Relevant bibliographies by topics / Explicit instructions / Journal articles

To see the other types of publications on this topic, follow the link: Explicit instructions.

Journal articles on the topic 'Explicit instructions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Explicit instructions.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

Handayani, Trifita. "THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE." ENGLISH JOURNAL OF INDRAGIRI 4, no. 1 (2020): 195–210. http://dx.doi.org/10.32520/eji.v4i1.864.

Full text

Abstract:

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.

APA, Harvard, Vancouver, ISO, and other styles

Braun, Curt C., Stephanie A. Glusker, Ronda S. Holt, and N. Clayton Silver. "Adding Consequence Information to Product Instructions: Changes in Hazard Perceptions." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 39, no. 5 (1995): 346–49. http://dx.doi.org/10.1177/154193129503900511.

Full text

Abstract:

Product instructions represent one possible medium through which product hazard and safety information can be conveyed. Recent research has demonstrated that the likelihood of precautionary behavior increases when such behaviors are explicitly described within the product-use instructions. Although precautionary information has been provided within the instructions, some users are unable to translate this information into action. Moreover, the inclusion of explicit actions within product-use instructions has not been shown to influence perceptions of product related hazards. The present effort evaluated the utility of adding consequence information to product instructions. A sample of 193 participants evaluated the likelihood that they would be injured while using two different products displaying instructions that outlined only the actions to be performed, actions followed by consequences, consequences followed by actions, and actions with the product warning repeated within the instructions. The data revealed that instructions outlining the consequences before the actions yielded the highest likelihood of injury ratings. Measures of instruction complexity, however, revealed no significant differences between instruction sets. The data, in conjunction with previous findings, suggest that product-use instructions represent a viable means of conveying product hazards.

APA, Harvard, Vancouver, ISO, and other styles

Albinet, C., and K. Fezzani. "Instruction in Learning a Temporal Pattern on an Anticipation-Coincidence Task." Perceptual and Motor Skills 97, no. 1 (2003): 71–79. http://dx.doi.org/10.2466/pms.2003.97.1.71.

Full text

Abstract:

Using a computer-simulated anticipation-coincidence task, the main aim of the study was to examine the effect of the type of instruction on learning a temporal pattern. For this task, participants must learn to anticipate the appropriate time to launch a projectile to hit a moving target. The experiment involved three instructional conditions. In the Explicit-rule Discover Instruction Condition participants were informed that target speed could change from trial to trial and that change is controlled by a regular pattern. Their task was then to search, to identify, and to use such pattern to enhance their anticipation. In the Explicit-Informative Instruction Condition, participants were, however, allowed before practice to examine attentively the regular pattern. Participants were also explicitly urged to use the pattern they observed to ensure a better interception of the target. Finally, in the Implicit Instruction Condition, participants were only informed that their task was to hit, or at least, to place the projectile as near as possible to the target. No additional information was provided about the target's behaviour. Analysis indicated that learning the temporal pattern was more important in Implicit than in Explicit-rule Discover Instruction Condition. However, the Explicit-Informative Instruction Condition produced unambiguously the highest learning. Overall, the study highlights the role of information over guidance in the understanding of the effect of the instructions on learning. Finally, we discussed the implications of these results on the comprehension of the variability of the effects of the instruction on learning.

APA, Harvard, Vancouver, ISO, and other styles

Koceva, Vesna. "TYPES OF EXPLICIT AND IMPLICIT GRAMMAR INSTRUCTION." Knowledge International Journal 34, no. 6 (2019): 1645–50. http://dx.doi.org/10.35120/kij34061645k.

Full text

Abstract:

This paper briefly presents a theoretical research conducted by revising an extensive relevant literature on this problematics, by separating, in our opinion, the most important definitions connected with explicit and implicit grammar instruction. The introduction gives a brief explanation of the difference between the implicit and explicit knowledge and learning. The paper further establishes the main differences between the implicit and explicit instruction by citing the positions of Ellis, Housen and Pierrard. A distinction is made between the indirect assistance or intervention i.e. indirect instruction which, in essence, is implicit as well as some implicit instruction. The paper continues with a discussion of Batstone's stance, who believes that the explicit and implicit instructions can only be defined in relation with the teacher or the creator of the teaching material, while the implicit and explicit learning refer to the student and there is no necessary relation between the two pairs of terms. The paper briefly mentions the claims of Norris and Ortega, Doughty and Robinson. The discussion continues with explanation of the types of explicit and implicit instruction, defining the terms reactive, proactive, direct, indirect, deductive, inductive, intensive and extensive grammar instruction. In the end, the paper briefly summarises the main definitions regarding explicit and implicit grammar instruction.

APA, Harvard, Vancouver, ISO, and other styles

Pangestu, Adjie Putra, Jumatul Hidayah, and Eka Apriani. "The Impacts of Explicit and Implicit Instructions of English Connectors on EFL Students’ Reading Comprehension." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (2021): 23. http://dx.doi.org/10.29300/ling.v7i1.4305.

Full text

Abstract:

There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.

APA, Harvard, Vancouver, ISO, and other styles

Tse, Choi Yeung Andy, Andus Wong, Tara Whitehill, Estella Ma, and Rich Masters. "Examining the cognitive demands of analogy instructions compared to explicit instructions." International Journal of Speech-Language Pathology 18, no. 5 (2016): 465–72. http://dx.doi.org/10.3109/17549507.2015.1112834.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Sanders, Sara, Lauren Hart Rollins, Linda H. Mason, Ashley Shaw, and Kristine Jolivette. "Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development." Intervention in School and Clinic 56, no. 3 (2020): 131–40. http://dx.doi.org/10.1177/1053451220941414.

Full text

Abstract:

Self-regulated strategy development (SRSD) is an effective instructional approach used to teach academic strategies for skills such as writing and reading comprehension. Included in SRSD are direct strategy instruction and explicit procedures for teaching self-regulation skills, a method that has been effective at improving academic skills of students with disabilities, including those with emotional and behavioral disorders (EBD). However, due to pre-existing deficits in self-regulation skills, students with EBD may benefit from intensifying the four self-regulation skills already present in SRSD. This article provides practical examples for intensifying goal setting, self-monitoring, self-instructions, and self-reinforcement within the existing SRSD instructional approach.

APA, Harvard, Vancouver, ISO, and other styles

Vasconcelos, Luis A., Maria A. Neroni, and Nathan Crilly. "The effect of explicit instructions in idea generation studies." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 32, no. 3 (2018): 308–20. http://dx.doi.org/10.1017/s0890060417000658.

Full text

Abstract:

AbstractIn inspiration and fixation experiments, example designs are often provided along with the instructions for how participants should treat them. However, research has not reached a consensus about the influence of such instructions, leading to difficulties in understanding how the examples and the instructions each affect idea generation. We conducted an experiment in which 303 participants designed for the same design problem, while given different examples and instructions, which ranged from strongly encouraging copying the examples to strongly discouraging copying. Exposure to the examples affected the number and type of ideas generated, whereas exposure to the instructions did not. However, instructions did affect how participants incorporated features of the examples in their ideas. Encouraged groups incorporated many features of the examples, while also incorporating structural features more than conceptual ones. Surprisingly, the incorporation of features in discouraged groups was not different from that of groups given no instructions or even no stimulus. This indicates that concrete features may be easier to recognize and reproduce than abstract ones, and that encouraging instructions are more effective than discouraging ones, despite how strict or lenient those instructions are. The manipulation of different features also allowed us to observe how similar approaches to solving a design problem can compete for attention and how the calculation of feature repetition can be misleading depending on how common or obvious the features might be. These findings have implications for the interpretation of results from fixation studies, and for the development of design tools that present stimuli to assist idea generation.

APA, Harvard, Vancouver, ISO, and other styles

Bahtaji, Michael Allan A. "Improving students graphing skills and conceptual understanding using explicit Graphical Physics Instructions." Cypriot Journal of Educational Sciences 15, no. 4 (2020): 843–53. http://dx.doi.org/10.18844/cjes.v15i4.5063.

Full text

Abstract:

The study presented investigates the effects of supportive graphical interventions on the graphing skills and conceptual understanding of students in physics. In this study, the first group of participants was presented with ready-made graphs during the instruction, the second group was instructed on the proper construction and extraction of graphs, while the third group was instructed to construct graphs independently. The groups were compared with respect to their scores in the graphing skills and achievement tests before and after the instructions. The group that received supportive intervention in construction and extraction of graphs attained the highest number of high-level graphs constructed and obtained the highest increase in the achievement test scores after the instruction. The results revealed that the use of the supportive graphical intervention in the construction and extraction of graphs improved the graphing skills and conceptual understanding of students, especially for those who experienced difficulties in dealing graphs.  Keywords: Graphical interventions, construction of graph, interpretation of graph, graphing skills, conceptual understanding;

APA, Harvard, Vancouver, ISO, and other styles

Anwar, Isvanelly, and Rusdi Noor Rosa. "THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (2020): 28–37. http://dx.doi.org/10.30743/ll.v4i1.1825.

Full text

Abstract:

As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.

APA, Harvard, Vancouver, ISO, and other styles

Royden, C. S., J. M. Cahill, and D. M. Conti. "Explicit instructions affect judgments of heading with rotations." Journal of Vision 4, no. 8 (2004): 804. http://dx.doi.org/10.1167/4.8.804.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Rahman, Ayuni Madarina Abdul, and Radzuwan Ab Rashid. "Explicit and Implicit Grammar Instructions in Higher Learning Institutions." English Language Teaching 10, no. 10 (2017): 92. http://dx.doi.org/10.5539/elt.v10n10p92.

Full text

Abstract:

Two universally accepted approaches to grammar instruction are explicit and implicit teaching of the grammar. Both approaches have their own strengths and limitations. Educators may face a dilemma whether to teach grammar explicitly or implicitly. This paper aims to provide insights into the educators’ beliefs towards grammar teaching in Malaysian Higher Learning Institutions, and the sources of the held beliefs. Data were generated through semi-structured interviews with five educators from several private colleges located in peninsular Malaysia. Data analysis reveals that a majority of the respondents preferred grammar to be taught explicitly in their ESL classrooms; nevertheless they viewed implicit instruction as necessary when conforming to students’ needs. The sources of the held beliefs are educators’ experience as well as the institutional requirement. This paper draws our attention to the role of educators as an eclectic teaching practitioner who are able to apply a suitable grammar instruction according to learners’ needs. It is hoped that this study will contribute to the growth of literature on grammar teaching and learning especially in Malaysian ESL classrooms.

APA, Harvard, Vancouver, ISO, and other styles

Abdullah, Hanisah, and Jeffrey Low Fook Lee. "THE EFFECTS OF ANALOGY INSTRUCTIONS ON SPRINT PERFORMANCE AND KINEMATICS." Malaysian Journal of Sport Scienceand Recreation (MJSSR) 17, no. 1 (2021): 35. http://dx.doi.org/10.24191/mjssr.v17i1.12723.

Full text

Abstract:

The purpose of this study was to examine the effects of analogy and explicit instructions on 50-m sprint performance and their running kinematics. Forty-five male Physical Education undergraduates participated in this study and were randomly divided into three groups, (i.e. analogy, explicit and control). Their sprint performances were assessed using wireless timing gate while the kinematic data was assessed by Kinovea software. The analogy group received three analogies which were “run tall”, “chin to pocket” and “claw the track” throughout the intervention sessions whereas the explicit group received “keep the body posture in an upright position and aligned, head and butt not tilting outward”, “arms should maintain a 90-degree angle at the elbow throughout the upswing as well as backswing” and “the foot landing should always be on the balls of the feet”. The control group did not receive any instruction throughout the intervention period. All participants were tested again after three weeks for the post test and retention test a week after. A 3 group x 3 tests mixed design ANOVA was used to analyze the sprinting performance whereas the kinematic data was analyzed by using one way MANOVA test. Results displayed that there was no significant difference in sprint performance among the groups. However, the post hoc test showed that the analogy group improved significantly in the post test. The kinematic data showed that both intervention groups were significantly better than the control group. This study concluded that both analogy and explicit instructions resulted in better running mechanics but only the analogy group elicited better in performance. Thus, analogy instructions are suggested to be an effective method to coach sprinters.

