Interactions between type of form-focused instruction, type of morphosyntactic form, and type of language knowledge

2018 ◽  
Vol 0 (0) ◽  
Author(s):  
Majid Ghorbani
Keyword(s):  
Explicit Knowledge ◽  
Elicited Imitation ◽  
Novice Learners ◽  
Second Language Development ◽  
Grammaticality Judgment ◽  
Language Knowledge ◽  
L2 Development ◽  
Implicit And Explicit ◽  
Esl Learners ◽  
Metalinguistic Knowledge

Abstract Although claims about the nature of EFL/ESL learners’ knowledge (i. e., implicit and/or explicit) are essential to many debates in foreign/second language development, few studies have sought to evaluate the effects of linguistic and/or contextual variables on the two knowledge types. This study, accordingly, undertook to examine the effects of different explicit and implicit types of form-focused instruction (FFI) on the acquisition of four easy and difficult forms as assessed by different implicit and explicit outcome measures. The instruments utilized to assess students’ learning were: oral elicited imitation, untimed and timed grammaticality judgment, and metalinguistic knowledge tests. A pretest and two posttests were administered to 150 novice learners immediately after FFI and again after a 4-week delay. Immediate and durable effects of FFI were found for the easy and difficult target forms on both implicit and explicit knowledge measures. Specifically, the study indicated that explicit and implicit types of FFI were significantly more beneficial for explicitly-easy and implicitly-easy language forms respectively. The findings of this study may contribute a different set of insights to our understanding of the efficacy of varying types of FFI on learners’ controlled and/or spontaneous use of easy and difficult structures at early stages of L2 development.

The importance of increased processing demands in the design of Elicited Imitation tests

2021 ◽  
pp. 136216882110260
Author(s):  
Rosemary Erlam ◽  
Lan Wei
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Explicit Knowledge ◽  
Elicited Imitation ◽  
Ongoing Research ◽  
Processing Demands ◽  
Test Version ◽  
Implicit And Explicit ◽  
Metalinguistic Knowledge ◽  
Belief Statements

This study is a conceptual replication of Ellis’ ‘Measuring implicit and explicit knowledge of a second language: A psychometric study’, published in Studies in Second Language Acquisition (2005), aiming to establish the importance of including belief statements (hypothesized to increase processing demands) in the design of Elicited Imitation (EI) tests. In a between-groups comparison, 103 participants completed one of two versions of Erlam’s EI test (2006), one which required participants to make a ‘belief’ judgement, and one which did not. Both contained ungrammatical stimuli. Participants were scored for repetition of grammatical stimuli and correction of ungrammatical stimuli. An Exit questionnaire aimed to establish how aware they were of ungrammatical stimuli. Participants also completed a timed grammaticality judgement test (TGJT), an untimed grammaticality judgement test (UGJT), a metalinguistic knowledge test (MKT), and another Elicited Imitation (EI) test designed as a measure of global proficiency. Performance on each EI version was examined in relationship to performance on these measures. There was no variation between performance on either EI test version. The article underscores the need for ongoing research investigating design features of EI tests.

The Effects of Recasts and Working Memory on the Development of Implicit and Explicit Knowledge

2016 ◽  
Vol 39 (1) ◽  
Author(s):  
Jieun Ahn ◽  
Youngkyu Kim
Keyword(s):  
Working Memory ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Control Group ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Causative Construction ◽  
Implicit And Explicit ◽  
The Impact ◽  
Experimental Group

AbstractThis paper aims to investigate the effects of recasts and working memory on the acquisition of Korean morphological causatives by advanced Chinese learners of Korean. Participants were randomly assigned to two groups: A experimental group and a control group. The experimental group received intensive recasts during task-based interaction, whereas the control group did not. The effects of recasts were measured by two types of tests: An elicited imitation test, as a measure of implicit knowledge, and an untimed grammaticality judgment test, as a measure of explicit knowledge. The findings are as follows. First, from the pretest to the delayed posttest, recasts facilitated the learners’ acquisition of causative construction by developing both their implicit and explicit knowledge. Second, the results of delayed posttests showed that recasts were more effective in aiding the development of implicit knowledge than explicit knowledge. Third, working memory was found to be a significant covariate in the facilitative effects of recasts on explicit knowledge; that is, it mediated the development of explicit knowledge via recasts as a significant individual difference factor. The effects of recasts were maintained even when the impact of working memory was controlled. (189 words)

scholarly journals Explicit knowledge and learning in SLA

AILA Review ◽  
2010 ◽  
Vol 23 ◽  
pp. 7-29 ◽  
Author(s):  
Karen Roehr
Keyword(s):  
Cognitive Linguistics ◽  
Explicit Knowledge ◽  
Human Mind ◽  
Implicit Processes ◽  
Starting Point ◽  
Explicit Processes ◽  
L2 Development ◽  
Explicit Processing ◽  
Implicit And Explicit ◽  
Explicit And Implicit Knowledge

