جستجوی مقالات مرتبط با کلیدواژه « دانش ضمنی » در نشریات گروه « ادبیات و زبان ها »

The present study investigated the possible effects of proactive form-focused instruction on Iranian EFL learners’ explicit and implicit grammar knowledge improvement in a flipped and a traditional class and also examined the effect of flipped class on explicit and implicit knowledge retention. Two classes were randomly assigned to an experimental (n = 31) and a control (n = 28) group.  The former received proactive form-focused instruction through metalinguistic explanation in a flipped class, whereas the latter attended a traditional grammar class. Two implicit and two explicit knowledge tests were used to evaluate the learners’ explicit and implicit grammar knowledge development and retention. A set of pretests and two sets of posttests were administered immediately and four weeks after the last treatment session. Two mixed 3x2 multifactorial ANOVAs and post hoc tests were run to spot the differences in the measures between and within the groups. The results showed that both classes improved significantly in terms of learners’ implicit and explicit grammar knowledge. Furthermore, the experimental group showed a higher rate of knowledge retention. The findings can help and ensure language program designers, educational policymakers, and language teachers to capitalize on flipped courses to teach grammar effectively and help language learners retain both explicit and implicit grammar knowledge longer.

Although a great deal of research has been conducted on various aspects of implicit and explicit knowledge, very few research have examined how written corrective feedback (WCF) works on implicit and explicit grammatical knowledge. Inspired by this gap, the aim of the present study was to investigate whether the direct and indirect unfocused kinds of WCF can lead to an increase in the learning gains in terms of implicit and explicit grammatical knowledge. To that end, 90 participants selected from a statistical pool of 380 EFL learners in seven private English language institutes were assigned into two treatment groups and one control group via random matching technique to receive the intended treatment. Using MANCOVA and one-way ANCOVA statistical techniques, data related to two treatment groups and one control group were collected. The results showed that both types of direct and indirect unfocused WCF could increase the students’ implicit and explicit grammatical knowledge. The results also suggested that although both written feedbacks improved the learners' performance almost equally, the direct type of WCF was slightly more effective. The study concludes with implications for teachers regarding their use of appropriate types of written error correction.