出版社：Universidad de Granada * Departamento de Didactica de la Lengua y la Literatura
摘要：In this paper, we aim to shed light on the explicit-implicit paradigms in connection to English spelling, perhaps the most representative area caught up in this controversy. To this end, we report on a research study with a pre-test/post-test/delayed post-test control group design carried out in order to determine whether a systematic, explicit intervention program in the teaching of English spelling implemented with Spanish third cycle of Primary Education students in an experimental group develops in such pupils superior orthographic abilities to those spontaneously promoted by its implicit learning in students of a control group. The results are eloquent: ANOVA, the T Test, and successive discriminant analyses reveal that our treatment indeed produces a differential and durable effect, as the experimental group achieves the highest means in the postand delayed post-tests on practically all the main parts, layers, and aspects sampled, with statistically significant differences in its favor.
