{
  "schema": "vedokrok.public-item.v1",
  "release_id": "MHC-RPUB-20260920-75ad787a",
  "url": "/knowledge/teach-the-stubborn-form-explicitly-then-force-it-into-production",
  "id": "MHC-D-RESEARCH-1123",
  "version": "0.1.0",
  "title": "Teach the stubborn form explicitly, then force it into production",
  "summary": "Recognition is a weak hiding place for an advanced form.",
  "kind": "protocol",
  "body": "Make the distinction explicit enough to choose between competing forms, then require production. Start with a constrained contrast, move to short original examples and finish with a realistic task where the form is useful but not announced in advance. The last step matters: the goal is not to recite the rule but to retrieve the form while attention is shared with meaning.",
  "limits": [
    "Explicit instruction is not a universal substitute for communication and input. It is most useful when a particular distinction needs conscious repair or clarification."
  ],
  "topics": [
    "union-language-plateau-and-c1-transition"
  ],
  "intents": [],
  "source_ids": [
    "RS-524A9FE621C70F48"
  ],
  "evidence": [
    {
      "claim": "A meta-analysis of explicit L2 instruction found moderate-to-large overall effects, with results moderated by instruction type, practice type, delivery mode, intensity and outcome measure.",
      "source_id": "RS-524A9FE621C70F48",
      "role": "supports",
      "note": "The synthesis pools different languages, structures and instructional designs; no single explicit-teaching format is universally best.",
      "locator": "Abstract"
    }
  ],
  "use_when": [
    "A grammar, pragmatic or discourse distinction is familiar when seen but unreliable when you must produce it."
  ],
  "avoid_when": [
    "Explicit instruction is not a universal substitute for communication and input. It is most useful when a particular distinction needs conscious repair or clarification."
  ],
  "example": "After revising German word order in subordinate clauses, the learner explains a project delay without a worksheet telling them which clause type to use.",
  "check": "The target appears accurately in a new meaning-focused response without a visible rule prompt.",
  "steps": [
    "State the contrast in plain language.",
    "Choose between contrasting examples and explain why.",
    "Create new examples from different topics.",
    "Use the form in a message or spoken answer.",
    "Check delayed spontaneous use."
  ],
  "sources": [
    {
      "id": "RS-524A9FE621C70F48",
      "title": "Effects of different forms of explicit instruction on L2 development: A meta-analysis",
      "url": "https://onlinelibrary.wiley.com/doi/10.1111/flan.12726"
    }
  ],
  "relations": [
    {
      "from": "MHC-D-RESEARCH-1123",
      "to": "MHC-D-RESEARCH-1124",
      "type": "use_before",
      "url": "/knowledge/repeat-the-task-then-change-the-task"
    }
  ],
  "collections": [
    {
      "id": "RC-67F995255A634179",
      "title": "Move from a B2 plateau toward C1 performance",
      "url": "/collections/move-from-a-b2-plateau-toward-c1-performance"
    }
  ]
}