The Effect of Explicit and Implicit Instruction on Monolingual Bilingual EFL learners and Acquisition of L2 Grammar

Abstract

Under which conditions, implicit or explicit, the EFL learners are exposed to L2 inputs may strongly influence the learning processes. Tasks that are accompanied with instructions are one of the most influential tools for ELT teachers for manipulating learning conditions. Therefore, this study attempted to investigate the role of implicit and explicit instructions on acquisition of two grammatical structures (negative and placement adverb) and also the effect of monolingualism and bilingualism on learning grammar. 38 high intermediate learners, 10 monolingual and 28 bilingual, participated in present study. A general English proficiency test, pre-test, post-test and delayed post-test were administered. Then the scores on the pre-test and post-tests were compared to determine the possible effects. The data were analyzed by applying Statistical Package for Social Sciences. The findings revealed that: 1) there wasn’t a significant difference between explicit and implicit instructions and input on acquisition the grammatical rules and 2) for more complex structure, implicit instruction was recommended and 3) monolingual and bilingual learners did not differ in learning the grammar. Hence, the findings implies that in order to have an efficient L2 classrooms, ELT teachers should pay more attention on the interactions between these two types of instructions and the complexity of the L2 structures.