ABSTRACT
This chapter reports the results of statistical analyses of the data collected in the pre-, post-and delayed tests and the questionnaire on awareness. Statistical data collected in the pre-, post-and delayed tests were analyzed to determine the effects of different instruction types in learning English verb transitivity. At both proficiency levels, quantitative analyses using general linear model repeated-measures All raw data were first submitted to two-way analysis of the variances revealed all significant effects for the variable group, the significant main effects for the variable time and significant effects of the interaction of group and time on existing and nonce verbs in both the productive and receptive tasks. Regarding nonce verbs, low proficiency participants in the explicit-inductive group seemed to be the most successful among the three groups in generalizing what they had learned to novel contexts.
