A meta-analysis was conducted to investigate the effects of explicit and implicit instruction on the acquisition of simple and complex grammatical features in English. The target features in the 41 studies contributing to the meta-analysis were categorized as simple or complex based on the number of criteria applied to arrive at the correct target form (Hulstijn & de Graaff, 1994). The instructional treatments were classified as explicit or implicit following Norris and Ortega (2000). The results indicate larger effect sizes for explicit over implicit instruction for simple and complex features. The findings also suggest that explicit instruction positively contributes to learners' controlled knowledge and spontaneous use of complex and simple forms.Keywords instructed SLA; explicit/implicit instruction; explicit/implicit knowledge; meta-analysis In the instructed second language acquisition (SLA) literature there is a general consensus that instruction is beneficial for second language (L2) development (Ellis, 2001;Norris & Ortega, 2000;Spada, 1997). Several issues remain, however, including what types of knowledge and language abilities benefit We are grateful to the anonymous reviewers who provided constructive input and valuable feedback on an earlier version of the manuscript. We are particularly grateful for the information and guidance from one of the reviewers with particular expertise in conducting meta-analyses. Although the article has improved considerably from the input from all reviewers, we alone are responsible for any errors or omissions.

This study builds on research investigating the construct validity of elicited imitation (EI) as a measure of implicit second language (L2) grammatical knowledge. It differs from previous studies in that the EI task focuses on a single grammatical feature and time on task is strictly controlled. Seventy-three EFL learners and 20 native English speakers completed the EI and four other tests hypothesized as measures of implicit or explicit L2 knowledge. Factor analytic results indicated that learners' EI scores loaded on the factor labeled implicit L2 knowledge, confirming previous findings. Results from other tests and methodological issues concerning EI design and use suggest that the construct validation of EI as a measure of implicit L2 grammatical knowledge awaits further investigation.

In this study we compared the effects of two types of form-focused instruction (FFI) on second language (L2) learning and their potential contributions to the development of different types of L2 knowledge. Both types of instruction were pre-emptive in nature, that is planned and teacher generated. In Integrated FFI attention to form was embedded within communicative practice; in Isolated FFI it was separated from communicative practice. Two groups of adult learners of English as a second language (ESL) received 12 hours of Integrated or Isolated FFI on the ‘passive’ construction. Learners’ progress on a written grammar test and an oral communication task indicated no significant differences between the instructional groups over time. However, some advantages were observed for Integrated FFI on the oral production task and for Isolated FFI on the written grammar test. The results are discussed in relation to instructed second language acquisition (SLA) research an transfer appropriate processing theory.

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The purpose of this study is to examine the role of form‐focused instruction (FFI) in relation to learner investment in second language (L2) communication. Although positive effects of FFI have been reported, most of this research has been conducted from a cognitive–interactionist perspective. Little attention has been paid to the social factors of FFI, including learner investment—a desire to learn a second/foreign language taking into consideration learners' socially constructed identities (Norton Peirce, 1995). Drawing on second language socialization theory (Duff, 2007) and using discursive practices (Young, 2009) as an analytic framework, this study examines how FFI influences learner investment in L2 communication in the classroom setting. Twenty‐four high school students in Japan participated in a study, where two Japanese teachers of English team‐taught four 50‐minute lessons. Each lesson contained a 15‐minute exclusively meaning‐focused activity and a 15‐minute form‐focused activity that included attention to both form and meaning. All students completed both types of activities. Data were collected through classroom observations, video‐recorded classroom interactions, stimulated recalls, interviews, questionnaires, and diaries, all of which were analyzed quantitatively and qualitatively. The results suggest that FFI created social contexts for learners to establish their identities as L2 learners, leading to greater investment in L2 communication.