SLA researchers agree that explicit knowledge and learning play an important role in adult L2 development. In the field of cognitive linguistics, it has been proposed that implicit and explicit knowledge differ in terms of their internal category structure and the processing mechanisms that operate on their representation in the human mind. It has been hypothesized that linguistic constructions which are captured easily by metalinguistic descriptions can be learned successfully through explicit processes, resulting in accurate use. However, increased accuracy of use arising from greater reliance on explicit processing may lead to decreased fluency. Taking these hypotheses as a starting point, I present a case study of an adult L2 learner whose development of oral proficiency was tracked over 17 months. Findings indicate that explicit knowledge and learning have benefits as well as limitations. Use of metalinguistic tools was associated with increased accuracy; moreover, there was no obvious trade-off between accuracy and fluency. At the same time, resource-intensive explicit processing may impose too great a cognitive load in certain circumstances, apparently resulting in implicit processes taking over. I conclude that explicit and implicit knowledge and learning should be considered together in order to gain a full understanding of L2 development.

Implicit and explicit knowledge of inflectional morphology

2015 ◽  
Vol 37 (4) ◽  
pp. 781-812 ◽  
Author(s):  
JOHN ROGERS ◽  
ANDREA RÉVÉSZ ◽  
PATRICK REBUSCHAT
Keyword(s):  
Second Language ◽  
Incidental Learning ◽  
Explicit Knowledge ◽  
Inflectional Morphology ◽  
Verbal Reports ◽  
Grammaticality Judgment ◽  
Rule Knowledge ◽  
Learning Conditions ◽  
Incidental Exposure ◽  
Implicit And Explicit

ABSTRACTThis study set out to test the degree to which second language inflectional morphology can be acquired as a result of incidental exposure and whether the resulting knowledge is implicit (unconscious) or explicit (conscious) in nature. Participants were exposed to an artificial language system based on Czech morphology under incidental learning conditions. In the testing phase, a grammaticality judgment test was utilized to assess learning. In addition, subjective measures of awareness and retrospective verbal reports were used to measure whether the acquired knowledge was conscious or not. The results of the experiment indicate that participants can rapidly develop knowledge of second language inflectional morphology under incidental learning conditions in the absence of verbalizable rule knowledge.

EXPLORING SYNTACTIC PRIMING AS A MEASURE OF IMPLICIT LANGUAGE APTITUDE

2021 ◽  
pp. 1-32
Author(s):  
Shaofeng Li ◽  
Jiancheng Qian
Keyword(s):  
Construct Validity ◽  
Sequence Learning ◽  
Convergent Validity ◽  
The Other ◽  
Syntactic Priming ◽  
L2 Proficiency ◽  
Language Aptitude ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Metalinguistic Knowledge

Abstract This study investigates the validity of syntactic priming as a measure of implicit language aptitude. Syntactic priming refers to the tendency to reproduce a linguistic structure due to a previous exposure to the structure. The validity of the construct was verified by collating evidence for divergent validity—whether it is dissociable from explicit aptitude; convergent validity—whether it is correlated with other measures of implicit aptitude; and predictive validity—whether it is predictive of learning attainment. One hundred sixty-six university EFL learners completed three tests of implicit aptitude: syntactic priming, sequence learning, and LLAMA_D; three tests of explicit aptitude: LLAMA_B, _E, and _F; and three tests of L2 proficiency: untimed grammaticality judgment, metalinguistic knowledge, and elicited imitation. The results showed that syntactic priming was dissociable from explicit aptitude, but it failed to converge with the other measures of implicit aptitude, and it also failed to predict L2 proficiency. The results also showed that priming was negatively correlated with sequence learning and that sequence learning was a negative predictor of learners’ metalinguistic knowledge. On the other hand, the construct validity of explicit aptitude was strong. The results suggest the multidimensionality of implicit aptitude and the need for more research into the construct validity of syntactic priming as a cognitive ability for implicit learning.

THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK

2021 ◽  
pp. 1-25
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Working Memory ◽  
Cognitive Abilities ◽  
Declarative Memory ◽  
Corrective Feedback ◽  
Procedural Memory ◽  
Language Aptitude ◽  
Elicited Imitation ◽  
Grammaticality Judgment ◽  
Implicit And Explicit ◽  
And Task

Abstract This study examines the associations between implicit and explicit language aptitude and the effects of the timing of corrective feedback (CF). A total of 112 seventh-grade EFL learners were assigned to three groups: Immediate CF, Delayed CF, and Task Only. The three groups underwent three treatment sessions during which they performed six focused communicative tasks eliciting the use of the English past tense. The Immediate and Delayed CF groups received CF treatments in the first and final sessions, respectively, and the Task Only group performed the communicative tasks without receiving any feedback. Treatment effects were measured through an untimed grammaticality judgment test and an elicited imitation test. Implicit language aptitude was operationalized as procedural memory and explicit language aptitude as working memory and declarative memory. Multiple regression analysis showed that procedural memory was significantly predictive of the effectiveness of Immediate CF, declarative memory was significantly associated with Delayed CF and Task Only, and working memory was a significant predictor of Immediate CF and Delayed CF. The results were interpreted by consulting the methodological features of the treatments and the mechanisms of the three cognitive abilities.

