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The Asian EFL Journal Quarterly

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This study examined the effect of explicit and implicit instruction on Japanese EFL learners’
listening behavior over the course of 16 weeks. 30 university student participants were divided
into three groups and given tests at three points in time: at the beginning, at the eight-week mark,
and at the 16-week mark of this study. Each of these tests involved participating in an
intercultural conversation, completing a questionnaire and being interviewed. In one group, the
explanations of rules were given explicitly by a teacher; in the second, implicit instruction
evolved mainly from peer group discussions and conversational practice with native English
speakers. The third group was a control. The findings demonstrate that both explicit and implicit
methods had a positive effect; however, overall, the Explicit group generally outpaced the
Implicit group. These findings, thus, provide support for the explicit teaching of listening
behavior in the Japanese EFL context.

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Informasi Detail

Judul Seri

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No. Panggil

420 PAU t

Penerbit

Australia : the English Language Education Publishing., 2016

Deskripsi Fisik

262 hlm.;20 cm

Bahasa

English

ISBN/ISSN

1738-1460

Klasifikasi

420

Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

vol.18 issue 2

Subjek

Politik Pemerintahan

Info Detail Spesifik

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Pernyataan Tanggungjawab

The Asian EFL Journal Quarterly

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