Differential Effects of Explicit, Implicit, and Incidental Teaching on Learning Grammatical Cohesive Devices

  • Bagheri Z
  • Mahmoudi A
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Abstract

The present study investigated the effects of explicit, implicit, and incidental teaching of Grammatical Cohesive Devices (GCDs) on students' application of these devices. Sixty Iranian intermediate EFL learners were selected and randomly assigned to three groups of 20. Each group received 15 hours of instruction during 10 sessions and was exposed to a different kind of instruction. The explicit group was exposed to conscious learning. In the implicit group the learners were exposed to grammatical cohesive devices through different instances and uses, and in the incidental group the learners underwent teaching GCDs without any conscious attention to these devices or their functions. Materials used for the research purposes were only reading passages although the learners were engaged in other activities too during the experiment. At the final stage of the treatment, all participants were given the same cloze test that was used in the pretests and were asked to complete the test by using appropriate GCDs. The findings indicated that the participants with explicit instruction performed better as compared with participants who received implicit and incidental instruction. However there was not a statistically significant difference between the implicit and incidental groups' performance.

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Bagheri, Z., & Mahmoudi, A. (2015). Differential Effects of Explicit, Implicit, and Incidental Teaching on Learning Grammatical Cohesive Devices. Theory and Practice in Language Studies, 5(11), 2348. https://doi.org/10.17507/tpls.0511.20

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