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Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 443–482

Implicit and explicit instruction in L2 learning

Norris & Ortega (2000) revisited and updated

| Gwangju National University of Education
ORCID logo | Universitat Oberta de Catalunya
ORCID logo | Indiana University
| Eastern Washington University

More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of which explicit and implicit instructional treatments were compared, were retrieved and included in the present meta-analysis: 11 studies from Norris and Ortega’s meta-analysis and 23 new studies published between 1999 and 2011. Overall, explicit instruction was found to have been more effective than implicit instruction. The effectiveness of implicit and explicit instruction in L2 development was also meta-analyzed in terms of several moderator variables. We discuss our results in comparison with Norris and Ortega’s findings.

Keywords: Cohen’s d, effect size, Implicit and explicit instruction, meta-analysis, Q statistic
Published online: 24 September 2015
DOI logo
https://doi.org/10.1075/sibil.48.18goo
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2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ], ► pp. 1 ff. DOI logo
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2022. Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom. The Modern Language Journal 106:4 ► pp. 837 ff. DOI logo
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2023. Implicit and explicit instruction in the second language classroom: A study of learner preferences in higher education. Die Unterrichtspraxis/Teaching German 56:2 ► pp. 103 ff. DOI logo
Mahmoudi‐Gahrouei, Vahid, Manijeh Youhanaee & Dariush Nejadanasari
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2020. CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES. Studies in Second Language Acquisition 42:2 ► pp. 359 ff. DOI logo
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2023. Explicit Instruction within a Task: Before, During, or After?. Studies in Second Language Acquisition 45:2 ► pp. 442 ff. DOI logo
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2021. The role of feedback and instruction on the cross-situational learning of vocabulary and morphosyntax: Mixed effects models reveal local and global effects on acquisition. Second Language Research 37:2 ► pp. 261 ff. DOI logo
Monaghan, Padraic, Christine Schoetensack & Patrick Rebuschat
2019. A Single Paradigm for Implicit and Statistical Learning. Topics in Cognitive Science 11:3 ► pp. 536 ff. DOI logo
Moranski, Kara & Janire Zalbidea
2022. Context and Generalizability in Multisite L2 Classroom Research: The Impact of Deductive Versus Guided Inductive Instruction. Language Learning 72:S1 ► pp. 41 ff. DOI logo
Morgan-Short, Kara
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2022. Exploring New Insights Into Explicit and Implicit Second Language Processing: Event‐Related Potentials Analyzed by Source Attribution. Language Learning 72:2 ► pp. 365 ff. DOI logo
Nevalainen, Terttu, Tanja Säily, Turo Vartiainen, Aatu Liimatta & Jefrey Lijffijt
2020. History of English as punctuated equilibria? A meta-analysis of the rate of linguistic change in Middle English. Journal of Historical Sociolinguistics 6:2 DOI logo
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2023. Perceptual ratings of pronunciation for L2 learners of English as a function of task type, word position, and listener expertise. International Journal of Applied Linguistics DOI logo
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2023. A Sociocultural Rationale for an Explicit-Inductive Approach to Grammar Teaching in L2 Teacher Education. Teaching Education 34:3 ► pp. 319 ff. DOI logo
Ní Dhiorbháin, Aisling & Pádraig Ó Duibhir
2022. Exploring student primary teachers’ linguistic knowledge of Irish. The Language Learning Journal 50:6 ► pp. 732 ff. DOI logo
Patsala, Paschalia & Maria Michali
2020. Sharpening Students' Critical Literacy Skills Through Corpus-Based Instruction. In Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms [Advances in Educational Technologies and Instructional Design, ], ► pp. 234 ff. DOI logo
Pawlak, Mirosław
2019. Tapping the Distinction Between Explicit and Implicit Knowledge: Methodological Issues. In Contacts and Contrasts in Educational Contexts and Translation [Second Language Learning and Teaching, ], ► pp. 45 ff. DOI logo
Pennington, Martha C. & Pamela Rogerson-Revell
2019. Pronunciation in the Classroom: Teachers and Teaching Methods. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ], ► pp. 173 ff. DOI logo
Pennington, Martha C. & Pamela Rogerson-Revell
2019. Relating Pronunciation Research and Practice. In English Pronunciation Teaching and Research [Research and Practice in Applied Linguistics, ], ► pp. 401 ff. DOI logo
Ranta, Leila
