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Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis

Authors: Spada, N. & Tomita, Y. · Year: 2010 · Tier: meta · DOI/URL: https://doi.org/10.1111/j.1467-9922.2010.00562.x

Upper secondary Adults / lifelong learning Across ages Language learning

Links to claims

Supports (1)

ClaimBasis
C24Abstract: 41 studies; explicit > implicit for simple and complex forms, controlled and spontaneous use.

Review state: first-pass draft, pending human review.

Source note

Syntes: Spada & Tomita (2010) — explicit instruction outperforms implicit for simple and complex forms

Källa: Spada, N. & Tomita, Y. (2010). Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis. https://doi.org/10.1111/j.1467-9922.2010.00562.x

Verified content

Limits

Why it is in the library

Second verified source for the explicit-L2-instruction candidate (Phase B Near seed).

Added 2026-10-27 by the project (Phase B expansional push). [abstract] = published abstract; [full text] = full text; [assessment] = judgement; [secondary] = secondary summary pending paper check.

Metadata as recorded

ID
LANG-004
Tier
meta
Titel
Interactions Between Type of Instruction and Type of Language Feature: A Meta-Analysis
Författare
Spada, N. & Tomita, Y.
År
2010 (Language Learning 60(2), 263–308)
Källa/DOI
https://doi.org/10.1111/j.1467-9922.2010.00562.x
Typ
meta-analysis of 41 studies on explicit vs implicit instruction for simple and complex English grammatical features
Åldersgrupp
gymnasium;vuxen-livslangt;overgripande
Teman
sprakinlarning
Hämtad
2026-10-27
Paywall
paywalled
Verifierad
Crossref metadata (title, authors, year, venue) checked 2026-10-27
Tillagd
Phase B Near/thin seed 2026-10-27; links pending human review

The original files (PDF or abstract) are kept in the project archive and are not published here.