241–61. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691767-012.

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Cremonesi, Massimiliano, Aldo Ghisi, Umberto Perego, Anna Corradi, Fabrizio Gemelli, and Stefano Mantica. "A Numerical Study on Explicit vs Implicit Time Integration of the Vermeer-Neher Constitutive Model." In Lecture Notes in Mechanical Engineering, 1245–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41057-5_101.

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Han, Jinghe. "Cross-Linguistic Influence: Bilingual EMI Lecturers’ English and Chinese Entwined." In SpringerBriefs in Education, 67–82. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_5.

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AbstractIn the previous two Chapters, the pedagogical ideology of the participating lecturers and the subsequent reality of their ‘instruction’ and ‘engagement’ was examined. From a psycholinguistic perception this Chapter focuses on the Chinese lecturers’ L1-influenced English in their teaching. The data indicates that cross-linguistic influence was the cognitive reality for the EMI lecturers and provided a scaffolding role in their teaching. This research suggests that although the EMI lecturers’ L1 and L2 are two genetically distant languages, they were interdependent and formed a stable construct that served as a powerful language resource in their teaching. Theoretically, this Chapter moves beyond a structuralist view of judging language transfer as right or wrong, correct or incorrect, perfect or deficit. It has implemented a post-structuralist interpretation of this phenomenon by proposing ‘explicit’ and ‘implicit’ transfer and acknowledging L1-influenced EMI lecturers’ English as a temporary form of languaging within the translaguaging process.
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Schmidt, Steffen, Sascha Langner, Nadine Hennigs, Matthias Limbach, Matthias Rothensee, and Klaus-Peter Wiedmann. "Sponsoring FIFA World Cup vs. Olympic Games: Coca Cola, a Classic American Brand, and Its Explicit and Implicit Sponsoring Success at Worldwide Sports Events." In Celebrating America’s Pastimes: Baseball, Hot Dogs, Apple Pie and Marketing?, 501–2. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-26647-3_102.

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Rowe, Elizabeth, Erin Bardar, Jodi Asbell-Clarke, Christina Shane-Simpson, and Su-Jen Roberts. "Building Bridges." In K-12 STEM Education, 499–525. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3832-5.ch025.

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This chapter describes the analysis of 729 daily teacher logs from a 2013-14 national classroom implementation study with hundreds of high school physics students using the game, Impulse, finding classrooms using materials to bridge implicit and explicit science learning performed significantly better than control classrooms (Rowe et al., 2014). This effect was moderated by whether or not the class was a Honors/AP class. The authors examine the student and teacher demographics, science content, instructional materials and methods, and game-based pedagogies as potential explanations for those findings. The largest difference among Honors/AP vs. non-Honors/AP classrooms using any Bridge activities was their use of formal, teacher-led discussion.
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Conference papers on the topic "Explicit vs. implicit instruction"

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Wenwu He and Hui Jiang. "Explicit update vs implicit update." In 2008 IEEE International Joint Conference on Neural Networks (IJCNN 2008 - Hong Kong). IEEE, 2008. http://dx.doi.org/10.1109/ijcnn.2008.4634288.

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Cazorla, F. J., P. M. W. Knijnenburg, R. Sakellariou, E. Fernandez, A. Ramirez, and M. Valero. "Implicit vs. explicit resource allocation in SMT processors." In Euromicro Symposium on Digital System Design, 2004. DSD 2004. IEEE, 2004. http://dx.doi.org/10.1109/dsd.2004.1333257.

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Fazeli, Soude, Babak Loni, Alejandro Bellogin, Hendrik Drachsler, and Peter Sloep. "Implicit vs. explicit trust in social matrix factorization." In the 8th ACM Conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2645710.2645766.

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Clerckx, Bruno, Gil Kim, Junil Choi, and Young-Jun Hong. "Explicit vs. Implicit Feedback for SU and MU-MIMO." In GLOBECOM 2010 - 2010 IEEE Global Communications Conference. IEEE, 2010. http://dx.doi.org/10.1109/glocom.2010.5683816.

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Yu, Wenjing. "Explicit vs. Implicit Corrective Feedback: Which is More Effective?" In 2022 International Conference on Social Sciences and Humanities and Arts (SSHA 2022). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220401.123.

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Jin, Charles, and Muthu Baskaran. "Analysis of Explicit vs. Implicit Tasking in OpenMP Using Kripke." In 2018 IEEE/ACM 4th International Workshop on Extreme Scale Programming Models and Middleware (ESPM2). IEEE, 2018. http://dx.doi.org/10.1109/espm2.2018.00012.

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Collon, P., and G. Caumon. "3D Geomodelling in Structurally Complex Areas - Implicit vs. Explicit representations." In 79th EAGE Conference and Exhibition 2017. Netherlands: EAGE Publications BV, 2017. http://dx.doi.org/10.3997/2214-4609.201701144.

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JAMNIA, M., and J. JACKSON. "Explicit vs. implicit time integration for nonlinear hydrodynamic shock wave propagation." In 1st National Fluid Dynamics Conference. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1988. http://dx.doi.org/10.2514/6.1988-3709.

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Shih, Mei-Ju, He-Hsuan Liu, Wen-Di Shen, and Hung-Yu Wei. "UE autonomous resource selection for D2D communications: Explicit vs. implicit approaches." In 2016 IEEE Conference on Standards for Communications and Networking (CSCN). IEEE, 2016. http://dx.doi.org/10.1109/cscn.2016.7785185.

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Welzl, Michael, Armin Abfalterer, and Stein Gjessing. "XCP vs. CUBIC with Quick-Start: Observations on Implicit vs. Explicit Feedback for Congestion Control." In ICC 2011 - 2011 IEEE International Conference on Communications. IEEE, 2011. http://dx.doi.org/10.1109/icc.2011.5963377.

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