• Title/Summary/Keyword: Implicit instruction

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The effects of explicit and implicit pragmatic instruction in Korean request strategies for Chinese learners (명시적 교수와 암시적 교수가 요청 화행 전략 표현 학습에 미치는 효과 비교 연구 - 중국인 한국어 학습자를 대상으로 -)

  • Lee, YeonKyung
    • Journal of Korean language education
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    • v.25 no.1
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    • pp.115-144
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    • 2014
  • The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects' knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners' request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules by themselves through tasks.

Comparison of Components of Self-directed Learning Discribed in the Students' Evaluation of Explicit Instruction and Implicit Instruction Regarding Self-directed Learning (자기주도학습의 명시적 수업과 암묵적 수업에 대한 과학영재중학생의 평가에서 관찰되는 자기주도학습 요소 비교)

  • Choe, Seung-Urn;Kim, Eun-Sook
    • Journal of Gifted/Talented Education
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    • v.23 no.6
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    • pp.1077-1098
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    • 2013
  • Science gifted students enrolled in a program, where classes had either explicit or implicit instruction about self-directed learning, were asked to write what was satisfying after each class. This process was part of the evaluation of the program. Students' descriptions related to self-directed learning are compared in these two classes, one with explicit instruction and the other with implicit instruction. First, most of the components related to self-directed learning, which were reported in the previous research articles, were mentioned in students evaluation. If there was any specific description regarding what was satisfying, there were components of self-directed learning. Students descriptions were consistent with list of self-directed learning components, which was constructed based on the previous research. Therefore it may be concluded that students recognized most of the reported self-directed learning components and satisfied with them. Second, There were differences in the evaluation of two types of classes. The evaluation of class with explicit instruction contained more self-directed learning components more frequently. For example, students worked in small groups in both classes. However more students mentioned small groups in classes with explicit instruction. As a result the explicit instruction appears to be more effective for students to recognize the self-directed learning components. However some of the components mentioned in classes with implicit instruction were not mentioned in the classes with explicit instruction. Therefore classes with explicit and implicit instructions are complimentary with each other and both instructions are necessary.

The Effects of Instruction and Stimulus Presentation Time in Attention Bias Modification Training on Social Anxiety Symptom Group (주의편향수정 훈련에서 지시문과 자극제시 시간의 효과: 사회불안증상 집단을 대상으로)

  • Kim, Seul-A;Hong, Chang-Hee
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.21 no.11
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    • pp.641-649
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    • 2020
  • This study was conducted to examine the effects of instruction (explicit, implicit) and stimulus presentation time (300 ms, 500 ms) in ABM training. According to the Social Avoidance and Distress Scale (SADS) and the attention bias score (ABS), 60 undergraduate students were selected. All participants' SADS scores were above 82 and their ABS score was greater than 0. The training group was explicit-300 ms training group (n=10), explicit-500 ms training group (n=10), implicit-300 ms training group (n=10) and implicit-500 ms training group (n=10). In the implicit instruction group, only information about procedure was included. In the explicit instruction group, additional information about training manipulation (the probe always presented at the location of the preceding neutral stimuli) was provided. The control group were placebo-300 ms control group(n=10) and placebo-500 ms control group(n=10). After 8 sessions of training, the effect was only found in instruction conditions. The explicit training group showed significantly decreased SADS after training. ABS changed significantly in all three conditions but the treatment effect was most effective in the explicit instruction condition. No significant effect was found in the stimulus presentation time. These results suggest that explicit instruction might promote the effect of ABM training compared to implicit instruction.

The effects of implicit and explicit situation awareness instruction on decision making and ERP (명시적$\cdot$암시적 상황인식이 의사결정과 ERP에 미치는 영향)

