@Article{pakinsight,
AUTHOR = {},
TITLE = {The Relative Contributions of Explicit and Implicit Instruction in the Learning of EFL Apologies},
JOURNAL = {Humanities and Social Sciences Letters},
VOLUME = {9},
YEAR = {2021},
NUMBER = {2},
PAGES = {122-151},
URL = {http://www.pakinsight.com/archive/73/06-2021/2},
ISSN = {2312-4318},
ABSTRACT = {This study aims to compare the influence of explicit versus implicit teaching on the learning of apology realization strategies in a foreign language context. To this end, 86 Arab elementary learners of English were divided into three groups: (1) a group that was introduced to the target realization strategies explicitly, (2) a group that was introduced to the target strategies implicitly, and (3) a comparison group that did not receive any instruction on the target strategies. Using a pre-/posttest design, the three groups completed a discourse completion task as a pretest, immediate posttest and delayed test. The apology-specific strategies the students produced in these tests were compared using mixed ANOVA and Bonferroni pairwise comparisons. The results revealed a positive influence for both the explicit and implicit teaching approaches with relatively more gains for explicit teaching. The effectiveness of the two approaches varied based on a number of factors including the time of test (i.e., immediate or delayed posttest), the learners’ prior knowledge, and the cultural acceptability of the apology-specific strategy. The results are interpreted in light of the existing literature and relevant theoretical hypotheses. },
DOI = {10.18488/journal.73.2021.92.122.151}
}