APA, Harvard, Vancouver, ISO, and other styles

Sari, Suci Noer Wulan. "Providing Explicit Language Instruction to Assist Students’ Language Learning in EFL Classrooms." Indonesian Journal of EFL and Linguistics 3, no. 1 (2018): 33. http://dx.doi.org/10.21462/ijefll.v3i1.55.

Full text

Abstract:

In language teaching process, instruction becomes one of important things to provide in order to encourage students’ language learning. Since the late 1960s, one of the language instructions that has been available is explicit language instruction which is believed as one of useful tools for the teaching practice. Given that the present study tried to investigate how English lecturers provide explicit language instruction in EFL classrooms to assist their students’ language learning. To gain the data, a case study employing semi-structured interviews and classroom observations were conducted. Two English lecturers were purposively selected to be the participants of the study for their familiarity of the instruction. Based on the analysis, the study revealed some of the elements of explicit language instruction provided such as clearly stating the lesson’s objectives and teachers’ expectations, using language clearly and concisely, providing step-by-step demonstrations and adequate examples, guiding students through practices on language functions, monitoring student performance and responses by giving feedbacks, and encouraging students to organize knowledge. It can be concluded that explicit language instruction actually can be considered for classroom improvement. Future studies are suggested to investigate students’ voices of the implementation of the instruction that may actually help their lecturers better their teaching practices and favour their students’ learning outcomes.

APA, Harvard, Vancouver, ISO, and other styles

Araya, Tadesse. "The Recall of Stereotypes: The Effects of Incidentally Activated Directed Forgetting Instructions." Experimental Psychology 50, no. 4 (2003): 247–56. http://dx.doi.org/10.1026//1618-3169.50.4.247.

Full text

Abstract:

Abstract. Based on the automotive model (J. A. Bargh, 1990 ; Dijksterhuis and van Knippenberg (1998 ) and the directed forgetting paradigm, the present study investigated whether incidentally activated forget and remember cues can lead to similar effects as explicitly given instructions. To this end, the present paper attempted to replicate the findings of Macrae, Bodenhausen, Milne, and Ford (1997 ) employing their category primes (child abuser, neutral), study lists (List 1, List 2), and procedure. Using explicit directed forgetting instructions, Experiment 1 showed that the recall of the stereotypically relevant words (List 1) was higher when participants were given a remember than a forget instruction. This effect was found regardless of the prime conditions. Similarly, Experiment 2 showed that participants in the child abuser and neutral prime conditions recalled more stereotypically relevant words (List 1) when they were implicitly cued to remember than to forget these words. Experiment 3 showed that cognitively busy participants in the child-abuser, but not in the neutral prime condition, recalled more to-be-forgotten stereotypical words than nonbusy participants. These results are consistent with Macrae et al.’s findings, and show that the effects of directed forgetting instructions are similar regardless of whether they were given explicitly or were activated incidentally. Results are discussed in relation to stereotype maintenance.

APA, Harvard, Vancouver, ISO, and other styles

Joncas, Jasmine, and Lionel Standing. "How Much Do Accurate Instructions Raise Scores on a Timed Test?" Perceptual and Motor Skills 86, no. 3_suppl (1998): 1257–58. http://dx.doi.org/10.2466/pms.1998.86.3c.1257.

Full text

Abstract:

This study assessed the performance increment obtainable with small changes in test instructions, using the Digit Symbol subtest of the original Wechsler Adult Intelligence Scale. Scores were raised by 47% ( N = 60) under more explicit instructions than the standard instructions.

APA, Harvard, Vancouver, ISO, and other styles

Duijn, Tina van, Simon Thomas, and Rich SW Masters. "Chipping in on the role of conscious processing during children's motor learning by analogy." International Journal of Sports Science & Coaching 14, no. 3 (2019): 383–92. http://dx.doi.org/10.1177/1747954119841162.

Full text

Abstract:

The capacity for storing and manipulating information (a function of working memory) is not fully developed until adulthood, so children are not always able to process explicit instructions when learning a new skill. A teaching method that may solve this problem is analogy learning, which compares the to-be-learned skill with a well-known concept by way of a single metaphorical instruction. In adults, analogy learning has been shown to lead to lower load on working memory by reducing the need for conscious processing; however, the effects are unclear in children. If analogy instructions work similarly in children, the propensity to consciously control movements may affect how well children learn by analogy. It is in the interest of coaches and teachers to determine whether analogy instructions can be used to reduce conscious processing in children, and whether propensity for conscious control of movements (movement specific reinvestment) predicts benefits from analogy learning. Thirteen-year-old golf novices (n = 44) were pre-tested and post-tested after practicing a golf-chipping task using explicit rules. One week later, an analogy for learning the golf chip was introduced, and an identical set of post-tests was repeated. Propensity for conscious control/reinvestment predicted improvement in accuracy after the analogy was introduced. Children's motor learning by analogy may be affected by their propensity for conscious control of movements, which suggests that coaches should adapt instructions to individual differences between learners.

APA, Harvard, Vancouver, ISO, and other styles

Benson, Bryan L., Joaquin A. Anguera, and Rachael D. Seidler. "A spatial explicit strategy reduces error but interferes with sensorimotor adaptation." Journal of Neurophysiology 105, no. 6 (2011): 2843–51. http://dx.doi.org/10.1152/jn.00002.2011.

