The Role of Explicit Instruction in ESL/EFL Reading
Bibliographic Data
| ID | 8938704 |
|---|---|
| Authors | Hwei‐Jiun Shen (National Taichung University of Science and Technology, corresponding author) |
| Year | 2003 |
| Volume | 36 |
| Issue | 3 |
| Pages | 424-433 |
| Publication date | 2003-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.1944-9720.2003.tb02124.x |
| OpenAlex | W2011946965 |
| Language | EN |
| Citations received | 9 |
| References cited | 37 |
Implicit and explicit instruction recently have become influential forces in reading instruction, revealing conflicting perceptions of how best to foster reading ability. Rooted in the progressive movement of the early 1900s, implicit instruction underscores learners' free choices, as evident in whole language. Explicit instruction, rooted in cognitive psychology, emphasizes learners' metacognition. This paper examines the existing literature regarding both approaches to first language (L1) instruction at the word level, text level, and sentence level. The discussion is expanded to the role of explicit instruction in reading English as a second language or foreign language (ESL/EFL), including its role at the word level in EFL reading in Taiwan, the Republic of China. It is suggested that explicit instruction be considered a necessary tool for ESL/EFL reading instruction
Cognition · English as a foreign language · Foreign language · Linguistics · Mathematics education · Metacognition · Reading (process · Sentence · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Language Learning Strategy Instruction
Metacognitive Reading Strategies Used by English-Majors at a University in Vietnam
L2 English Reading, Spelling, and Cognitive-Linguistic Development
Multimedia effects during retrieval practice
The effects of syntactic vs. semantic feature analysis of words on Iranian EFL learners' reading comprehension
Learning Strategy Training and the Shift in Learners’ Beliefs About Language Learning
The Effect of Explicit Strategy Instruction on Students’ Reading Comprehension Performance of Ethiopian Secondary School Students
The Status of Whole Language, Phonemic Awareness, and the Value of Implicit Instruction
More Discussion about Explicit Instruction
Teaching Reading
Principles and practice in second language acquisition
The Culture of Education
From communication to language—a psychological perspective
Pre-School Children's Knowledge of English Phonology
Parsing Effects in Second Language Sentence Processing
Fluency
Toward a theory of automatic information processing in reading
The role of instruction in learning to read
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Experience and Education
"Comments on Stephen D. Krashen's "Teaching Issues
"Comments on Stephen D. Krashen's "Teaching Issues
Seeking a Role for Grammar. A Review of Some Recent Studies
Understanding Shifts in Reading and Its Instruction
Formal Grammar Instruction. Another Educator Comments
Formal Grammar Instruction. An Educator Comments
Assisted Reading Practice
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Adapting a Cognitive Apprenticeship Method to Foreign Language Classrooms
Text Segmenting and Comprehension
Acquiring Literacy in a Second Language
Multiple Constraints on Processing Ambiguous Sentences
Speaking of prosody
Understanding prosody's role in reading acquisition
| Citations per year | 0.41 |
|---|---|
| Citation span | 2004 - 2025 (22) |
| Highly cited | No |