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ERIC Number: ED364071
Record Type: Non-Journal
Publication Date: 1989-Aug
Pages: 36
Abstractor: N/A
Reference Count: N/A
The Effect of Explicit Instruction on the Acquisition of English Grammatical Structures by Chinese Learners.
Zhou, Yan-ping
CUHK Papers in Linguistics, n1 p70-104 Aug 1989
This study examined the effect of formal instruction on the acquisition of three grammatical structures (simple past tense, present perfect, and passive construction) by Chinese adolescent learners of English. Comparison focused on the effects of two methods: explicit formal and implicit formal instruction. In the explicit method, students are required to work out and articulate grammatical properties and rules if they can. The teacher provides explanations of the properties and rules with metalanguage within the students' grasp. In the implicit method of instruction, learners are guided to make generalizations on their own. No explanations are given. Overall results appear to support the conclusion that form-based classroom instruction facilitates second language acquisition, but do not suggest that explicit instruction is always a better means to accelerate acquisition. It is more effective in teaching less complex properties and structures. In respect to the more complex properties, such as the semantic meanings of the present perfect, explicit instruction is effective with simple rules but not so effective with complex ones. Results of the study appear to be in favor of the interface position, but because of the small sample size and limited number (of test items, no conclusion can yet be drawn. (VWL)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China (Shanghai)