This study investigates differential effects of form-focused instruction (FFI) on the development of explicit knowledge versus implicit knowledge of a second language (L2) when the FFI is offered within the context of meaning-focused instruction (MFI). Forty-two adult learners of English participated in the study and were randomly assigned to a group who received FFI before MFI (FM), a group who received FFI after MFI (MF), a group who received MFI only (M), or a control group. Learning was measured by an untimed grammaticality judgment task (UGJT), a primary measure for explicit knowledge, and an elicited oral imitation task (EOIT), a primary measure for implicit knowledge. The results illustrate that, despite both FM and MF groups’ improved performance on the UGJT, only the FM group showed a positive developmental trend on the EOIT. No clear learning effect was observed among the M group learners or the controls. Therefore, the findings suggest that FFI prior to MFI supports the development of implicit knowledge more efficiently than FFI delayed until after MFI has begun.

Abstract
 1. INTRODUCTION
 2. LITERATURE REVIEW
 3. METHOD
 4. RESULTS
 5. DISCUSSION
 6. CONCLUSIONS, LIMITATIONS, AND FUTURE RESEARCH
 REFERENCES

• Jeong-eun Kim(Korea University)