Full text

Abstract:

Although sensorimotor adaptation is typically thought of as an implicit form of learning, it has been shown that participants who gain explicit awareness of the nature of the perturbation during adaptation exhibit more learning than those who do not. With rare exceptions, however, explicit awareness is typically polled at the end of the study. Here, we provided participants with either an explicit spatial strategy or no instructions before learning. Early in learning, explicit instructions greatly reduced movement errors but also resulted in increased trial-to-trial variability and longer reaction times. Late in adaptation, performance was indistinguishable between the explicit and implicit groups, but the mechanisms underlying performance improvements remained fundamentally different, as revealed by catch trials. The progression of implicit recalibration in the explicit group was modulated by the use of an explicit strategy: these participants showed a lower level of recalibration as well as decreased aftereffects. This phenomenon may be due to the reduced magnitude of errors made to the target during adaptation or inhibition of implicit learning mechanisms by explicit processing.

APA, Harvard, Vancouver, ISO, and other styles

Van Dessel, Pieter, Gaëtan Mertens, Colin Tucker Smith, and Jan De Houwer. "The Mere Exposure Instruction Effect." Experimental Psychology 64, no. 5 (2017): 299–314. http://dx.doi.org/10.1027/1618-3169/a000376.

Full text

Abstract:

Abstract. The mere exposure effect refers to the well-established finding that people evaluate a stimulus more positively after repeated exposure to that stimulus. We investigated whether a change in stimulus evaluation can occur also when participants are not repeatedly exposed to a stimulus, but are merely instructed that one stimulus will occur frequently and another stimulus will occur infrequently. We report seven experiments showing that (1) mere exposure instructions influence implicit stimulus evaluations as measured with an Implicit Association Test (IAT), personalized Implicit Association Test (pIAT), or Affect Misattribution Procedure (AMP), but not with an Evaluative Priming Task (EPT), (2) mere exposure instructions influence explicit evaluations, and (3) the instruction effect depends on participants’ memory of which stimulus will be presented more frequently. We discuss how these findings inform us about the boundary conditions of mere exposure instruction effects, as well as the mental processes that underlie mere exposure and mere exposure instruction effects.

APA, Harvard, Vancouver, ISO, and other styles

Van Dessel, Pieter, Jan De Houwer, Anne Gast, Colin Tucker Smith, and Maarten De Schryver. "Instructing implicit processes: When instructions to approach or avoid influence implicit but not explicit evaluation." Journal of Experimental Social Psychology 63 (March 2016): 1–9. http://dx.doi.org/10.1016/j.jesp.2015.11.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Van Dessel, Pieter, Jan De Houwer, Anne Gast, and Colin Tucker Smith. "Instruction-Based Approach-Avoidance Effects." Experimental Psychology 62, no. 3 (2015): 161–69. http://dx.doi.org/10.1027/1618-3169/a000282.

Full text

Abstract:

Prior research suggests that repeatedly approaching or avoiding a certain stimulus changes the liking of this stimulus. We investigated whether these effects of approach and avoidance training occur also when participants do not perform these actions but are merely instructed about the stimulus-action contingencies. Stimulus evaluations were registered using both implicit (Implicit Association Test and evaluative priming) and explicit measures (valence ratings). Instruction-based approach-avoidance effects were observed for relatively neutral fictitious social groups (i.e., Niffites and Luupites), but not for clearly valenced well-known social groups (i.e., Blacks and Whites). We conclude that instructions to approach or avoid stimuli can provide sufficient bases for establishing both implicit and explicit evaluations of novel stimuli and discuss several possible reasons for why similar instruction-based approach-avoidance effects were not found for valenced well-known stimuli.

APA, Harvard, Vancouver, ISO, and other styles

Ziafar, Meisam. "The Influence of Explicit, Implicit, and Contrastive Lexical Approaches on Pragmatic Competence: The Case of Iranian EFL Learners." International Review of Applied Linguistics in Language Teaching 58, no. 1 (2020): 103–31. http://dx.doi.org/10.1515/iral-2016-0018.

Full text

Abstract:

AbstractResearch literature suggests the positive role of lexical chunks and translation in teaching and learning pragmatics (Ketko, H. 2000. Importance of multi-word chunks in facilitating communicative competence and its pedagogic implications. The Language Teacher 24(12). 5–11; Rose, K. R. 1999. Teachers and students learning about requests in Hong Kong. In E. Hinkel (Ed.), Culture in second language teaching and learning, 167–180. Cambridge: Cambridge University Press.). Accordingly, the present study aimed at investigating the influence of contrastive lexical approach (CLA), in comparison with explicit and implicit approaches, on Iranian EFL learners’ pragmatic competence. Sixty-three participants were randomly assigned to three treatment groups and received dissimilar instructional treatments for ten 30-minute sessions. A pretest-posttest equivalent-groups research design was carried out and pretest scores were used as the covariate in a one-way ANCOVA data analysis. CLA showed no significant advantage over the other two methods. Previous studies have often combined a contrastive method with explicit teaching. Confounding variables in this way may have made interpretation of results problematic. In the present research explicit and contrastive instructions were kept separate and no significant difference was found between the three treatments, although all instruction types enhanced the language learners’ pragmatic competence. As a result, a pragmatic teaching course is recommended which incorporates the useful teaching techniques and practices of these three approaches to teaching pragmatic competence.

APA, Harvard, Vancouver, ISO, and other styles

장주현. "Comparing Explicit and Implicit Pronunciation Instructions on Second Language Intelligibility." Studies in Foreign Language Education 34, no. 1 (2020): 413–30. http://dx.doi.org/10.16933/sfle.2020.34.1.413.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Hong, Eunsook, Harold F. O’Neil, and Yun Peng. "Effects of Explicit Instructions, Metacognition, and Motivation on Creative Performance." Creativity Research Journal 28, no. 1 (2016): 33–45. http://dx.doi.org/10.1080/10400419.2016.1125252.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Guynn, Melissa J., and Henry L. Roediger. "High-priority event instructions affect implicit and explicit memory tests." Psychological Research 57, no. 3-4 (1995): 192–202. http://dx.doi.org/10.1007/bf00431280.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Tahir, Mohd Haniff Mohd, Dianna Suzieanna Mohamad Shah, Mohamad Syafiq Ya Shak, Intan Safinas Mohd Ariff Albakri, and Airil Haimi Mohd Adnan. "Explicit vocabulary instruction: Effects of vocabulary learning on Form Two ESL learners." Studies in English Language and Education 8, no. 3 (2021): 1227–47. http://dx.doi.org/10.24815/siele.v8i3.19539.