2022. Process and Product in ISLA Research: Courage, Commitment, and Tolerance for Ambiguity. Language Learning 72:S1 ► pp. 314 ff. DOI logo
Rastelli, Stefano
2018. Neurolinguistics and second language teaching: A view from the crossroads. Second Language Research 34:1 ► pp. 103 ff. DOI logo
Rebuschat, Patrick
2022. Implicit Learning and Language Acquisition. In The Cognitive Unconscious, ► pp. 115 ff. DOI logo
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2022. Cognitive and contextual factors modulating grammar learning at older ages. Frontiers in Aging Neuroscience 14 DOI logo
Rivera, Marta, Daniela Paolieri, Antonio Iniesta, Ana I Pérez & Teresa Bajo
2023. Second language acquisition of grammatical rules: The effects of learning condition, rule difficulty, and executive function. Bilingualism: Language and Cognition 26:4 ► pp. 639 ff. DOI logo
Roehr-Brackin, Karen
2022. Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019). Language Teaching 55:2 ► pp. 271 ff. DOI logo
Roehr-Brackin, Karen
2024. Explicit and implicit knowledge and learning of an additional language: A research agenda. Language Teaching 57:1 ► pp. 68 ff. DOI logo
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2021. Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?. Language Awareness 30:4 ► pp. 391 ff. DOI logo
Rousse-Malpat, Audrey, Lise Koote, Rasmus Steinkrauss & Marjolijn Verspoor
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2022. Communicative language teaching: Structure-Based or Dynamic Usage-Based?. Journal of the European Second Language Association 6:1 ► pp. 20 ff. DOI logo
Ruiz, Simón, Patrick Rebuschat & Detmar Meurers
2021. The effects of working memory and declarative memory on instructed second language vocabulary learning: Insights from intelligent CALL. Language Teaching Research 25:4 ► pp. 510 ff. DOI logo
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Sendur, Kristin A., Jannet van Drie & Carla van Boxtel
2021. Historical contextualization in students’ writing. Journal of the Learning Sciences 30:4-5 ► pp. 797 ff. DOI logo
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2022. Reflecting on task-based language teaching from an Instructed SLA perspective. Language Teaching 55:1 ► pp. 74 ff. DOI logo
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2023. Form‐Focused Instruction. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh
2022. The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development 18:2 ► pp. 201 ff. DOI logo
Teixeira, Joana
2021. Chapter 9. Can explicit instruction help L2 learners overcome persistent L1 interference?. In L1 Acquisition and L2 Learning [Language Acquisition and Language Disorders, 65], ► pp. 230 ff. DOI logo
Toda-Cosi, Mireia
2022. Susan M. Gass, Patti Spinner, and Jennifer Behney: Salience in Second Language Acquisition. Applied Linguistics 43:6 ► pp. 1228 ff. DOI logo
van der Ploeg, Mara, Merel Keijzer & Wander Lowie
2023. Language pedagogies and late-life language learning proficiency. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Vandommele, Goedele, Koen Van Gorp, Kris Van den Branden & Sven De Maeyer
2022. Assessing the Development of L2 Speaking Skills in Inside-School and Outside-School Settings Through Growth Modelling. Applied Linguistics 43:6 ► pp. 1094 ff. DOI logo
VanPatten, Bill
2017. Situating instructed language acquisition. Instructed Second Language Acquisition 1:1 ► pp. 45 ff. DOI logo
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2022. Explicit and Implicit Learning in Second Language Acquisition, DOI logo
Veisi, Soheila & Reza Ghaffar Samar
2023. The neural correlates of second language syntax. Journal of Second Language Studies 6:1 ► pp. 146 ff. DOI logo
Wagner, Thomas
2023. Conclusions and Limitations. In English Interlanguage Morphology, ► pp. 141 ff. DOI logo
Wulff, Stefanie & Nick C. Ellis
2018. Chapter 3. Usage-based approaches to second language acquisition. In Bilingual Cognition and Language [Studies in Bilingualism, 54], ► pp. 37 ff. DOI logo
YILMAZ, YUCEL & GISELA GRANENA
2019. Cognitive Individual Differences as Predictors of Improvement and Awareness Under Implicit and Explicit Feedback Conditions. The Modern Language Journal 103:3 ► pp. 686 ff. DOI logo
Yilmaz, Yucel & Gisela Granena
2021. IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK. Studies in Second Language Acquisition 43:3 ► pp. 523 ff. DOI logo
Yilmaz, Yucel & Ayşenur Sağdıç
2019. The interaction between inhibitory control and corrective feedback timing. ITL - International Journal of Applied Linguistics 170:2 ► pp. 204 ff. DOI logo
卫, 孟欣
2023. Virtual Reality-Assisted Language Learning from the Perspective of Brain Science. Modern Linguistics 11:01 ► pp. 81 ff. DOI logo
[no author supplied]
2022. How to Teach an Additional Language [Task-Based Language Teaching, 15], DOI logo

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