This study addresses the effects of the timing of explicit instruction within the three phases of a task cycle (pretask, task, posttask) while considering learner’s previous knowledge. Eight intact groups (N = 165) of French L2 university-level students (4 B1- and 4 B2-level groups) completed two tasks. Groups were formed according to previous knowledge. Three groups received explicit instruction on the French subjunctive during the pretask, task, or posttask phase of each task. The control groups completed the task without prior instruction. Participants completed an elicited imitation test and a grammaticality judgment test as pretests, immediate posttests, and delayed posttests. Results showed that explicit instruction embedded in a task facilitates the development of explicit and implicit knowledge and that the efficacy of instruction is not significantly influenced by the timing at which it is provided or by the learners’ level of previous knowledge.

本研究在考虑学习者以前的知识的同时，解决了任务周期的三个阶段（任务前、任务、任务后）内显式教学时间的影响。八个完整组（N= 165) 的法语 L2 大学水平学生（4 个 B1 和 4 个 B2 水平组）完成了两项任务。小组是根据先前的知识组成的。三组在每项任务的任务前、任务或任务后阶段接受了关于法语虚拟语气的明确指导。对照组在没有事先指示的情况下完成了任务。参与者完成了一个引发的模仿测试和一个语法判断测试作为前测、即时后测和延迟后测。结果表明，嵌入任务中的显性指导有助于显性和隐性知识的发展，并且指导的有效性不受提供时间或学习者先前知识水平的显着影响。