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ERIC Number: EJ1134389
Record Type: Journal
Publication Date: 2017-Mar
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0272-2631
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
Shintani, Natsuko
Studies in Second Language Acquisition, v39 n1 p129-166 Mar 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A