{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,22]],"date-time":"2026-09-22T01:58:43Z","timestamp":1790042323860,"version":"4.0.1"},"reference-count":152,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2010,2,8]],"date-time":"2010-02-08T00:00:00Z","timestamp":1265587200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Language Learning"],"published-print":{"date-parts":[[2010,6]]},"abstract":"<jats:p>A meta\u2010analysis was conducted to investigate the effects of explicit and implicit instruction on the acquisition of simple and complex grammatical features in English. The target features in the 41 studies contributing to the meta\u2010analysis were categorized as simple or complex based on the number of criteria applied to arrive at the correct target form (<jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#b55\">Hulstijn &amp; de Graaff, 1994<\/jats:ext-link>). The instructional treatments were classified as explicit or implicit following <jats:ext-link xmlns:xlink=\"http:\/\/www.w3.org\/1999\/xlink\" xlink:href=\"#b101\">Norris and Ortega (2000)<\/jats:ext-link>. The results indicate larger effect sizes for explicit over implicit instruction for simple and complex features. The findings also suggest that explicit instruction positively contributes to learners\u2019 controlled knowledge and spontaneous use of complex and simple forms.<\/jats:p>","DOI":"10.1111\/j.1467-9922.2010.00562.x","type":"journal-article","created":{"date-parts":[[2010,2,8]],"date-time":"2010-02-08T15:26:31Z","timestamp":1265642791000},"page":"263-308","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":466,"title":["Interactions Between Type of Instruction and Type of Language Feature: A Meta\u2010Analysis"],"prefix":"10.1111","volume":"60","author":[{"given":"Nina","family":"Spada","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Yasuyo","family":"Tomita","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2010,5,13]]},"reference":[{"key":"e_1_2_7_2_1","first-page":"259","volume-title":"Attention and awareness in foreign language learning and teaching","author":"Alanen R.","year":"1995"},{"key":"e_1_2_7_3_1","doi-asserted-by":"publisher","DOI":"10.1515\/9783110197372.2.167"},{"key":"e_1_2_7_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-1770.1994.tb01102.x"},{"key":"e_1_2_7_5_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0272263100014182"},{"key":"e_1_2_7_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/0023-8333.00015"},{"key":"e_1_2_7_7_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0272263198004021"},{"key":"e_1_2_7_8_1","doi-asserted-by":"publisher","DOI":"10.1017\/S0272263199003010"},{"key":"e_1_2_7_9_1","volume-title":"Tense and aspect in second language acquisition: Form, meaning, and use","author":"Bardovi\u2010Harlig K.","year":"2000"},{"key":"e_1_2_7_10_1","doi-asserted-by":"publisher","DOI":"10.1075\/lald.27.08bar"},{"key":"e_1_2_7_11_1","first-page":"308","article-title":"The acquisition of tense and aspect in SLA and FLL: A study of learner narratives in English (SL) and French (FL)","volume":"52","author":"Bardovi\u2010Harlig K.","year":"1996","journal-title":"Canadian Modern Language Review"},{"key":"e_1_2_7_12_1","doi-asserted-by":"publisher","DOI":"10.2307\/3587807"},{"key":"e_1_2_7_13_1","doi-asserted-by":"publisher","DOI":"10.1191\/1362168805lr154oa"},{"key":"e_1_2_7_14_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jslw.2005.08.001"},{"key":"e_1_2_7_15_1","first-page":"89","article-title":"Can CCS skill in interpreting implicature in American English be improved through explicit instruction? 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