Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels
Taking into account the implicit/explicit knowledge of Tense Consistency (TC), this study aimed to investigate TC observance across Iranian EFL learners’ proficiency specifically at elementary, intermediate and advanced levels. To achieve this, the Oxford Placement Test, Gap Filling Task and Spoken...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2020-01-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2020.1727129 |
| _version_ | 1797765003935219712 |
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| author | Amir Reza Asiyaban Mortaza Yamini Mohammad-Sadegh Bagheri Lotfollah Yarmohammadi |
| author_facet | Amir Reza Asiyaban Mortaza Yamini Mohammad-Sadegh Bagheri Lotfollah Yarmohammadi |
| author_sort | Amir Reza Asiyaban |
| collection | DOAJ |
| description | Taking into account the implicit/explicit knowledge of Tense Consistency (TC), this study aimed to investigate TC observance across Iranian EFL learners’ proficiency specifically at elementary, intermediate and advanced levels. To achieve this, the Oxford Placement Test, Gap Filling Task and Spoken Performance Task were administered to 154 learners. The goals were to categorize the participants into three proficiency levels, assess their explicit TC knowledge, and to evaluate their implicit TC knowledge respectively. The results endorsed the linearity of the explicit utilization of TC across proficiency groups; however, the implicit use of TC was demonstrated to be nonlinear, with the elementary learners outperforming the intermediate ones. Accordingly, the researchers suggested the introduction of a new term “tick-shaped improvement”. |
| first_indexed | 2024-03-12T20:04:51Z |
| format | Article |
| id | doaj.art-7a30df464ddf4e8e8b849035fdbf3cbd |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T20:04:51Z |
| publishDate | 2020-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-7a30df464ddf4e8e8b849035fdbf3cbd2023-08-02T02:10:54ZengTaylor & Francis GroupCogent Education2331-186X2020-01-017110.1080/2331186X.2020.17271291727129Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levelsAmir Reza Asiyaban0Mortaza Yamini1Mohammad-Sadegh Bagheri2Lotfollah Yarmohammadi3Islamic Azad UniversityZand Institute of Higher EducationIslamic Azad UniversityIslamic Azad UniversityTaking into account the implicit/explicit knowledge of Tense Consistency (TC), this study aimed to investigate TC observance across Iranian EFL learners’ proficiency specifically at elementary, intermediate and advanced levels. To achieve this, the Oxford Placement Test, Gap Filling Task and Spoken Performance Task were administered to 154 learners. The goals were to categorize the participants into three proficiency levels, assess their explicit TC knowledge, and to evaluate their implicit TC knowledge respectively. The results endorsed the linearity of the explicit utilization of TC across proficiency groups; however, the implicit use of TC was demonstrated to be nonlinear, with the elementary learners outperforming the intermediate ones. Accordingly, the researchers suggested the introduction of a new term “tick-shaped improvement”.http://dx.doi.org/10.1080/2331186X.2020.1727129implicit/explicit knowledgetense consistencyu-shaped learningmetalinguistic knowledgelinearitynon-linearity |
| spellingShingle | Amir Reza Asiyaban Mortaza Yamini Mohammad-Sadegh Bagheri Lotfollah Yarmohammadi Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels Cogent Education implicit/explicit knowledge tense consistency u-shaped learning metalinguistic knowledge linearity non-linearity |
| title | Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels |
| title_full | Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels |
| title_fullStr | Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels |
| title_full_unstemmed | Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels |
| title_short | Implicit/explicit knowledge and its contribution towards tense consistency employment across EFL learners’ proficiency levels |
| title_sort | implicit explicit knowledge and its contribution towards tense consistency employment across efl learners proficiency levels |
| topic | implicit/explicit knowledge tense consistency u-shaped learning metalinguistic knowledge linearity non-linearity |
| url | http://dx.doi.org/10.1080/2331186X.2020.1727129 |
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