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dc.contributor.author Hauser, E. K. en_US
dc.date.accessioned 2009-06-24T00:39:09Z en_US
dc.date.available 2009-06-24T00:39:09Z en_US
dc.date.issued 1999 en_US
dc.identifier.citation Hauser, E. K. (1999). Explicit and incidental instruction and learner awareness (NFLRC NetWork #12) [PDF document]. Honolulu: University of Hawai‘i, Second Language Teaching & Curriculum Center. en_US
dc.identifier.uri http://hdl.handle.net/10125/8949 en_US
dc.description NW12 en_US
dc.description.abstract Explicit instruction can facilitate learner awareness of the surface features of a language, but does not guarantee it. Similarly, learners in an incidental learning condition are not necessarily unaware. This study investigated the development of awareness, among Japanese ESL learners, of rules of thumb for the use of zero and definite articles with place names under an explicit instruction condition, in which learners were given the rules plus examples, and an incidental instruction condition, in which learners responded to sentences containing examples. All instruction was computerized. Instruction was given in English and was followed by a twenty-question debriefing interview conducted in the learners' L1 in order to assess their awareness. The findings show that awareness could develop under either condition, but that the explicit condition was much more facilitative. The study also found a very strong relationship between awareness and improved learner performance. en_US
dc.publisher Second Language Teaching & Curriculum Center, University of Hawaii at Manoa en_US
dc.subject Japanese en_US
dc.subject ESL en_US
dc.subject definite articles en_US
dc.subject language instruction en_US
dc.subject language teaching en_US
dc.subject foreign language en_US
dc.title Explicit and incidental instruction and learner awareness en_US
dc.type Paper en_US
dc.type.dcmi Text en_US

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