Literaturnachweis - Detailanzeige
Autor/in | Isemonger, Ian M. |
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Titel | Operational Definitions of Explicit and Implicit Knowledge. Response to R. Ellis (2005) and Some Recommendations for Future Research in This Area. |
Quelle | In: Studies in second language acquisition, 29 (2007) 1, S. 101-118Infoseite zur Zeitschrift |
Beigaben | Abbildungen |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0272-2631 |
Schlagwörter | Empirische Forschung; Methodenkritik; Methodologie; Lernpsychologie; Metakognition; Testkritik; Kognitives Lernen; Sprachenlernen; Fremdsprache; Fremdsprachenunterricht; Zweitsprachenerwerbsforschung; Englischunterricht |
Abstract | The article comprises two parts. The first part is a critique of R. Ellis's (2005) psychometric study, which attempted to use an exploratory factor analysis (EFA) to establish operationalizations of the constructs of explicit and implicit knowledge. The author argues that the choice of an EFA in this endeavor is misguided and that a confirmatory factor analysis should have been employed. Additionally, the specific execution of the EFA is criticized on a number of fronts. The major claim of the critique is that R. Ellis's study does not successfully demonstrate that his operationalizations are reducible to the two factors of implicit and explicit knowledge. The second part of the article goes on to make some methodological recommendations for future research in this area. Finally, the potential of structural equation modeling is pointed out as a response to Hulstijn's (2005) warning concerning the pitfalls of extreme rationalism and extreme empiricism within the future research trajectory of explicit and implicit knowledge. (Verlag, adapt.). |
Erfasst von | Informationszentrum für Fremdsprachenforschung, Marburg |
Update | 2022/3 |