Full text

Abstract:

Per its English curriculum, vocabulary instruction is only integrated indirectly in the teaching of reading, writing, listening, and speaking skills in Malaysian schools. ESL learners then may overlook the variety of meanings that a word and its spelling can offer. This research aims to describe the effects of the explicit approach of vocabulary instruction on 30 Form Two (eighth grade) students from a suburban school in Ipoh, Perak, Malaysia. A descriptive style was adopted, and specific vocabulary lessons were used to help students learn the target words. Using descriptive statistics, vocabulary pre- and post-test scores were analysed and compared to determine the impact of this approach. The frequency counts, percentages, mean scores, and standard deviation of the students’ evaluation form responses were analysed. Content analysis was used to transcribe, classify, and categorise qualitative data from the interview session. According to the data, the students’ vocabulary scores increased dramatically in the post-test, with a mean gap of 21.9. The students were also enthusiastic about the teacher’s instructions (M=4.48, SD=0.64) and vocabulary lessons (M=4.34, SD=0.59). It is suggested that the explicit approach of vocabulary instruction, which engages students in exciting vocabulary learning techniques as employed by this study could enhance their vocabulary knowledge.

APA, Harvard, Vancouver, ISO, and other styles

Sharps, Matthew J., Angela L. Welton, and Jana L. Price. "Gender and Task in the Determination of Spatial Cognitive Performance." Psychology of Women Quarterly 17, no. 1 (1993): 71–83. http://dx.doi.org/10.1111/j.1471-6402.1993.tb00677.x.

Full text

Abstract:

A variety of sex differences in spatial cognitive performance have been documented. However, factors other than those specifically related to gender and cognition per se, such as the perceived spatial character of given tasks, may contribute to such differences. In the present experiments, spatial memory and mental image rotation tasks were presented to female and male adults. The task formats or instructions were varied to emphasize or deemphasize the spatial character of the tasks. Highly “spatial” instructions or format significantly depressed performance on spatial tasks for women but not for men. “Nonspatial” instructions or format, within which the spatial character of the task was not explicit, resulted in no significant differences between the performances of women and men on either type of task. These findings indicate that instructional or format effects relating to the purported “spatial” character of a given task may significantly influence the relative performance of women and men.

APA, Harvard, Vancouver, ISO, and other styles

Mulyadi, Dodi. "EFL Learners’ Listening Strategy Awareness viewed from Their Learning Styles in the Extensive Listening Class." E-Structural 1, no. 02 (2019): 123–41. http://dx.doi.org/10.33633/es.v1i2.2175.

Full text

Abstract:

Abstract. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students’ listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students’ listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction. The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated that explicit listening strategy instructions have raised students’ direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students’ mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups — meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction.

APA, Harvard, Vancouver, ISO, and other styles

Nguyen, Hoang Huy. "Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions." Journal of Language Teaching and Research 9, no. 2 (2018): 268. http://dx.doi.org/10.17507/jltr.0902.07.

Full text

Abstract:

The article presents a research project carried out at University of Languages and International Studies, Hanoi, on the integration of explicit listening strategy and sub-skill instructions into listening lessons. A strategy and sub-skill integrated syllabus was devised and implemented in eight consecutive weeks. The research aimed at investigating how students improved their listening habits after being taught listening strategies and sub-skills explicitly, as well as their engagement with and perception of this new teaching method. Data were collected via individual interviews, observations, and narrative frames. The results revealed some positive effects of the intervention on students’ listening skills and habits: students knew to use strategies in listening, which led to the acquisition of listening sub-skills and improvement in their listening comprehension. Factors affecting students’ engagement with and their perceptions of the new teaching method were also substantially explored. Based on the findings, relevant pedagogical implications were proposed with the aim of equipping English teachers with practical guidelines on how to integrate explicit strategy and sub-skill instructions into their listening classes.

APA, Harvard, Vancouver, ISO, and other styles

Zawaiza, Theda Ruth Wiles, and Michael M. Gerber. "Effects of Explicit Instruction on Math Word-Problem Solving by Community College Students with Learning Disabilities." Learning Disability Quarterly 16, no. 1 (1993): 64–79. http://dx.doi.org/10.2307/1511159.

Full text

Abstract:

This study examined effects of two types of instruction on the word-problem solving performance of postsecondary students with learning disabilities. We used an analysis of error patterns to determine the effects of explicit instructions when word-problem language did not directly correspond (i.e., was inconsistent) with required arithmetic operations. Thirty-eight students randomly participated in either a translation training group, a diagram training group, or an attention-control group. Analyses of variance revealed that the diagram group outperformed both the attention-control and the translation group. We interpret these findings as showing the importance of procedural as well as declarative forms of math word-problem solving knowledge.

APA, Harvard, Vancouver, ISO, and other styles

Gowen, Emma, Andrius Vabalas, Alexander J. Casson, and Ellen Poliakoff. "Instructions to attend to an observed action increase imitation in autistic adults." Autism 24, no. 3 (2019): 730–43. http://dx.doi.org/10.1177/1362361319882810.

Full text

Abstract:

This study investigated whether reduced visual attention to an observed action might account for altered imitation in autistic adults. A total of 22 autistic and 22 non-autistic adults observed and then imitated videos of a hand producing sequences of movements that differed in vertical elevation while their hand and eye movements were recorded. Participants first performed a block of imitation trials with general instructions to imitate the action. They then performed a second block with explicit instructions to attend closely to the characteristics of the movement. Imitation was quantified according to how much participants modulated their movement between the different heights of the observed movements. In the general instruction condition, the autistic group modulated their movements significantly less compared to the non-autistic group. However, following instructions to attend to the movement, the autistic group showed equivalent imitation modulation to the non-autistic group. Eye movement recording showed that the autistic group spent significantly less time looking at the hand movement for both instruction conditions. These findings show that visual attention contributes to altered voluntary imitation in autistic individuals and have implications for therapies involving imitation as well as for autistic people’s ability to understand the actions of others.

