THE EFFECT OF EXPLICIT FORM-FOCUSED INSTRUCTION ON THE IMPLICIT KNOWLEDGE OF MALAYSIAN ENGLISH AS SECOND LANGUAGE LEARNERS
Abstract
Background and Purpose: Explicit form-focused instruction has significantly contributed to second language learners’ explicit knowledge. However, the effect of explicit form-focus instruction (FFI) on second language learners’ implicit knowledge of grammatical forms has been argued by scholars. This study examined the effectiveness of explicit FFI on implicit knowledge of ESL learners.
Methodology: This quasi-experimental research was conducted at a selected international school in the Klang Valley, Malaysia. The collected data were analysed through the application of ANCOVA and Scheffe’s test.
Findings: The findings showed that when explicit FFI was implemented in the form of metalinguistic information and metalinguistic explanation of the target form, the implicit knowledge of students would not increase. This suggested that the role of explicit FFI as the most effective and reliable tool to enhance implicit knowledge of learners should be doubted.
Contributions: The theoretical implication of this study indicates that explicit FFI does not contribute to development of the second language implicit knowledge. Pedagogically, this study’s findings could be beneficial either for teachers looking for an effective method of teaching or for researchers to utilise it in their studies.
Keywords: Form-focused instruction (FFI), explicit FFI, implicit knowledge, explicit knowledge
Cite as: Hojjat, M., & Hasim, Z. (2022). The effect of explicit form-focused instruction on the implicit knowledge of Malaysian English as second language learners. Journal of Nusantara Studies, 7(2), 61-80. http://dx.doi.org/10.24200/jonus.vol7iss2pp61-80
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Ellis, N. (2007). The weak-interface, consciousness, and form-focussed instruction: Mind the doors. Oxford University Press.
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Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24(2), 223-236.
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Ellis, R., Loewen, S., Elder, C., Erlam, R., Philip, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters.
Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140.
Hulstijn, J. H. (1990). A comparison between the information-processing and the analysis/control approaches to language learning. Applied Linguistics, 11(1), 30-45.
Kang, E. Y., Sok, S., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428-453.
Kamiya, N. (2015). The effectiveness of intensive and extensive recasts on L2 acquisition for implicit and explicit knowledge. Linguistics and Education, 29(1), 59-72.
Krashen, S. D. (2003). Explorations in language acquisition and use: The Taipei lectures. Heinemann.
Nemati, M., Hu, W., & Reed, M. (2018). Are free trade agreements good for the environment? A panel data analysis. Review of Development Economics, 23(1), 435-453.
Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of pragmatics, 44(4), 416-434.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language Learning, 50(3), 417-528.
Nassaji, H. (2016). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 49(1), 35-62.
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Saslow, J., & Ascher, A. (2006). Summit 1. Pearson Education.
Schenck, A. D. (2018). An investigation of the relationship between grammar type and efficacy of form-focused instruction. Online Submission, The New Studies of English Language & Literature, 69(1), 223-248.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3),
286-306.
Sok, S., Kang, E. Y., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A methodological synthesis. Language Teaching Research, 23(4), 403-427.
Suzuki, Y., & DeKeyser, R. (2017). The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes. Language Learning, 67(4), 747–790.
Spada, N. (2011). Beyond form-focused instruction: Reflection on past, present and future research. Language Teaching, 44(2), 225-236.
Schmidt, R. (2012). Attention, awareness, and individual differences in language learning. Perspectives on Individual Characteristics and Foreign Language Education, 6(1), 27-50
Tammenga-Helmantel, M., Arends, E., & Canrinus, E. T. (2014). The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms. System, 45(1), 198-210.
Tedick, D. J., & Young, A. I. (2016). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 37(6), 784-807.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
VanPatten, B. (2016). Why explicit knowledge cannot become implicit knowledge. Foreign Language Annals, 49(4), 650-657.
Wang, X. (2017). Effectiveness of corrective feedback on L2 writing: Quantitative and qualitative perspectives in an EFL context. (Unpublished doctoral dissertation). Northern Arizona University.
Xu, H., & Lyster, R. (2014). Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness, 23(1-2), 107-122.
Alzahrani, H. F. (2016). Teachers' stated beliefs on coded unfocused corrective feedback in EFL writing at a Saudi university. TESOL International Journal, 11(1), 52-64.
Andringa, S., Glopper, K., & Hacquebord, H. (2011). Effect of explicit and implicit instruction on free written response task performance. Language Learning, 61(3), 868-903.
Alderson, J. C., Clapham, C., & Steel, D. (1997). Metalinguistic knowledge, language aptitude and language proficiency. Language Teaching Research, 1(2), 93-121.
Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute? Studies in Second Language Acquisition, 33(2), 247-271.
