On the Relationship between Intrinsic Saliency and Implicit Learning of Apologetic Strategies: The Case of Taiwanese EFL Learners
The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the fir...
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| Main Authors: | , |
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| Format: | Book |
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MDPI AG,
2021-10-01T00:00:00Z.
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| Summary: | The current study explored the relationship between the intrinsic saliency of apologetic strategies and the effects of implicit learning. Seventeen Taiwanese English as a Foreign Language (EFL) learners with intermediate proficiency participated in the experiment with a pretest on apology in the first week, a noticing session in the second week and a posttest in the third week. The results from the noticing session indicated that providing reasons (e.g., <i>taking on responsibility</i>/<i>explanation or account</i>) and <i>offer of repair</i> were more salient in input to those learners. Additionally, the use of the apologetic strategies <i>taking on responsibility</i> and <i>offer of repair</i> increased in the posttest. Taken together, the results indicated that higher degrees of saliency in input led to better implicit learning outcomes. The interplay between input saliency and explicit/implicit learning as well as the pedagogical implications were discussed. |
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| Item Description: | 10.3390/ejihpe11040095 2254-9625 2174-8144 |