APA, Harvard, Vancouver, ISO, and other styles

Krieger, Pauline, Markus Kattenbeck, Bernd Ludwig, Johannes Helmbrecht, and Ioannis Giannopoulos. "Hey You! Let’s Talk. Dialogue-Initiatives Revisited for Wayfinding Instructions." AGILE: GIScience Series 1 (July 15, 2020): 1–19. http://dx.doi.org/10.5194/agile-giss-1-11-2020.

Full text

Abstract:

Abstract. This paper presents Human-Computer Interaction design guidelines for interactive wayfinding assistance systems which provide on-line route instructions. These design suggestions are based on a corpus of human-to-human, on-line, landmark-based route instructions in German language which were gathered by means of an in-situ study involving pairs of participants. Based on the description of this collection, which is made publicly available, an in-depth analysis of the corpus is presented: This analysis reveals the importance of establishing Common Ground through existential-presentative constructions which have, up until now, not been taken into account in presenting route instructions to users of pedestrian navigation systems. These syntactical constructs provide the empirical ground for two important design suggestions: Systems should, first, ask for explicit feedback whether a salient object is recognised by users before referring to this object in a route instruction. Second, a mode of negotiating Common Ground once it was lost should be implemented, which can be initiated by the user. The results reveal the importance of the state-tracking capabilities of wayfinding assistance systems.

APA, Harvard, Vancouver, ISO, and other styles

Asaoka, Hiroshi, Tomoya Takahashi, Jiafei Chen, Aya Fujiwara, Masataka Watanabe, and Fumiyuki Noro. "Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder." Advances in Autism 5, no. 4 (2019): 243–54. http://dx.doi.org/10.1108/aia-09-2018-0028.

Full text

Abstract:

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.

APA, Harvard, Vancouver, ISO, and other styles

장주현 and June-Q Lee. "Comparing two types of explicit pronunciation instructions on second language accentedness." Linguistic Research 32, no. ll (2015): 15–32. http://dx.doi.org/10.17250/khisli.32..201507.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Hu, Xiaoqing, Bertram Gawronski, and Robert Balas. "Propositional Versus Dual-Process Accounts of Evaluative Conditioning." Social Psychological and Personality Science 8, no. 8 (2017): 858–66. http://dx.doi.org/10.1177/1948550617691094.

Full text

Abstract:

Evaluative conditioning (EC) is defined as the change in the evaluation of a conditioned stimulus (CS) due to its pairing with a valenced unconditioned stimulus (US). Expanding on the debate between dual-process and propositional accounts, two studies investigated the relative effectiveness of counter-conditioning and counter-instructions in reversing EC effects on implicit and explicit evaluations. After conditioned evaluations were acquired via CS-US pairings, participants were either (1) presented with repeated CS-US pairings of the opposite valence or (2) given instructions that the CSs will be paired with USs of the opposite valence. Although both procedures reversed previously conditioned explicit evaluations, only directly experienced CS-US pairings reversed previously conditioned implicit evaluations. The findings question the functional equivalence of counter-conditioning and counter-instructions hypothesized by single-process propositional accounts. Yet, they support dual-process accounts, suggesting that associative and propositional processes jointly contribute to EC effects.

APA, Harvard, Vancouver, ISO, and other styles

Woody, Robert H. "Musicians' Cognitive Processing of Imagery-Based Instructions for Expressive Performance." Journal of Research in Music Education 54, no. 2 (2006): 125–37. http://dx.doi.org/10.1177/002242940605400204.

Full text

Abstract:

This study addressed the cognitive processes of musicians using imagery to improve expressive performance. Specifically, it was an examination of the extent to which musicians translate imagery into explicit plans for the sound properties of music. Eighty four undergraduate and graduate music majors completed a research packet during individual practice sessions. Subjects worked with three melodies, each accompanied by an imagery example presented as a teacher's instructions for performing more expressively. The research packet guided subjects in considering the imagery-based instruction, practicing in light of it, and giving a final performance. The subjects wrote down their thoughts during the process. Results indicated that some musicians used a cognitive translation process, but others chose to develop and personalize the provided imagery. A curvilinear pattern in the data suggested an inverted-U relationship between the variables of private instruction received and cognitive translation usage. An interpretation of this result in light of previous research is offered.

APA, Harvard, Vancouver, ISO, and other styles

Jönsson, Fredrik U., Margareta Hedner, and Mats J. Olsson. "The Testing Effect as a Function of Explicit Testing Instructions and Judgments of Learning." Experimental Psychology 59, no. 5 (2012): 251–57. http://dx.doi.org/10.1027/1618-3169/a000150.

Full text

Abstract:

During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning conditions, namely study plus (i) explicitly instructed self-testing, (ii) delayed JOLs, or (iii) less self-testing. We showed that repeated delayed JOLs lead to a memory improvement that does not differ significantly from a comparable condition where the participants are explicitly testing memory, and both the latter groups performed reliably better than a group that self-tested less. The results suggest that delayed JOLs improve long-term retention as efficiently as explicit memory testing and lend support to the SFP hypothesis.

APA, Harvard, Vancouver, ISO, and other styles

Dmitrenko, Natalia, and Liudmyla Melnyk. "EXPLICIT MODELS FOR FOREIGN LANGUAGE STRATEGY LEARNING OF PRE-SERVICE TEACHERS AT UNIVERSITY LEVEL." Advanced Education 8, no. 18 (2021): 19–29. http://dx.doi.org/10.20535/2410-8286.228502.

