Effects of second language learning conditions along the implicit/explicit continuum
An extension of Ishikawa (2019)
Datos Bibliográficos
| ID | 19595997 |
|---|---|
| Autores | Keiichi Ishikawa (0000-0001-7606-376X, Kwansei Gakuin University, autor de correspondencia) |
| Año | 2024 |
| Volumen | 3 |
| Fecha de publicación | 2024-11-20 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Frontiers in Language Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2813-4605 • E-ISSN: 2813-4605 |
| Editorial | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/flang.2024.1487987 |
| OpenAlex | W4404544960 |
| Idioma | EN |
| Referencias citadas | 53 |
This study investigated the effects of learning the morphological rules of a second language under various learning conditions along the implicit/explicit continuum. It compared outcomes between learners under the attentional (required to attend to targets) and intentional (required to search for rules) conditions and under the incidental and explicit conditions immediately after exposure and after 1 week. The study also assessed the nature of acquired knowledge using subjective measures of awareness during the testing phases and post-experimental verbal reports. The results demonstrated similar learning effects across the four groups of learners immediately after the learning phase, whereas only intentional learners outperformed incidental learners after one week. The participants developed conscious and unconscious knowledge irrespective of being attentive or intentional during the learning phase. The outcomes of oral production tasks illustrated that knowledge acquired through exposure did not manifest as productive knowledge. The study discussed the results in terms of learning conditions along the continuum of implicitness and explicitness
Cognition · Cognitive psychology · Developmental psychology · Explicit knowledge · Implicit Learning · Unconscious mind · Computer Science · EFL/ESL Teaching and Learning · Neurobiology of Language and Bilingualism · Psychology · Second Language Acquisition and Learning · Artificial Intelligence
The Faculty of Language
Explicit and Implicit Second Language Training Differentially Affect the Achievement of Native-like Brain Activation Patterns
Attention
The neural basis of lexicon and grammar in first and second language
Measuring unconscious knowledge
At the Interface
Detection theory
Learning Without Awareness
Learning Simple and Complex Second Language Rules Under Implicit, Incidental, Rule-Search, and Instructed Conditions
Theoretical and Empirical Issues in the Study of Implicit and Explicit Second-Language Learning
Beyond Explicit Rule Learning
Memory and Metamemory Considerations in the Training of Human Beings
Attention in Cognitive Science and Second Language Acquisition
Cross-linguistic evidence for the nature of age effects in second language acquisition
The Role of Consciousness in Second Language Learning1
Second language acquisition of grammatical rules
Sleep-Dependent Consolidation of Second Language Grammar Knowledge
Learning Condition, Linguistic Complexity, and First Language Transfer in Semiartificial Language Learning
Awareness and learning under incidental learning conditions
The faculty of language
Measurements of Association Value ( a ), Rated Associations ( a′ ), and Scaled Meaningfulness ( m′ ) for the 2100 CVC Combinations of the English Alphabet
The Potential Relationship Between Openness and Explicit Versus Implicit L2 Knowledge
Nonparametric indexes for sensitivity and bias
Maturational Constraints on Language Learning
Implicit and Explicit Learning of Languages
Incidental Learning of Gender Agreement in L2
Implicit Learning in Production
Measuring Implicit and Explicit Knowledge in Second Language Research
Learning Without Awareness by Academic and Nonacademic Samples
Differential Effects of Attention
Statistical Study of English Word Formation
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |