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| The Journal of Asia TEFL |
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  Current Issue |
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Go List
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| Volume 18 Number 4, Winter 2021, Pages 1071-1525 |
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Explicit Instruction of English Articles: An Appraisal of Consciousness-Raising Instruction and Processing Instruction Frameworks
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Mohammad Hassanzadeh & Faezeh Shahbazi
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The instructed acquisition of the English articles (EAs) has proved to be an ordeal for L2 learners, irrespective of their L1 background. Research suggests that as EAs are non-salient, misusing them may not spark a tangible breakdown in communication. The current study attempted to investigate the short- and long-term effects of explicit instruction on the retention of EAs. Participants were university-level Farsi-speaking EFL learners from three intact groups, namely “processing instruction” (PI) as a deductive intervention, “consciousness-raising instruction” (CRI) as an explicit-inductive intervention, and a “control” group. The PI group received explicit training on the target rules and processing challenges represented by the EAs, coupled with structured input activities. In the second group, through a so-called PACE model as a subcategory of CRI, the focus was on co-constructing the rules. The treatments were followed by three posttests at different intervals. The within-groups analysis of results revealed that CRI had a rather short-term effect on the learners' productive ability, whereas PI had a late-emerging impact on their receptive performance. Nevertheless, the analysis of between-groups differences indicated that neither of the experimental conditions outdid the control group during any of the posttest phases. The implications for pedagogy and future research are discussed.
Keywords: consciousness-raising instruction, English articles, explicit instruction, processing instruction, The PACE model |
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The Journal of Asia TEFL