  • Chung sang-taek;Kim jin-gu
    • Korean Journal of Cognitive Science
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    • v.16 no.2
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    • pp.141-154
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    • 2005
  • The purpose of this study was to investigate the effects of implicit and explicit situation awareness instruction on decision making and event related brain potentials. Psychophysiological data obtained from 36 intermediated level tennis players whose National Tennis Rating Program(NTTP) belong 2 to 2.5 were compared. Participants were randomly assigned to one of three experimental groups: (1) implicit situation awareness, (2) explicit situation awareness, and (3) control group. A total of 90 clips were presented via a beam project screen, and participants pressed one of three jelly bean buttons to indicate the direction of ball hit. Dependent measures were the latencies and amplitudes of P300 on Pz, Cz, and Fz. The results of this study indicated that participants in the implicit situation awareness produced tenser P300, than participants in the explicit situation awareness group. The findings also indicated that single defense showed longer P300 latencies than single attack as well as double defense. The P300-amplitude of treatment groups were longer than control group. The Cz area showed shorer P300 latencies than Pz and Fz areas. In addition, single defense situation demonstrated longer P300 latencies than single attack and double defence situations. Based on this study, it is believed that implicit and explicit situation awareness instruction influence decision making in different ways.

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Implicit Motor Sequence Learning During Serial Reaction Time Tasks Induced by Visual Feedback in Patients With Stroke (편측 뇌손상 환자에서 시각적 정보에 의한 운동 순서의 내잠 학습에 대한 분석)

  • Lee, Mi-Young;Park, Rae-Joon;Kwon, Yong-Hyun;Park, Ji-Won;Jang, Sung-Ho
    • Physical Therapy Korea
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    • v.13 no.3
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    • pp.24-32
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    • 2006
  • Theoretical framework of motor learning is used to enhance perceptual motor skill in physical therapy intervention, which can be subdivided into two main types-explicit and implicit. The purpose of this study was to examine whether stroke patients with unilateral brain damage learn implicitly a motor skill using the arm ipsilateral to the damaged hemisphere. Speculation then followed as to the formation of therapeutic plans and instructions provided to patients with stroke. 20 patients with stroke and 20 normal participants were recruited. All the subjects practiced serial reaction time tasks for 30 minutes a day and retention tests on the following day. The tasks and tests involved pressing the corresponding buttons to 4 colored circles presented on a computer screen as quickly and accurately as possible. Patients with stroke responded more slowly than controls. However, both groups showed decreased reaction time in the experimental and retention periods. Also, there was no significant difference between both groups regarding explicit knowledge of consecutive order. Therefore, patients with stoke had the ability to learn implicitly a perceptual motor skill. Prescriptive instruction using implicit and explicit feedback may be beneficial for motor skill learning in physical therapy intervention for patients with brain damage.

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The Effects of Focus-on-Form Instruction on L2 Learners' Grammatical Achievement: Focusing on the Deductive and Inductive FFI (형태 초점 교수법이 제2 언어학습자의 문법 성취도에 미치는 영향: 연역적 방법과 귀납적 방법을 중심으로)

  • Hwang, Hee-Jeong
    • Journal of Digital Convergence
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    • v.19 no.9
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    • pp.307-316
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    • 2021
  • This study aims to explore the effects of deductive FFI and inductive FFI in L2 learners' grammatical achievement and their reaction to the grammar instruction. 84 students were placed into three groups: 29 given deductive FFI(DG), 28 receiving inductive FFI(IG), and 27 with traditional instruction(CG). All students completed pre/post tests and questionnaires, and took a delayed post test 9 weeks after the treatment. For statistical anlayses of all the quantitative data, a one-way ANOVA, paired samples T-test, and repeated measures ANOVA were performed. The results indicated that both deductive and inductive FFI affected learners' grammatical achievement and their achievement was sustained over time. Deductive FFI was more effective than inductive FFI, whereas the IG students more positively changed their attitudes and perceptions to the grammar instruction. These findings of the study imply that FFI should be valued in an Korean EFL classroom, which would contribute to further longitudinal research for its sustainability.

Exploring the Influence of an Explicit and Reflective Modeling Instruction on Elementary Students' Metamodeling Knowledge (명시적-반성적 접근을 활용한 모델링 수업이 초등학생들의 메타모델링 지식에 미치는 영향 탐색)

  • Lim, Sung-Eun;Choe, Seung-Urn;Park, Changmi;Kim, Chan-Jong
    • Journal of The Korean Association For Science Education
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    • v.40 no.2
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    • pp.127-140
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    • 2020
  • This study investigated the influence of an explicit and reflective modeling instruction on the metamodeling knowledge of fourth-graders. Two fourth-grade classes in an elementary school in Seoul were selected and each class was assigned to an experimental group and a control group, respectively. The experimental group was engaged in explicit and reflective modeling instruction, whereas the control group was engaged in implicit modeling instruction. The two groups were surveyed before and after instruction on the basis of five metamodeling knowledge categories: definition, purpose, design/construction, changeability, and multiplicity. The experimental group showed positive changes in model's meaning, examples, purpose, changeability as well as multiplicity. In contrast, fewer students in the control group understood the meaning of the model and modeling. They also showed limited changes in their understandings with regards to the modeling instruction, and could not expand their understanding of the nature of model and modeling. The findings indicate that an explicit and reflective modeling instruction has positive influence on elementary students' metamodeling knowledge.

