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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

Published online by Cambridge University Press:  15 March 2016

Natsuko Shintani
Natsuko Shintani*
Affiliation:
University of Auckland, New Zealand
*
*Correspondence concerning this article should be addressed to Natsuko Shintani, Faculty of Education, University of Auckland, Gate 3, 74 Epsom Avenue, Epsom, Auckland 1023, New Zealand. E-mail: n.shintani@auckland.ac.nz
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Abstract

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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Articles
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Studies in Second Language Acquisition , Volume 39 , Issue 1 , March 2017 , pp. 129 - 166
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Copyright © Cambridge University Press 2016 

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Footnotes

This study was funded by the School of Curriculum and Pedagogy PBRF Funding from the University of Auckland. I am grateful to Scott Aubrey and Mark Donnellan for their help with the data collection. I would also like to thank the anonymous reviewers and journal editors for their insightful comments on the early drafts of this article.

References

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