Full text

Abstract:

The purpose of the article is to prove theoretically and check experimentally the effectiveness of explicit models for language learning strategies based on the instructions in the process of professionally oriented English communication. The hypothesis of the research implies that the level of professional English communicative competence will increase in the case of combining such models as “top-down” and “bottom-up” while professionally oriented English communication. The study employed the mixed research design method as quantitative (Likert’s scale, Bespalko’s learning coefficient, Fisher’s criterion) and qualitative (interpretation of questionnaire results) methods. The levels of explicit models using for language learning strategies are defined by the results of the conducted survey of 116 pre-service teachers of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University. One of the conditions of experimental learning is a sequence of stages in the process of applying two explicit models for language strategy learning instruction “top-down” and “bottom-up” in the process of pre-service teachers’ professionally oriented English communication. Findings. The results of the control test at the final step of the experiment have confirmed the effectiveness of two variants of explicit models for language strategy learning instruction in the process of professionally oriented English communication. The analysis of experimental training results has shown the formation of professionally oriented English communicative competence at the level B2, as well as a significant increase in the participants’ knowledge, skills and abilities of foreign language learning strategies. Implications for research and practice. Combining “top-down” and “bottom-up” explicit models for language learning strategy instruction contributes to more effective assimilation and expansion of the repertoire of learning and communicative strategies and improves professionally oriented English communicative competence of pre-school teachers at university level.

APA, Harvard, Vancouver, ISO, and other styles

Chuquichambi, Erick G., Guido B. Corradi, Enric Munar, and Jaume Rosselló-Mir. "When symmetric and curved visual contour meet intentional instructions: Hedonic value and preference." Quarterly Journal of Experimental Psychology 74, no. 9 (2021): 1525–41. http://dx.doi.org/10.1177/17470218211021593.

Full text

Abstract:

Symmetry and contour take part in shaping visual preference. However, less is known about their combined contribution to preference. We examined the hedonic tone and preference triggered by the interaction of symmetry and contour. Symmetric/curved, symmetric/sharp-angled, asymmetric/curved, and asymmetric/sharp-angled stimuli were presented in an implicit and explicit task. The implicit task consisted of an affective stimulus–response compatibility task where participants matched the stimuli with positive and negative valence response cues. The explicit task recorded liking ratings from the same stimuli. We used instructed mindset to induce participants to focus on symmetry or contour in different parts of the experimental session. We found an implicit compatibility of symmetry and curvature with positive hedonic tone. Explicit results showed preference for symmetry and curvature. In both tasks, symmetry and curvature showed a cumulative interaction, with a larger contribution of symmetry to the overall effect. While symmetric and asymmetric stimuli contributed to the implicit positive valence of symmetry, the effect of curvature was mainly caused by inclination towards curved contours rather than rejection of sharp-angled contours. We did not find any correlation between implicit and explicit measures, suggesting that they may involve different cognitive processing.

APA, Harvard, Vancouver, ISO, and other styles

Dhaka, Suman, and Naveen Kashyap. "Explicit emotion regulation: Comparing emotion inducing stimuli." Psychological Thought 10, no. 2 (2017): 303–14. http://dx.doi.org/10.5964/psyct.v10i2.240.

Full text

Abstract:

Emotions are a major part of our subjective experiences of the world. At times, our emotions are not appropriate and require active management. Emotion regulation refers to the various ways of managing or controlling emotional responses. External stimuli play specific role in electing emotions. Pictures and movies elicit emotions and emotional effects of films are believed to exceed that of pictures. The aim of the present study is to compare the effectiveness of emotion regulation strategies across emotion induction method (picture and films). Forty participants rated their emotion on Self-Assessment Manikin (SAM) ratings for each pictorial and video stimuli while following the emotion regulation instructions. Repeated-measures ANOVAs revealed that the pictures were more effective in modulating emotions. Cognitive reappraisal and distraction strategies downregulated emotions.

APA, Harvard, Vancouver, ISO, and other styles

Wolf, Michael S., Michael S. Taitel, Jenny Z. Jiang, et al. "Prevalence of Universal Medication Schedule prescribing and links to adherence." American Journal of Health-System Pharmacy 77, no. 3 (2020): 196–205. http://dx.doi.org/10.1093/ajhp/zxz305.

Full text

Abstract:

Abstract Purpose A Universal Medication Schedule (UMS) that uses explicit language to describe when to take medicine has been proposed as a patient-centered prescribing and dispensing standard. Despite widespread support, evidence of its actual use and efficacy is limited. We investigated the prevalence of UMS instructions and whether their use was associated with higher rates of medication adherence. Methods National pharmacy records were analyzed for a cohort of type 2 diabetic adults ≥18 years old (N = 676,739) new to ≥1 oral diabetes medications between January and June 2014. Prescription instructions (N = 796,909) dispensed with medications were classified as UMS or non-UMS. Instructions coded as UMS were further categorized as either providing precise UMS language (tier 1: “take 1 pill at morning, noon, evening, or bedtime”) or offering some explicit guidance (tier 2: “take 1 tablet by mouth before breakfast”; tier 3: “take 1 tablet twice daily with a meal”). Adherence over 12 months was measured by proportion of days covered. Results One-third of instructions (32.4%, n = 258,508) were classified as UMS (tier 1: 12.6%, n = 100,589; tier 2: 6.0%, n = 47,914; tier 3: 13.8%, n = 110,005). In multivariable analyses, UMS instructions (all tiers) exhibited better adherence compared to non-UMS instructions (relative risk [RR], 1.01; 95% confidence interval [CI], 1.00-1.02; P = 0.01). Patients older than 65 years who were less educated and taking medication more than once daily received greater benefit from tier 1 UMS instructions (RR, 1.14; 95% CI, 1.07-1.21; P &lt; 0.001). Conclusion While infrequently used, the UMS could help older, less-educated patients adhere to more complex regimens with minimal investment.

