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L2 English Knowledge: Implicit, Explicit, or Automatized? The Role of Structure Difficulty

첫 페이지 보기
  • 발행기관
    아시아영어교육학회 바로가기
  • 간행물
    The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
  • 통권
    Vol.19 No.1 (2022.03)바로가기
  • 페이지
    pp.17-34
  • 저자
    Sepideh Mehraein, Hamideh Marefat, Hossein Karami
  • 언어
    영어(ENG)
  • URL
    https://www.earticle.net/Article/A410525

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원문정보

초록

영어
The purpose of the current study was to examine the effect structure difficulty may have on the type of knowledge representation L2 learners draw on in different measures of linguistic knowledge. To this aim, word monitoring task (WMT), elicited imitation task (EI), timed grammaticality judgment test (TGJT), untimed grammaticality judgment test (UGJT), and metalinguistic knowledge test (MKT), each consisting of an equal number of easy and difficult structures, were employed. The results of confirmatory factor analysis (CFA) demonstrated that the easy items of GJTs, irrespective of time condition, tap into the construct of automatized knowledge and the difficult ones of EI, TGJT, UGJT, and MKT into explicit knowledge. Additionally, in all the tests the participants’ performance on the easy items significantly differed from that on the difficult ones. Therefore, it can be concluded that structure difficulty is a contributing factor in discriminating different knowledge types and has a pivotal role in learners’ use of linguistic knowledge.

목차

Abstract
Introduction
Literature Review
Implicit, Explicit and Automatized Knowledge of Language
Measures of Implicit and Explicit Knowledge in SLA
Structure Difficulty in Relation to Implicit and Explicit Knowledge
The Present Study
Method
Participants
Target Structures
Instruments
Procedure
Data Analysis
Results
Descriptive Statistics
Correlations
Research Questions 1 and 2
Research Question 3
Discussion
Conclusion
The Authors
References

키워드

implicit knowledge explicit knowledge automatized knowledge structure difficulty confirmatory factor analysis

저자

  • Sepideh Mehraein [ University of Tehran, Iran ]
  • Hamideh Marefat [ University of Tehran, Iran ]
  • Hossein Karami [ University of Tehran, Iran ]

참고문헌

자료제공 : 네이버학술정보

간행물 정보

발행기관

  • 발행기관명
    아시아영어교육학회 [Asia TEFL]
  • 설립연도
    2004
  • 분야
    사회과학>교육학
  • 소개
    The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.

간행물

  • 간행물명
    The Journal of AsiaTEFL
  • 간기
    계간
  • pISSN
    1738-3102
  • eISSN
    2466-1511
  • 수록기간
    2004~2026
  • 등재여부
    SCOPUS,KCI 등재
  • 십진분류
    KDC 740 DDC 420

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