scholarly journals The impact of single versus multiple recasts on L2 learners' implicit and explicit knowledge

Heliyon ◽  
2019 ◽  
Vol 5 (5) ◽  
pp. e01748 ◽  
Author(s):  
Mohammad Hassanzadeh ◽  
Fahimeh Marefat ◽  
Arezoo Ramezani
Keyword(s):  
Explicit Knowledge ◽  
L2 Learners ◽  
Implicit And Explicit ◽  
The Impact ◽  
Single Versus

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

scholarly journals Strategies of Polish learners in the formal setting for the construction of representations of grammatical aspect in French

Neofilolog ◽  
2018 ◽  
pp. 243-258
Author(s):  
Katarzyna Starościak
Keyword(s):  
Explicit Knowledge ◽  
Metacognitive Strategies ◽  
Target Language ◽  
Source Language ◽  
Grammatical Aspect ◽  
Educational Culture ◽  
Implicit And Explicit ◽  
The Impact ◽  
Cognitive And Metacognitive Strategies ◽  
Passe Compose

In this paper we propose to study, through the results of the reflexive activity of verbalization, cognitive and metacognitive strategies that advanced Polish native learners in French are implementing to construct their representations of the functioning of the French grammatical aspect.The value of the grammatical aspect, expressed in French by the opposition between the passé composé tense and imparfait tense, do not completely coincide with that of the Polish aspectual opposition between perfective and imperfective verbs. Thus, the objective of this research is to analyze the impact of implicit and explicit knowledge from the source language on the construction of the operational rules concerning the grammatical aspect in French. In particular, it will be aimed to characterize the nature of this knowledge and verify how the educational culture of Polish learners affects the processing of grammatical input of the target language.

The Impact of Response Mode on Implicit and Explicit Sequence Learning

2002 ◽  
Vol 49 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Christiane Zirngibl ◽  
Iring Koch
Keyword(s):  
Sequence Learning ◽  
Explicit Knowledge ◽  
Response Mode ◽  
Learning Mechanisms ◽  
Verbal Responses ◽  
Serial Reaction ◽  
Different Response ◽  
Implicit And Explicit ◽  
Post Hoc ◽  
The Impact

Evidence regarding the influence of response mode on sequence learning in serial reaction time (SRT) tasks has been mixed so far. In the present study, sequence learning was investigated under two different response conditions: manual (button presses) versus verbal (pronunciation of digits). Additionally, participants were divided post hoc into subgroups differing in their degree of explicit knowledge about the sequence. Results showed an interaction between response mode and type of learning (implicit vs. explicit), with explicit learning functioning more effectively under verbal than under manual conditions, whereas implicit learning was unaffected by the variation of the response mode. Implications concerning different underlying learning mechanisms (R-R learning vs. R-S learning) are discussed. Specifically, we suggest that the high response-effect distinctiveness of the verbal responses facilitated R-R learning.

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 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)

The impact of (low) trust on knowledge sharing

2016 ◽  
Vol 20 (2) ◽  
pp. 199-214 ◽  
Author(s):  
Werner Rutten ◽  
Joyce Blaas-Franken ◽  
Harry Martin
Keyword(s):  
The Netherlands ◽  
Knowledge Sharing ◽  
Design Methodology ◽  
Explicit Knowledge ◽  
Content Type ◽  
Financial Organization ◽  
Level Of Knowledge ◽  
Implicit And Explicit ◽  
The Impact ◽  
Practical Implications

Purpose This paper aims to explore the differences in the level of knowledge sharing between co-workers in high versus low trust situations, for cognition-based trust and for affect-based trust as well as implicit and explicit knowledge. Design/methodology/approach The differences were examined through data provided by 102 professionals working for a financial organization in The Netherlands. Findings The differences in the level of knowledge sharing in high versus low trust situations are significant. The effect is larger for affect-based trust and for implicit knowledge. Research limitations/implications The survey has been conducted within one organization only. Practical implications Organizations should realize the importance of trust between their co-workers, and in general, there is much to gain by increasing the levels of trust between co-workers, as this will also increase knowledge sharing between co-workers. Originality/value Previous studies have not examined the situation of low trust and its effect on the level of knowledge sharing within a homogeneous group of co-workers.

Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching

2009 ◽  
Author(s):  
Hayo Reinders ◽  
Rosemary Erlam ◽  
JeneferVE Philp ◽  
Shawn Loewen ◽  
Catherine Elder
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Explicit Knowledge ◽  
Implicit And Explicit

scholarly journals Characterization of Carrier Phase-Based Positioning in Real-World Jamming Conditions

2021 ◽  
Vol 13 (14) ◽  
pp. 2680
Author(s):  
Søren Skaarup Larsen ◽  
Anna B. O. Jensen ◽  
Daniel H. Olesen
Keyword(s):  
Real World ◽  
Carrier Phase ◽  
Reference Station ◽  
Baseline Length ◽  
Dual Frequency ◽  
Positioning Accuracy ◽  
The Impact ◽  
Single Versus ◽  
Selection Of

GNSS signals arriving at receivers at the surface of the Earth are weak and easily susceptible to interference and jamming. In this paper, the impact of jamming on the reference station in carrier phase-based relative baseline solutions is examined. Several scenarios are investigated in order to assess the robustness of carrier phase-based positioning towards jamming. Among others, these scenarios include a varying baseline length, the use of single- versus dual-frequency observations, and the inclusion of the Galileo and GLONASS constellations to a GPS only solution. The investigations are based on observations recorded at physical reference stations in the Danish TAPAS network during actual jamming incidents, in order to realistically evaluate the impact of real-world jamming on carrier phase-based positioning accuracy. The analyses performed show that, while there are benefits of using observations from several frequencies and constellations in positioning solutions, special care must be taken in solution processing. The selection of which GNSS constellations and observations to include, as well as when they are included, is essential, as blindly adding more jamming-affected observations may lead to worse positioning accuracy.

Use of Knowledge Management Systems and the Impact on the Acquisition of Explicit Knowledge

2008 ◽  
Vol 22 (2) ◽  
pp. 77-101 ◽  
Author(s):  
Holli McCall ◽  
Vicky Arnold ◽  
Steve G. Sutton
Keyword(s):  
Knowledge Management ◽  
Problem Solving ◽  
Knowledge Acquisition ◽  
Reference Materials ◽  
Explicit Knowledge ◽  
Experimental Methodology ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Use Of Knowledge ◽  
The Impact

ABSTRACT: In an era where knowledge is increasingly seen as an organization's most valuable asset, many firms have implemented knowledge-management systems (KMS) in an effort to capture, store, and disseminate knowledge across the firm. Concerns have been raised, however, about the potential dependency of users on KMS and the related potential for decreases in knowledge acquisition and expertise development (Cole 1998; Alavi and Leidner 2001b; O'Leary 2002a). The purpose of this study, which is exploratory in nature, is to investigate whether using KMS embedded with explicit knowledge impacts novice decision makers' judgment performance and knowledge acquisition differently than using traditional reference materials (e.g., manuals, textbooks) to research and solve a problem. An experimental methodology is used to study the relative performance and explicit knowledge acquisition of 188 participants partitioned into two groups using either a KMS or traditional reference materials in problem solving. The study finds that KMS users outperform users of traditional reference materials when they have access to their respective systems/materials, but the users of traditional reference materials outperform KMS users when respective systems/materials are removed. While all users improve interpretive problem solving and encoding of definitions and rules, there are significant differences in knowledge acquisition between the two groups.

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