Timing of form-focused instruction and development of implicit vs. explicit knowledge

Abstract

This study investigates differential effects of form-focused instruction (FFI) on thedevelopment of explicit knowledge versus implicit knowledge of a second language(L2) when the FFI is offered within the context of meaning-focused instruction(MFI). Forty-two adult learners of English participated in the study and wererandomly assigned to a group who received FFI before MFI (FM), a group whoreceived FFI after MFI (MF), a group who received MFI only (M), or a controlgroup. Learning was measured by an untimed grammaticality judgment task (UGJT),a primary measure for explicit knowledge, and an elicited oral imitation task (EOIT),a primary measure for implicit knowledge. The results illustrate that, despite bothFM and MF groups’ improved performance on the UGJT, only the FM groupshowed a positive developmental trend on the EOIT. No clear learning effect wasobserved among the M group learners or the controls. Therefore, the findingssuggest that FFI prior to MFI supports the development of implicit knowledge moreefficiently than FFI delayed until after MFI has begun.