The present study explores whether a focused task-based peer interaction pedagogical intervention leads to increased explicit and implicit knowledge of past simple tense among young learners of English as a foreign language (EFL) and whether adding pre-task explicit grammar instruction or explicit interactional instruction or both has any impact on the results. Four groups of 6th grade EFL learners aged 11–12 years participated in an 8-week pedagogical intervention (50 minutes per week) while a fifth control group only participated in the testing sessions ( n = 36). Groups were divided according to the intervention received: grammar+interaction strategy ( n = 26), grammar ( n = 26), interaction strategy ( n = 24) and task-only ( n = 24). The four groups who underwent treatment also participated in past tense focused task-based peer interaction in the second part of the weekly intervention session. All groups completed a bi-modal untimed grammaticality judgement task (GJT) (explicit knowledge) and a self-paced reading task (SPR) (implicit knowledge) before and after the intervention. Results show that the use of pre-task instruction of both linguistic and interactional type together with focused peer-interaction tasks contributes to the children’s explicit learning of past tense. Children’s implicit knowledge of past tense did not show any significant development in any of the intervention types. Findings are discussed in relation to the pedagogical intervention carried out and the development of implicit and explicit knowledge.

中文翻译：

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基于任务的同伴互动和任务前指导对年轻英语学习者过去时显性和隐性知识的影响：一项干预研究


本研究探讨了基于任务的同伴互动教学干预是否会增加英语作为外语（EFL）的年轻学习者对过去简单时态的显性和隐性知识，以及是否添加任务前显性语法指导或显性互动指导或两者都对结果有影响。四组 11-12 岁的六年级 EFL 学习者参加了为期 8 周的教学干预（每周 50 分钟），而第五组对照组仅参加测试课程（n = 36）。根据接受的干预进行分组：语法+互动策略（n = 26）、语法（n = 26）、互动策略（n = 24）和仅任务（n = 24）。接受治疗的四组还参加了每周干预课程第二部分的过去时态、基于任务的同伴互动。所有小组在干预前后均完成双模态不定时语法判断任务（GJT）（显性知识）和自定进度阅读任务（SPR）（隐性知识）。结果表明，使用语言和互动类型的任务前指导以及有针对性的同伴互动任务有助于孩子们对过去时态的明确学习。儿童对过去时态的内隐知识在任何干预类型中都没有表现出任何显着的发展。讨论了与所进行的教学干预以及隐性和显性知识的发展相关的研究结果。