出版物 ｜Sophia Linguistica
Remi Kobayashi
This exploratory study examined the effects of two different timings of Explicit Focus
on Form (EFonF) instruction on implicit knowledge and explicit knowledge in foreign
language acquisition in the context of the Japanese language. In the earlier EFonF, explicit
grammar instruction was delivered toward the beginning of the class period, while in
the later EFonF, explicit grammar instruction was delivered in the middle. In addition,
since the effects of instructional timings may differ according to whether learners have
some productive knowledge of target language features, the treatments manipulated
prior exposure to language items as a variable. Five learners of the Japanese language
in their early 20’s participated in the study. They received four separate language
classes each covering a different Japanese language item over a period of two weeks.
For each treatment, pre-test, immediate post-test, and one week delayed post-test were
administered. The results showed no difference in the effects between prior exposure
items and non-prior exposure items. In the immediate post-tests, the students improved
their implicit and explicit knowledge in both timings, which were measured by oral
spontaneous task, oral imitation task and written grammaticality judgment task. In one
week delayed post-tests however, students held their implicit knowledge slightly better
when they received a later timing of EFonF. Limitations and suggestions for further
research are discussed.
