Effecten van Expliciete en Impliciete Instructiewijzen op Taalleren: Een Experiment bij 11/12-jarige NT1- en NT2-leerders

In this investigation, we wanted to find out what the short-term and long-term effects are of explicit and implicit instruction on language learning with 11/12-year-old LI and L2 learners, characteristics, and whether those effects are different for lexical and syntactic language items. The main conclusions we can draw from this investigation are the following:11/12-year-old language learners appear to be capable of adequately acquiring explicit information about language in their language acquisition process. But there is the added condition that this explicit instruction should be imbedded in a communicative context. Also after one year, explicit instruction in a communicative context stul scores the best results, but the effect of explicit instruction only is significantly reduced in the long term.When we construct a combination of explicit and implicit instruction, it appears that explicit instruction foHowed by implicit instruction leads to better results than the reverse order; however, the combined input does not produce significantly better results than the teaching conditions with only explicit or only implicit instruction. The teaching effect for first language learners is generally a lot better than that for second language learners. Only for implicit instruction do first language learners proportionally score lower.Explicit instruction appears to be especially effective for introducing lexical languageitems. For syntactic language items, the results are much less outspoken.