THE CONSTRUCT VALIDITY OF GRAMMATICALITY JUDGMENT TESTS AS MEASURES OF IMPLICIT AND EXPLICIT KNOWLEDGE

2013 ◽  
Vol 35 (3) ◽  
pp. 423-449 ◽  
Author(s):  
Xavier Gutiérrez
Keyword(s):  
Construct Validity ◽  
Explicit Knowledge ◽  
Time Pressure ◽  
Confirmatory Factor Analyses ◽  
Knowledge Representations ◽  
Grammaticality Judgment ◽  
Confirmatory Factor ◽  
Implicit And Explicit ◽  
Task Stimulus ◽  
And Task

Grammaticality judgment tests (GJTs) have been, and continue to be, frequently used in the field of SLA as a measure of learners’ linguistic ability in the second language (L2). However, only a few studies have examined their construct validity as measures of implicit and explicit knowledge (Bowles, 2011; R. Ellis, 2005), and even fewer have explored in detail how features of these tests, such as time pressure and task stimulus, affect their construct validity (Loewen, 2009). The purpose of this paper is to examine the effect that time pressure and task stimulus have on the type of knowledge representations on which L2 learners draw when performing GJTs. The results show that the grammatical and ungrammatical sections of a timed and an untimed GJT loaded differently in both exploratory and confirmatory factor analyses. This finding can be interpreted as indicating that grammatical and ungrammatical sentences constitute measures of implicit and explicit knowledge, respectively. Additionally, the results show that time pressure and task stimulus have significant effects on learners’ performance on GJTs.

scholarly journals The Impact of Structured Input and Consciousness Raising Tasks on the Acquisition of Implicit and Explicit Knowledge of EFL Learners

2018 ◽  
Vol 8 (3) ◽  
pp. 55
Author(s):  
Forouzan Zereshki ◽  
Ghafour Rezaie
Keyword(s):  
English Language Learners ◽  
Second Language Acquisition ◽  
English Language ◽  
Explicit Knowledge ◽  
Consciousness Raising ◽  
Efl Learners ◽  
Structured Input ◽  
Grammaticality Judgment ◽  
Implicit And Explicit ◽  
The Impact

During the past decades, the distinction between implicit and explicit knowledge and how they could be developed through instruction have always been controversial issues for cognitive psychologists and second language acquisition (SLA) researchers. The present study was aimed at investigating the effects of two different input-based tasks (Structured Input and Consciousness Raising) on the acquisition of implicit and explicit knowledge of English active causative structure by EFL learners. Seventy three female English language learners participated in this study. Participants were divided into two experimental groups, one was provided with structured input activities and the other with consciousness raising activities. The participants’ implicit and explicit knowledge of the target structure was assessed through Timed Grammaticality Judgment and Untimed Grammaticality Judgment respectively before and after the treatment. The results of Paired and Independent Samples t-test analyses revealed that both C-R tasks and SI tasks resulted in the acquisition of both implicit and explicit knowledge, with C-R having more significant impact on the explicit knowledge. The findings provided indirect positive support for the interface hypothesis.

THE EFFECTS OF IMMEDIATE AND DELAYED CORRECTIVE FEEDBACK ON L2 DEVELOPMENT

2020 ◽  
pp. 1-33
Author(s):  
Mengxia Fu ◽  
Shaofeng Li
Keyword(s):  
Corrective Feedback ◽  
Past Tense ◽  
Control Group ◽  
Target Structure ◽  
Elicited Imitation ◽  
Efl Learners ◽  
Grammaticality Judgment ◽  
L2 Development ◽  
And Control ◽  
Experimental Group

Abstract This article reports on a study exploring the differential effects of immediate and delayed corrective feedback (CF) on the acquisition of the English past tense. One hundred and forty-five seventh-grade EFL learners were assigned to four groups: Immediate CF, Delayed CF, Task Only, and Control. Each experimental group performed six focused communicative tasks, two each in three treatment sessions, eliciting the use of the English past tense. The Immediate CF group received feedback on their erroneous use of the target structure in the first session, the Delayed CF group received feedback in the final session, and the Task Only group performed the communicative tasks without receiving any feedback. The Control group only took the achievement tests. The effects of the feedback treatments were measured through an untimed grammaticality judgment test and an elicited imitation test. Mixed-effects analyses examining the influence of both fixed and random factors demonstrated that immediate CF was more facilitative of L2 development than delayed CF. The results suggest the importance of addressing linguistic errors before they are proceduralized in the interlanguage.

Sign in / Sign up

Export Citation Format

Share Document