although explicit and implicit knowledge of language learners are essential to theoretical and pedagogical debates in second language acquisition (sla), little research has addressed the effects of instructional interventions on the two knowledge types (r. ellis, 2005).this study examined the relative effectiveness of explicit and implicit types of form-focused instruction (ffi) on the acquisit...

since the emergence of the process-oriented approach to second language writing instruction two main questions have been what and how error feedback should be given to the students. the question of whether teachers should provide feedback on grammar in the writing assignments of english as a foreign language students, and if so how, has been a matter of considerable debate in the field of secon...

We focus on a class of models used for representing the dynamics between a discrete set of probabilistic events in a continuous-time setting. The proposed framework offers tractable learning and inference procedures and provides compact state representations for processes which exhibit variable delays between events. The approach is applied to a heart sound labeling task that exhibits long-rang...

Artifact flow represents an important aspect of teaching/learning processes, especially in CSCL situations in which complex relationships may be found. However, explicit modeling of CSCL processes with artifact flow may increase the cognitive load and associated effort of the teachers-designers and therefore decrease the efficiency of the design process. The empirical study, reported in this pa...

Research on the effect of implicit and explicit instruction on developing learners’ explicit knowledge by the use of measures of explicit knowledge abounds in the literature. However, measuring learners’ implicit knowledge employing fine-grained measures has rarely been the concern of researchers in the field. Therefore, the present study is an attempt to scrutinize the effectiveness of implici...

Introduction Conclusions References