Measuring Chinese EFL Learners’ Implicit and Explicit Knowledge of Relative Clauses

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.

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Implicit and explicit corrective feedback and feedback exposure conditions

Instructed Second Language Acquisition ◽

10.1558/isla.38113 ◽

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.

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

10.21832/9781847691767 ◽

2009 ◽

Cited By ~ 3

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

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Investigating Indonesian EFL learners’ knowledge and use of English causative constructions

IRAL - International Review of Applied Linguistics in Language Teaching ◽

10.1515/iral-2021-0031 ◽

2021 ◽

Vol 0 (0) ◽

Author(s):

David Wijaya ◽

Evelyn Winstin

Keyword(s):

English Language ◽

Explicit Knowledge ◽

Language Education ◽

Study Data ◽

Sentence Completion ◽

Efl Learners ◽

Causative Constructions ◽

Functional Aspects ◽

Improve Instruction ◽

Causative Construction

Abstract This paper explored Indonesian EFL learners’ explicit knowledge, processing, and use of English periphrastic causative constructions make, have, and get. 20 English L1 speakers and 20 Indonesian intermediate level EFL learners majoring in English Language Education at an Indonesian university took part in this study. Data were collected through a cloze task, a sentence completion task, an interpretation task, and a set of open-ended questions asking learners to provide descriptions about their knowledge of the constructions. Results showed that learners did not always use the first noun strategy to identify the agent in a passive causative construction. Also, their suppliances of the causative verbs in most items did not significantly differ from L1 speakers. However, the syntactic patterns were mostly non-target-like. They demonstrated insufficient explicit knowledge that could enable them to verbalize the formal and functional aspects underlying the constructions. Pedagogical implications along with suggestions to improve instruction are discussed.

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Some suggested additions to the semantic cognition model

Behavioral and Brain Sciences ◽

10.1017/s0140525x08005979 ◽

2008 ◽

Vol 31 (6) ◽

pp. 721-722

Author(s):

Jean M. Mandler

Keyword(s):

Concept Formation ◽

Explicit Knowledge ◽

Conceptual Learning ◽

Attentional Biases ◽

Semantic Cognition ◽

Other Information ◽

Direct Input ◽

Cognition Model ◽

Implicit And Explicit ◽

Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

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Beyond paradigm: The ‘what’ and the ‘how’ of classroom research

Second language Research ◽

10.1177/0267658314526749 ◽

2014 ◽

Vol 30 (4) ◽

pp. 551-568 ◽

Cited By ~ 15

Author(s):

Melinda Whong ◽

Kook-Hee Gil ◽

Heather Marsden

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Development ◽

Explicit Knowledge ◽

Teaching Practice ◽

Implicit Knowledge ◽

Developmental Differences ◽

Classroom Research ◽

Language Classroom ◽

Implicit And Explicit

This article reviews studies in second language classroom research from a cross-theoretic perspective, arguing that the classroom holds the potential for bringing together researchers from opposing theoretical orientations. It shows how generative and general cognitive approaches share a view of language that implicates both implicit and explicit knowledge, and that holds a bias towards implicit knowledge. Arguing that it is implicit knowledge that should be the object of research, it proposes that classroom research would benefit from incorporating insights from a generative understanding of language. Specifically, there is a need for a more nuanced view of the complexity of language in terms of linguistic domain, and the interaction between those domains. Generative second language acquisition research that shows developmental differences in terms of both linguistic domain and interface is reviewed. The core argument is a call for more attention to the ‘what’ of language development in classroom research and, by implication, teaching practice. As such, the language classroom is seen to offer potential for research that goes beyond paradigm to address both the ‘what’ and the ‘how’ of language development.

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Assumptions of the Process-Dissociation Procedure are Violated in Implicit Sequence Learning

10.31234/osf.io/p7uxn ◽

2016 ◽

Author(s):

Marius Barth ◽

Christoph Stahl ◽

Hilde Haider

Keyword(s):

Sequence Learning ◽

Explicit Knowledge ◽

Implicit Knowledge ◽

Process Dissociation ◽

Implicit Sequence Learning ◽

Generation Task ◽

Accurate Performance ◽

Exclusion Condition ◽

Implicit And Explicit ◽

Implicit And Explicit Learning

In implicit sequence learning, a process-dissociation (PD) approach has been proposed to dissociate implicit and explicit learning processes. Applied to the popular generation task, participants perform two different task versions: inclusion instructions require generating the transitions that form the learned sequence; exclusion instructions require generating transitions other than those of the learned sequence. Whereas accurate performance under inclusion may be based on either implicit or explicit knowledge, avoiding to generate learned transitions requires controllable explicit sequence knowledge. The PD approach yields separate estimates of explicit and implicit knowledge that are derived from the same task; it therefore avoids many problems of previous measurement approaches. However, the PD approach rests on the critical assumption that the implicit and explicit processes are invariant across inclusion and exclusion conditions. We tested whether the invariance assumptions hold for the PD generation task. Across three studies using first-order as well as second-order regularities, invariance of the controlled process was found to be violated. In particular, despite extensive amounts of practice, explicit knowledge was not exhaustively expressed in the exclusion condition. We discuss the implications of these findings for the use of process-dissociation in assessing implicit knowledge.

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