The Impact of Pre-Task Explicit Grammar Instruction on the Explicit and Implicit Knowledge of Past Continuous

Lying within the dynamic landscape of language learning, task-based instruction has emerged as a prominent pedagogical approach. We examined the intersection of Task-based instruction and language learning in general and the pre-task explicit grammar instruction impact on the development of both explicit and implicit knowledge. Embedded within the task-based instruction framework, a pretest-posttest control group design was adopted to gather data. The participants consisted of two intact classes each with ۱۸ pre-intermediate learners randomly assigned to experimental and control groups. The treatment comprised two ۷۵-minute sessions, where the experimental group received pre-task explicit grammar instruction, whereas the control group received traditional teacher-fronted instructions more about the mechanical practice of isolated grammatical rules without embedding them in a communicative context. The findings indicated a significant impact of pre-task explicit grammar instruction on both explicit and implicit knowledge, with various substantial effects. This suggests that integrating focused grammar instruction before communicative tasks contributes to language learning. Implications of the study emphasize the potential benefits of incorporating pre-task explicit instruction in language teaching practices. Despite the limitations of the current investigation, including a relatively small sample size and a focus on a single linguistic feature, the results contribute valuable insights to optimizing task-based approaches for enhanced language learning outcomes.

کلیدواژه ها:

explicit knowledge ، Implicit knowledge ، Pre-task grammar instruction ، Task-based instruction