Bialystok, E. (1991). Language processing in bilingual children. Cambridge University Press.
Ebadi, M. R. (2015). The effects of recasts and metalinguistic corrective feedback on grammar acquisition of postgraduate ESL learners. (Unpublished doctoral dissertation). University of Malaya, Malaysia.
Ellis, N. (2015). Implicit and explicit language learning: Their dynamic interface and complexity. In P. Rebuschat (Ed.), Implicit and explicit learning of languages (pp. 3-23). John Benjamins.
Ellis, N. (2007). The weak-interface, consciousness, and form-focussed instruction: Mind the doors. Oxford University Press.
Ellis, R. (2001). Introduction: Investigating form-focused instruction. Language Learning, 51(1), 1-46.
Ellis, R. (2002). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition, 24(2), 223-236.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141-172.
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press.
Ellis, R., & Loewen, S. (2007). Confirming the operational definitions of explicit and implicit knowledge in Ellis (2005): Responding to Isemonger. Studies in Second Language Acquisition, 29(1), 119-126.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28(2), 339-368.
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philip, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters.
Hulstijn, J. H. (2005). Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction. Studies in Second Language Acquisition, 27(2), 129-140.
Hulstijn, J. H. (1990). A comparison between the information-processing and the analysis/control approaches to language learning. Applied Linguistics, 11(1), 30-45.
Kang, E. Y., Sok, S., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A meta-analysis. Language Teaching Research, 23(4), 428-453.
Kamiya, N. (2015). The effectiveness of intensive and extensive recasts on L2 acquisition for implicit and explicit knowledge. Linguistics and Education, 29(1), 59-72.
Krashen, S. D. (2003). Explorations in language acquisition and use: The Taipei lectures. Heinemann.
Nemati, M., Hu, W., & Reed, M. (2018). Are free trade agreements good for the environment? A panel data analysis. Review of Development Economics, 23(1), 435-453.
Nguyen, T. T. M., Pham, T. H., & Pham, M. T. (2012). The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of pragmatics, 44(4), 416-434.
Norris, J. M., & Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative meta‐analysis. Language Learning, 50(3), 417-528.
Nassaji, H. (2016). Research timeline: Form-focused instruction and second language acquisition. Language Teaching, 49(1), 35-62.
Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge.
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Allen & Unwin.
Ranta, L., & Lyster, R. (2018). The Routledge handbook of language awareness. Routledge.
Saslow, J., & Ascher, A. (2006). Summit 1. Pearson Education.
Schenck, A. D. (2018). An investigation of the relationship between grammar type and efficacy of form-focused instruction. Online Submission, The New Studies of English Language & Literature, 69(1), 223-248.
Shintani, N., & Ellis, R. (2013). The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article. Journal of Second Language Writing, 22(3),
286-306.
Sok, S., Kang, E. Y., & Han, Z. (2019). Thirty-five years of ISLA on form-focused instruction: A methodological synthesis. Language Teaching Research, 23(4), 403-427.
Suzuki, Y., & DeKeyser, R. (2017). The interface of explicit and implicit knowledge in a second language: Insights from individual differences in cognitive aptitudes. Language Learning, 67(4), 747–790.
Spada, N. (2011). Beyond form-focused instruction: Reflection on past, present and future research. Language Teaching, 44(2), 225-236.
Schmidt, R. (2012). Attention, awareness, and individual differences in language learning. Perspectives on Individual Characteristics and Foreign Language Education, 6(1), 27-50
Tammenga-Helmantel, M., Arends, E., & Canrinus, E. T. (2014). The effectiveness of deductive, inductive, implicit and incidental grammatical instruction in second language classrooms. System, 45(1), 198-210.
Tedick, D. J., & Young, A. I. (2016). Fifth grade two-way immersion students’ responses to form-focused instruction. Applied Linguistics, 37(6), 784-807.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
VanPatten, B. (2016). Why explicit knowledge cannot become implicit knowledge. Foreign Language Annals, 49(4), 650-657.
Wang, X. (2017). Effectiveness of corrective feedback on L2 writing: Quantitative and qualitative perspectives in an EFL context. (Unpublished doctoral dissertation). Northern Arizona University.
Xu, H., & Lyster, R. (2014). Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness, 23(1-2), 107-122.
Published
2022-06-30
How to Cite
Hojjat, M., & Hasim, Z. (2022). THE EFFECT OF EXPLICIT FORM-FOCUSED INSTRUCTION ON THE IMPLICIT KNOWLEDGE OF MALAYSIAN ENGLISH AS SECOND LANGUAGE LEARNERS. Journal of Nusantara Studies (JONUS), 7(2), 61-80. https://doi.org/10.24200/jonus.vol7iss2pp61-80
Section
Articles
