TIMED AND UNTIMED GRAMMATICALITY JUDGMENTS MEASURE DISTINCT TYPES OF KNOWLEDGE

2015 ◽  
Vol 37 (2) ◽  
pp. 269-297 ◽  
Author(s):  
Aline Godfroid ◽  
Shawn Loewen ◽  
Sehoon Jung ◽  
Ji-Hyun Park ◽  
Susan Gass ◽  
...  
Keyword(s):  
Explicit Knowledge ◽  
Time Pressure ◽  
Nonnative Speakers ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
Controlled Processing ◽  
Task Effects ◽  
Grammaticality Judgment ◽  
Grammaticality Judgments ◽  
Implicit And Explicit

Grammaticality judgment tests (GJTs) have been used to elicit data reflecting second language (L2) speakers’ knowledge of L2 grammar. However, the exact constructs measured by GJTs, whether primarily implicit or explicit knowledge, are disputed and have been argued to differ depending on test-related variables (i.e., time pressure and item grammaticality).Using eye-tracking, this study replicates the GJT results in R. Ellis (2005). Twenty native and 40 nonnative English speakers judged sentences with and without time pressure. Analyses revealed that time pressure suppressed regressions (right-to-left eye movements) in nonnative speakers only. Conversely, both groups regressed more on untimed, grammatical items. These findings suggest that timed and untimed GJTs measure different constructs, which could correspond to implicit and explicit knowledge, respectively. In particular, they point to a difference in the levels of automatic and controlled processing involved in responding to the timed and untimed tests. Furthermore, untimed grammatical items may induce GJT-specific task effects.

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.

CONFLICTING EVIDENCE OF EXPLICIT AND IMPLICIT KNOWLEDGE FROM OBJECTIVE AND SUBJECTIVE MEASURES

2019 ◽  
Vol 42 (2) ◽  
pp. 359-382
Author(s):  
Ryo Maie ◽  
Robert M. DeKeyser
Keyword(s):  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
English Speakers ◽  
Subjective Measures ◽  
Full Account ◽  
Monitoring Task ◽  
Grammaticality Judgment ◽  
Conflicting Evidence ◽  
Incidental Exposure ◽  
Explicit And Implicit Knowledge

AbstractThis study is the first to compare objective and subjective measures of explicit and implicit knowledge under learning from incidental exposure. An experiment was conducted, during which L1 English speakers were trained on a semiartificial language, Japlish. A measure of explicit knowledge and a recently proposed measure of implicit knowledge (i.e., an untimed auditory grammaticality judgment and a word-monitoring task) were applied to gauge the two types of knowledge at two testing sessions, and their results were compared with those of subjective measures of awareness. Results revealed clear discrepancies between the two measurement approaches in terms of their sensitivity. In particular, while the subjective measures varied in identifying explicit and implicit knowledge of various Japlish constructions, the objective measures indicated that most of the knowledge was explicit, and development of implicit knowledge (measured by the word-monitoring task) was minimal, only manifested in detecting a case-missing violation at the delayed posttest. The results are discussed with reference to the current literature on explicit and implicit learning and knowledge, and it is concluded that the criterion of (un)awareness might not be by itself sufficient to provide a full account of L2 knowledge developed under incidental conditions.

scholarly journals Seeing a Phrase " Time and Again" Matters: The Role of Phrasal Frequency in the Processing of Multiword Sequences

2021 ◽  
Author(s):  
Anna Siyanova ◽  
K Conklin ◽  
WJB van Heuven
Keyword(s):  
Eye Tracking ◽  
Native Speakers ◽  
American Psychological Association ◽  
Nonnative Speakers ◽  
Mixed Effects ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
American Psychological ◽  
Mixed Effects Modeling

Are speakers sensitive to the frequency with which phrases occur in language? The authors report an eye-tracking study that investigates this by examining the processing of multiword sequences that differ in phrasal frequency by native and proficient nonnative English speakers. Participants read sentences containing 3-word binomial phrases (bride and groom) and their reversed forms (groom and bride), which are identical in syntax and meaning but that differ in phrasal frequency. Mixed-effects modeling revealed that native speakers and nonnative speakers, across a range of proficiencies, are sensitive to the frequency with which phrases occur in English. Results also indicate that native speakers and higher proficiency nonnatives are sensitive to whether a phrase occurs in a particular configuration (binomial vs. reversed) in English, highlighting the contribution of entrenchment of a particular phrase in memory. © 2011 American Psychological Association.

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.

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.

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)

scholarly journals Seeing a Phrase " Time and Again" Matters: The Role of Phrasal Frequency in the Processing of Multiword Sequences

2021 ◽  
Author(s):  
Anna Siyanova ◽  
K Conklin ◽  
WJB van Heuven
Keyword(s):  
Eye Tracking ◽  
Native Speakers ◽  
American Psychological Association ◽  
Nonnative Speakers ◽  
Mixed Effects ◽  
Nonnative English Speakers ◽  
English Speakers ◽  
American Psychological ◽  
Mixed Effects Modeling

Are speakers sensitive to the frequency with which phrases occur in language? The authors report an eye-tracking study that investigates this by examining the processing of multiword sequences that differ in phrasal frequency by native and proficient nonnative English speakers. Participants read sentences containing 3-word binomial phrases (bride and groom) and their reversed forms (groom and bride), which are identical in syntax and meaning but that differ in phrasal frequency. Mixed-effects modeling revealed that native speakers and nonnative speakers, across a range of proficiencies, are sensitive to the frequency with which phrases occur in English. Results also indicate that native speakers and higher proficiency nonnatives are sensitive to whether a phrase occurs in a particular configuration (binomial vs. reversed) in English, highlighting the contribution of entrenchment of a particular phrase in memory. © 2011 American Psychological Association.

scholarly journals ÉVALUER LES CONNAISSANCES IMPLICITES ET EXPLICITES EN FRANÇAIS LANGUE ÉTRANGÈRE PAR LES TESTS DE JUGEMENT DE GRAMMATICALITÉ : ANALYSE DES OUTILS ET PRÉSENTATION DES RÉSULTATS DE LA RECHERCHE

Neofilolog ◽  
2020 ◽  
pp. 205-221
Author(s):  
Wioletta A. Piegzik
Keyword(s):  
Foreign Language ◽  
Explicit Knowledge ◽  
Implicit Knowledge ◽  
Academic Environment ◽  
Research Results ◽  
Grammaticality Judgment ◽  
Implicit And Explicit

The aim of this paper is to evaluate implicit and explicit knowledge among Polish speaking students studying French as a foreign language in the academic environment. In the first part, we discuss a timed grammaticality judgment test (TGJT) as an instrument for measuring implicit knowledge and an untimed grammaticality judgment test (UGJT) as a tool for evaluating explicit knowledge and we propose solutions to sidestep some of the weaknesses of both these instruments which were observed in our research. The second part focuses on the presentation of the research results, leading to the conclusion that the group of students at A2 level develop implicit and explicit knowledge in a fairly balanced way

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