Vocabulary Acquisition of Korean Learners for Academic Purposes -Focusing on the Effects of Instruction Introductory Methods of Context Inference and Activation of Background Knowledge (학문목적 한국어 학습자의 어휘 습득 연구 -문맥 추론과 배경지식 활성화를 통한 수업 도입을 중심으로-)

  • Lee, MinWoo
    • Journal of Korean language education
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    • v.29 no.4
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    • pp.93-112
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    • 2018
  • The purpose of this study is to deal with vocabulary in KFL. As a result of this study, learners learned vocabulary on average 43 points through contextual inference and introduction of the class to activate background knowledge. In particular, the implicit method showed the highest learning rate of 52 points, and the thematic method had a 41 point-learning rate. In contrast, the semantic method was the lowest with a 25 point-learning rate. There was no significant difference in the improvement rate of upper vocabulary learners, but in the case of the lower learner, there was significant difference in the improvement rate. The difference was not significant in the post-test relative gain rate of upper learners, but there was significant in lower learners. In the delayed test relative gain rate, the difference was significant in all groups. There was correlation between vocabulary difficulty and score, but there was no correlation with the thematic method. And there was no correlation between vocabulary difficulty, improvement rate and relative gain rate in all three classes. However, content understanding, lexical grade, improvement rate, and relative gain rate showed a significant correlation.

Korean EFL learners' perception and the effects of structured input processing (구조화된 입력처리 문법지도에 대한 학습자의 인식과 효과)

  • Hwang, Seon-Yoo
    • English Language & Literature Teaching
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    • v.12 no.3
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    • pp.267-286
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    • 2006
  • The purpose of the study was to investigate what kinds of learning strategies EFL learners use to learn English grammar and what is benefit from structured grammar input processing. Students of the study consisted of 48 college students who took Practical English Grammar at a university in Kyung-Gi area and were divided into two groups based on grammar scores. The students were asked to take two grammar tasks and grammar tests and complete a survey including questions on grammar strategy and input processing. The results of the study are as follows. First, learners' grammar level has an effect on use of grammar attack strategy including asking teachers, using grammar books and given contexts whereas there was no significant difference between groups in the planning strategies, Among memory strategies, using grammar exercise and linking with already known structure demonstrated a significant difference between groups. Second, with regard to input processing, high level students got higher score on how much they understood the structured grammar input compared with low level students. Third, explicit implicit instruction added to input processing seems more comprehensible and more available than structured input only, Finally, it showed that there is positive relationship between perception and score of input processing tasks and grammar tests. Especially, learners' perception of input processing correlated more with final tests and tasks. Therefore, it suggests that the more input processing task need to develop and utilize in order to facilitate learners' intake.

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A Study on Didactical Contracts as Hidden Rules in Managing Mathematics Class (수학과 수업 운영의 숨겨진 규칙으로서의 교수학적 계약에 관한 연구)

  • Park Kyo-Sik
    • Journal of Educational Research in Mathematics
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    • v.16 no.1
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    • pp.43-58
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    • 2006
  • An objective of this paper is to discuss the didactical contracts which have been conceptualized by Brousseau. He modelled mathematics instruction as a game. In such game, didactical contracts existed as its own hidden rules which teacher and student should obey Brousseau introduced it to reveal certain hidden rules which regulates mathematics instruction. Those rules are implicit and reciprocal. In particular, it is not revealed until students break. He defined didactical contracts as teacher's behaviour and corresponding students 'behaviour in order to define it operationally. He he did not define it in psychological and epistemological dimension. But it is necessary to discuss teacher's belief system and epistemology, since teacher's behaviour in instruction is affected by them. He also did not discuss fully teacher's breaking of didactical contracts.

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