The Effects of Implicit Instruction on Implicit and Explicit Knowledge Development

Autor/in	Godfroid, Aline
Titel	The Effects of Implicit Instruction on Implicit and Explicit Knowledge Development
Quelle	In: Studies in Second Language Acquisition, 38 (2016) 2, S.177-215 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-2631
DOI	10.1017/S0272263115000388
Schlagwörter	German; Second Language Learning; Morphology (Languages); Verbs; Grammar; Task Analysis; Linguistic Input; Oral Language; Interviews; Student Attitudes; Pretests Posttests; Prior Learning; Memory; Language Processing; Knowledge Level; Second Language Instruction; Teaching Methods; College Students; Michigan + Suchen Sie Ihr Suchwort? Deutscher; Zweitsprachenerwerb; Morphology; Morphologie; Grammatik; Aufgabenanalyse; Sprachbildung; Oral interpretation; Mündlicher Sprachgebrauch; Interviewing; Interviewtechnik; Schülerverhalten; Vorkenntnisse; Gedächtnis; Sprachverarbeitung; Wissensbasis; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	This study extends the evidence for implicit second language (L2) learning, which comes largely from (semi-)artificial language research, to German. Upper-intermediate L2 German learners were flooded with spoken exemplars of a difficult morphological structure, namely strong, vowel-changing verbs. Toward the end of exposure, the mandatory vowel change was omitted, yielding ungrammatical verb forms (compare Leung & Williams, 2012). Two pre- and posttests--word monitoring and controlled oral production--gauged the development of learners' implicit and explicit knowledge, respectively. Interviews revealed 33 out of 38 L2 learners remained unaware of the ungrammatical verbs in the input flood; however, they showed significant sensitivity during listening as evidenced by a reaction time slowdown on ungrammatical trials. The unaware learners also improved significantly from pretest to posttest on the word-monitoring task, but not the oral production measure, unless the verbs' salience in the input flood had resonated with them. Thus, implicit instruction affected implicit knowledge primarily, although prior knowledge and memory could potentially account for interactions between implicit processing, implicit knowledge, and explicit knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01