This study examined the effectiveness of explicit instruction on second language （L2） learners＇ impli（;it and explicit knowledge of English. Explicit instruction on the generic and non-generic use of English artieles was delivered by CALL activities, Four tasks assessed acquisition： elicited imitation, oral production, grammatticality judgment, and metaliuguistic knowledge tasks. A pretest and two posttests were conducted immediately and six weeks after the treatment. Durable effects for explicit instruction were found on measures of implicit knowledge and on ungrammatically understanding of the efficacy of explicit instruction on implicit and explicit knowledge at relatively advanced stages of L2 acquisition,
展开▼
