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Linguistics is relatively a broad field of study. One of the field’s interests is second
acquisition and how could it be facilitated, research studies are conducted on learners of a second
language. One example of a journal that publishes research studies in this topic is “Studies In
Second Language Acquisition”. The article to be analyzed is published in this journal and has
the title “Implicit And Explicit Corrective Feedback And The Acquisition Of L2 Grammar”
(Ellis, Loewen & Erlam, 2006). The article reveals an empirical study on the effects of implicit
and explicit corrective feedback on the acquisition of second language grammar past tense.
Unlike the preceding studies, this study includes tests that truly assess the implicit and explicit
variable times; before the instructions, one day after the instructions and two weeks later. The
results show that learners benefit more from the explicit corrective feedback (Ellis et al., 2006).
The type of this article is a research study that follows the IMRD structure. The authors
methodologies and state their purpose for this study. After that, they include in the method
section the identification of the participants, reasons for choosing the target structure, full
explanation of the instructional materials and procedures as well as the testing instruments and
procedures. Then, they disclose the results of all tests in details using tables. Lastly, these results
are discussed and analyzed in details. The use of tables is significant to show results for each
test. The data in the study can be considered a mix between qualitative and quantitative. The
article also included an abstract at the beginning and wrapped up with a conclusion and several
The object of study for this article is the relative impact of implicit and explicit types of
corrective feedback on the acquisition of second language grammar. The study aimed to provide
an accurate comparison between implicit corrective feedback as recasts of the parts where
learners make mistakes, and explicit feedback as metalinguistic explanations by repeating the
learners' error and then giving the rule in the target language without telling the correct form.
According to Ellis et al., the exigence is the limitation of previous research. The tests carried out
in these studies were focused on the learners’ explicit knowledge of the second language and did
not accurately measure the implicit knowledge. This study is important because it compares the
According to Swales and Feak (2012), the article can be divided into three moves. What
has been covered in the beginning of the introduction can be considered move one (a). The
authors stated definitions for the concepts discussed in the article and gave examples of similar
studies implemented before. The authors started getting to move one (b) by relating to previous
studies’ discussions, “Schmid (1994) stated that implicit and explicit learning and implicit and
explicit knowledge are related but distinct concepts that need to be separated” (Ellis et al., 2006.
p. 340). The previous studies were reviewed under the subheading “previous research on
corrective feedback”. In “the main limitation of the research to date lies in the method of
testing.”, the authors started move two by stating their exigence. In the next paragraph, they
started move three (b) by listing a question that the research will investigate. Then they got to
move three (a), where their purpose was stated “ this study was designed to provide precise
error and (b) metalinguistic information about the target rule but the correct target language form
Generally, articles in the field of Linguistics, including this article, follow the American
Psychological Association (APA) style of citation. In the field of Linguistics, in order to write
such a research study article, it is important to be acquainted with most of the research studies in
the field which helps recognizing the structure of its research papers and finding exigence for
new studies.
References
Ellis, R., Loewen, S., & Erlam, R. (2006). IMPLICIT AND EXPLICIT CORRECTIVE
Swales, J. M.,& Feak, C. B (2012). Academic Writing for Graduate Students, 3rd Edition:
Essential Tasks and Skills. Ann Arbor: The University of Michigan Press.