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This case study reports a comparison of the relative effectiveness of explicit focus on forms (FonFS) and reactive, incidental focus on form (FonF) on second language grammar learning on both explicit and implicit knowledge. Using a between-groups, pretest-posttest design, Chinese students of Italian were randomly assigned to form two experimental groups, which were exposed either to a TBLT or a PPP module. Both offline (untimed grammaticality judgment) and online (self-paced reading) measures were employed, and students’ performance role-playing the target tasks was assessed. Subjects in the TBLT condition showed a similar improvement in grammatical knowledge to those in the PPP group, while outperforming them on real-life tasks.
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