Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish
Abstract Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners’ implicit and explicit knowledge (e.g., Bow...
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| Format: | Article |
| Language: | English |
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Carleton University
2012-06-01
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| Series: | Canadian Journal of Applied Linguistics |
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| Online Access: | https://journals.lib.unb.ca/index.php/CJAL/article/view/19945 |
| _version_ | 1818605735410401280 |
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| author | Xavier Gutiérrez |
| author_facet | Xavier Gutiérrez |
| author_sort | Xavier Gutiérrez |
| collection | DOAJ |
| description | Abstract
Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners’ implicit and explicit knowledge (e.g., Bowles, 2011; R. Ellis, 2005). The purpose of the present study was to examine the nature of the knowledge representations developed by two groups of learners of Spanish as a L2 at different levels of proficiency. The results show that the two groups differed with respect to their implicit and explicit knowledge of Spanish and also regarding the relationship between measures of those representations and the measures of L2 achievement used with each group.
Résumé
Les connaissances implicites et explicites de la langue seconde (L2) sont deux concepts centraux dans le domaine de l'acquisition de la langue seconde (ALS). Les dernières années ont vu un regain d’intérêt pour la recherche de moyens valides et fiables de mesurer les connaissances implicites et explicites des apprenants de L2 (par exemple, Bowles, 2011; R. Ellis, 2005). Le but de la présente étude a été d'examiner la nature des représentations des connaissances développées par deux groupes d'apprenants de l'espagnol comme L2 à différents niveaux de compétence. Les résultats démontrent qu’il existe des différences marquées entre les deux groupes au niveau de leurs connaissances implicites et explicites de l'espagnol, et aussi en ce qui concerne la relation entre les mesures de ces représentations et les mesures de performance en L2 utilisés avec chaque groupe. |
| first_indexed | 2024-12-16T13:59:41Z |
| format | Article |
| id | doaj.art-90385671a91747d088c1392a7799f495 |
| institution | Directory Open Access Journal |
| issn | 1481-868X 1920-1818 |
| language | English |
| last_indexed | 2024-12-16T13:59:41Z |
| publishDate | 2012-06-01 |
| publisher | Carleton University |
| record_format | Article |
| series | Canadian Journal of Applied Linguistics |
| spelling | doaj.art-90385671a91747d088c1392a7799f4952022-12-21T22:29:06ZengCarleton UniversityCanadian Journal of Applied Linguistics1481-868X1920-18182012-06-0115012041Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) SpanishXavier Gutiérrez0University of WindsorAbstract Implicit and explicit knowledge of the second language (L2) are two central constructs in the field of second language acquisition (SLA). In recent years, there has been a renewed interest in obtaining valid and reliable measures of L2 learners’ implicit and explicit knowledge (e.g., Bowles, 2011; R. Ellis, 2005). The purpose of the present study was to examine the nature of the knowledge representations developed by two groups of learners of Spanish as a L2 at different levels of proficiency. The results show that the two groups differed with respect to their implicit and explicit knowledge of Spanish and also regarding the relationship between measures of those representations and the measures of L2 achievement used with each group. Résumé Les connaissances implicites et explicites de la langue seconde (L2) sont deux concepts centraux dans le domaine de l'acquisition de la langue seconde (ALS). Les dernières années ont vu un regain d’intérêt pour la recherche de moyens valides et fiables de mesurer les connaissances implicites et explicites des apprenants de L2 (par exemple, Bowles, 2011; R. Ellis, 2005). Le but de la présente étude a été d'examiner la nature des représentations des connaissances développées par deux groupes d'apprenants de l'espagnol comme L2 à différents niveaux de compétence. Les résultats démontrent qu’il existe des différences marquées entre les deux groupes au niveau de leurs connaissances implicites et explicites de l'espagnol, et aussi en ce qui concerne la relation entre les mesures de ces représentations et les mesures de performance en L2 utilisés avec chaque groupe.https://journals.lib.unb.ca/index.php/CJAL/article/view/19945explicit knowledge; implicit knowledge; L2 proficiency |
| spellingShingle | Xavier Gutiérrez Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish Canadian Journal of Applied Linguistics explicit knowledge; implicit knowledge; L2 proficiency |
| title | Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish |
| title_full | Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish |
| title_fullStr | Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish |
| title_full_unstemmed | Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish |
| title_short | Implicit Knowledge, Explicit Knowledge, and Achievement in Second Language (L2) Spanish |
| title_sort | implicit knowledge explicit knowledge and achievement in second language l2 spanish |
| topic | explicit knowledge; implicit knowledge; L2 proficiency |
| url | https://journals.lib.unb.ca/index.php/CJAL/article/view/19945 |
| work_keys_str_mv | AT xaviergutierrez implicitknowledgeexplicitknowledgeandachievementinsecondlanguagel2spanish |