The Effect of Explicit Versus Implicit Instruction: Focusing on PAICWP

다국어 초록 (Multilingual Abstract)

This study compared two different teaching modes (explicit instruction and implicitinstruction) and investigated the way of teaching English pronunciation for limitedEnglish proficiency (LEP) students in a middle school. The present study used Focuson Form (FonF) techniques and they were divided into two categories according to the obtrusiveness: explicit instruction vs. implicit instruction. FonF was mainly used ingrammar teaching, but it is not limited to grammar teaching and can also be used inpronunciation teaching (listening and speaking) and reading. The effectiveness ofexplicit instruction vs. implicit instruction using phonological awareness instructioncombined with phonetics (PAICWP) was compared in three language skills: listening,speaking, and reading. Forty three middle school students were divided into threegroups: control group (CG) without PAICWP, implicit instruction group (IIG) withPAICWP, and explicit instruction group (EIG) with PAICWP. To find the effectivenessof new pronunciation teaching called PAICWP, ANOVA tests were employed. Thefindings of this research showed that EIG using PAICWP was the most effectiveamong the three groups because of students level of English language proficiency. IIG with PAICWP was more effective than CG without PAICWP when we teach English in the EFL context.

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