Publication details [#58737]

Fordyce, Kenneth. 2014. The Differential Effects of Explicit and Implicit Instruction on EFL Learners’ Use of Epistemic Stance. Applied Linguistics 35 (1) : 6–28.
Publication type
Article in journal
Publication language
Language as a subject
Place, Publisher
Oxford University Press


This study in general bolsters explicit English second language (Japanese university) classroom instruction as most efficient in both short- and long-term for most of the targeted epistemic stance forms, whereas implicit interventions' potential for some forms requires further analysis. Interventions's linguistic focus thus lies on epistemic stance, rarely examined in studies on instructed SLA within the domain of interlanguage pragmatics.