Abstract

The present study explored the effect of task repetition with and without explicit instruction on EFL learners’ (n = 26) explicit and implicit English regular past tense structure development. One group (REP) repeated the same task (n = 12) while another group (EI + REP) received explicit instruction between performances of the same task (n = 14). The explicit and implicit knowledge was measured before the study began, after the main, repeated and procedural task performances, and after a two-week delay by means of an untimed grammaticality judgment test and an elicited oral imitation test respectively. The results indicated the role of explicit intervention in the EI + REP group’s both immediate and delayed explicit knowledge development, while the sole task repetition in the REP group developed a temporary attention to the target structure. Furthermore, the EI + REP condition led to implicit knowledge as elicited by an oral imitation test, but with a delay. Findings are discussed in light of the concepts of attention and processing capacity in second language acquisition.

摘要

本研究探讨了在有和没有显式指导的情况下任务重复对英语学习者（n  = 26）的显性和隐性英语常规过去时结构发展的影响。一组（REP）重复同一任务（n  = 12），而另一组（EI + REP）在同一任务的执行之间收到明确的指令（n = 14）。在研究开始之前，主要任务，重复任务和程序任务执行之后以及延迟两周后分别通过不定时的语法判断测验和诱发的口头模仿测验来测量显性知识和隐性知识。结果表明，明确干预在EI + REP组的即刻和延迟显性知识开发中的作用，而REP组中的唯一任务重复则引起了对目标结构的暂时关注。此外，EI + REP的条件导致了口头模仿测试所激发的内隐知识，但存在延迟。根据第二语言习得中注意和处理能力的概念讨论了发现。