APA, Harvard, Vancouver, ISO, and other styles

Mohd Tahir, Mohd Haniff, Intan Safinas Mohd Ariff Albakri, Airil Haimi Mohd Adnan, and Rafidah Abd Karim. "The Effects of Explicit Vocabulary Instructions on Secondary ESL Students’ Vocabulary Learning." 3L The Southeast Asian Journal of English Language Studies 26, no. 2 (2020): 158–72. http://dx.doi.org/10.17576/3l-2020-2602-12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Damen, Debby, Marije van Amelsvoort, Per van der Wijst, and Emiel Krahmer. "Changing views: the effect of explicit perception-focus instructions on perspective-taking." Journal of Cognitive Psychology 31, no. 3 (2019): 353–69. http://dx.doi.org/10.1080/20445911.2019.1606000.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Heijltjes, Anita, Tamara van Gog, and Fred Paas. "Improving Students' Critical Thinking: Empirical Support for Explicit Instructions Combined with Practice." Applied Cognitive Psychology 28, no. 4 (2014): 518–30. http://dx.doi.org/10.1002/acp.3025.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Krebs, Georgina, Colette R. Hirsch, and Andrew Mathews. "The effect of attention modification with explicit vs. minimal instructions on worry." Behaviour Research and Therapy 48, no. 3 (2010): 251–56. http://dx.doi.org/10.1016/j.brat.2009.10.009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Mo, Junhua. "A Corpus-based 3M Approach to the Teaching of English Unaccusative Verbs." Theory and Practice in Language Studies 9, no. 11 (2019): 1396. http://dx.doi.org/10.17507/tpls.0911.04.

Full text

Abstract:

This study attempts to take a corpus-based approach to teaching English unaccusative verbs to Chinese students in a 3M way, which is a combination of implicit and explicit instructions. It finds that Chinese students welcome the corpus-based approach and are excited to see the concordance lines retrieved from the Chinese English Learner Corpus (CLEC). And they prefer explicit instructions by the teacher, which they think is insightful and useful. But they are not keen about figuring out the usages of the target words from the context, which they think is a bit boring. This suggests that Chinese students, who have been accustomed to being spoon-fed by their teachers, are not highly autonomous. This study concludes that the corpus-based 3M approach is in general effective for the teaching of English unaccusative verbs.

APA, Harvard, Vancouver, ISO, and other styles

Vasheghani Farahani, Mehrdad, Omid Rezaei, and Milad Masoomzadeh. "Explicit and implicit teaching Persian language structures and editing methods and translation performance of Iranian undergraduate translation students." Journal of Applied Research in Higher Education 11, no. 4 (2019): 926–40. http://dx.doi.org/10.1108/jarhe-11-2018-0240.

Full text

Abstract:

Purpose The purpose of this paper (experimental–comparative research) is to investigate the possible impacts of explicit and implicit teaching Persian structures and editing methods on the translation performance of the Iranian undergraduate translation students. Design/methodology/approach This research enjoyed a quasi-experimental design. A quasi-experimental research design was used in this research, as it was impossible to assign random sampling to the subjects. In addition, this research was a comparative group study as there were two experimental groups with two different treatments and one control group with placebo. Table I represents the design of the research. Findings The results showed that before the treatment there were no significant differences between three groups in terms of translation performance; however, after treatment, the results indicated a statistically significant difference between two experimental groups and treatment group. Moreover, explicit instruction yielded more positive results than the implicit group. Originality/value Although research in the field of translation assessment and quality in relation to target language are prevalent and in spite of the abundance of research in the field of implicit/explicit instructions in second language teaching and learning, there is no research (to the best knowledge of authors) which looks at translation performance from teaching structures and editing methods of target language perspective with the focus of explicit and implicit (in an English–Persian context).

APA, Harvard, Vancouver, ISO, and other styles

Mulyadi, Dodi, Dwi Rukmini, and Issy Yuliasri. "The Analysis of Students’ Listening Proficiency Viewed from Their Different Learning Styles after Getting the Strategy Instructions." Theory and Practice in Language Studies 7, no. 12 (2017): 1200. http://dx.doi.org/10.17507/tpls.0712.06.

Full text

Abstract:

The students’ listening cognitive and metacognitive problems should be overcome with an effective listening strategy instruction. Besides, their learning style as the individual learners’ differences should be taken into account in getting a satisfactory listening outcome. To seek the solution, the present study aimed to find out quantitatively the effectiveness of implementation of Explicit (Meta)-cognitive collaboration strategy instruction (M-CCSI) and top-down strategy instructions (TDSI) toward the students’ listening proficiency viewed from their learning styles. The participants of the study were 50 Javanese EFL students at Muria University of Kudus, Indonesia. The data were gathered by using a listening proficiency test adopted from Longman TOEFL listening section and a questionnaire of visual, auditory, and kinesthetic (VAK) learning styles. Descriptive statistics, Independent Sample t-test, and Friedman two-way analysis of variance revealed that the experimental group has a significant effect of their listening proficiency after treated by using M-CCSI. Meanwhile, the control group has no significant effect on their listening proficiency after dealt with by using top down strategy (TDSI) as a general listening teaching. On the other hand, the result of two-way analysis of variance reveals that students’ listening proficiency was not influenced by learning styles including visual learners, auditory learners, and kinesthetic learners for both experimental group and control group. Thus, the findings imply that it is not essential for the lecturers of listening course to divide students into different learning styles in applying Explicit M-CCSI.

APA, Harvard, Vancouver, ISO, and other styles

Suzuki, Ikuo. "Directed Forgetting with Global Forget Instructions in An Implicit and Explicit Memory Test." Perceptual and Motor Skills 92, no. 3 (2001): 903–9. http://dx.doi.org/10.2466/pms.2001.92.3.903.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Ho, Aileen K., John L. Bradshaw, Robert Iansek, and Robin Alfredson. "Speech volume regulation in Parkinson’s disease: effects of implicit cues and explicit instructions." Neuropsychologia 37, no. 13 (1999): 1453–60. http://dx.doi.org/10.1016/s0028-3932(99)00067-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!