Earticle

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.

There has been ongoing controversy over the importance of explicit knowledge in SLA. Regarding the controversy over the role of explicit knowledge, three major issues need to be addressed: the nature of learners’ explicit knowledge, the relationship between learners’ explicit and implicit knowledge, and the interface of explicit and implicit knowledge. The present study is motivated by the third issue of possible interfaces between explicit and implicit knowledge. For the purpose of the present study, the study first discusses theoretical issues regarding the interface debate and then seeks to find the answer for the debate of interface or non-interface by investigating empirical evidence. Although no studies were intended to address interfacing, the present study identifies and examines those studies which have the potential to address this issue. The investigation of this study suggests that studies reviewed did not show any impact for explicit knowledge through explicit instruction on free production tasks (especially oral) suggesting a non-interface between explicit and implicit knowledge

The purpose of this study is to present Machine Translation (MT) metalanguage learning activities and to examine whether the degree of metalanguage utilization shown by undergraduate students majoring in translation is related to their explicit knowledge, and their ability to identify and solve translation problems. Metalanguage helps learners to learn foreign languages by activating the metalanguage knowledge they have about their native language and their ability to explain specific language phenomena or translation problems. Unlike the previous undergraduate machine translation education research focused on post-editing, this study attempts to use machine translation as a tool for translation learning with the purpose of promoting understanding and knowledge of translation and explaining theoretical approaches to translation problems. Using the machine translation result of the novel Pachinko, students conducted the following learning activities with “Translation Problem Judgment Tests”: 1) Understand the translation problems, 2) Indicate the translation problems, and 3) Explain and correct the translation problems. The analysis found that although the use of metalanguage was active, there was a case where the translation problem was not accurately identified and analyzed. This meant that the two sub-categories of explicit knowledge, metalanguage and analyzed knowledge, were not highly correlated. On the other hand, the higher the frequency of using the metalanguage, the higher the explicit knowledge needed to explain the translation problem. Taken together, these results suggest that meta-linguistic education enhances students' awareness of translation and ultimately helps expand explicit knowledge. The findings of this research have significant implications because they show that metalanguage learning activities using machine translation in undergraduate translation education can help students increase their explicit knowledge of translation and extend their analytical skills.

본 연구의 목적은 비즈니스 네트워크의 유대강도가 지식 공유에 미치는 영향과 환경 불확실성이 유대 강도와 지식 공유에 미치는 영향관계를 조사하는 것이다. 국내 첨단산업 종사자 310명의 설문조사 결과를 바탕으로 통계적 분석 및 제안된 가설들을 검증했다. 분석결과, 강한 유대는 암묵적 지식 공유에 영향을 미치고 약한 유대는 명시적 지식 공유에 긍정적인 영향을 미치는 것으로 나타났고, 환경 불확실성이 높을 때 강한 유대는 암묵적 지식 공유를 강화하는 경향이 있는 반면 약한 유대는 환경 불확실성의 영향을 받지 않는 것으로 확인할 수 있었다. 본 연구는 사회적 자본이론 을 첨단산업에 적용하여 유대강도 및 지식공유를 연구함으로써, 기존의 기업간 유대 및 지식공유 연구를 뒷받침한다. 이 연구 결과는 기업의 역량, 새로운 지식 창출, 경쟁 우위확보를 위한 중요 요인인 지식 공유를 촉진하기 위해 유대강 도를 전략적으로 활용해야 함을 시사한다.

This study aims to investigate how tie strength in business networks affects successful knowledge sharing, as well as the impact of environmental uncertainty on the relationship between knowledge sharing and tie strength. We gathered data through a questionnaire-based survey of 310 employees affiliated with a high-technology industry in Korea. The results highlighted the positive influence of strong ties on tacit knowledge sharing and weak ties on explicit knowledge sharing. Additionally, in this study, we determine that strong ties are strengthened to share tacit knowledge with exchange parties when environmental uncertainty is high, whereas weak ties may remain unaffected by environmental uncertainty. This study contributes to the literature on tie strength and knowledge sharing by applying social capital theory to a high-technology industry. The findings suggest that firms must take advantage of strong and weak ties to facilitate knowledge sharing to enhance competency, create novel knowledge, and obtain a competitive advantage.

The study addresses the issue of language instruction and aims to examine the facilitative effects of different types of instruction, i.e., implicit and explicit, on the acquisition of English present perfect tenses. The 83 university students who participated in the study were assigned to three groups: 28 students in the implicit group, 29 in the explicit group, and 26 in the control group. The two experimental groups received grammar instruction with different conditions: the implicit group was provided with input enhancement, clarification requests and recasts, and the explicit group received language instruction with metalinguistic explanation feedback while completing rule-search tasks. The results indicated that the explicit group outperformed the implicit group in both awareness and production post-tests. Based on the results, insight into form-related pedagogical implications is provided along with the limitations of the study.

부산지역 지식경영을 위한 혁신클러스터 모델을 구축하게 되면, 첫째, 기존의 산업집적론에 비하여 과학기술인프라, 선진적인 고객욕구 충족에는 새로운 생산요소의 중요성이 요구되는 데, 이것은 경쟁력의 기반이 되는 지식베이스 의 새로운 시대에 적합한 로케이션으로 전문화가 요구되는 스킬이나 지식, 레벨이 높은 모델이 반드시 필요하다. 둘째, 클러스터의 개념과 모델은 단순히 기업만이 아니고, 대학, 연구기관, 금융기 관, 정부와 지자체 등의 다양한 조직을 포함하고 있는 특징을 가지고 있다. 셋째, 집적의 효과로서 비용의 최소화를 강조하는 전통적인 집적론에 비하여 클 러스터 이론에서는 이노베이션의 의의를 지적하고 있다. 이것은 글로벌화나 정보기 술의 발달로 인하여 환경변화가 급속하게 진전하고 있는 속에서, 국가나 지역의 경 쟁우위의 원천으로서 이노베이션의 실현을 통하여 생산성의 중요성을 나타내고 있 다. 넷째, 클러스터의 모델은 네트워크를 베이스로 한 협조관계에 있다고 하는 잘못 된 이해가 실무자들을 시작으로 연구자들 상호간에도 클러스터 안에서 전개되고 있 는 치열한 경쟁(특히, 이노베이션을 중심으로 한 경쟁)이 지역의 경쟁우위를 유지하 기 위하여 없어서는 안 되는 프로그램을 명시하고 있다. 따라서 부산지역의 새로운 발전 모델은 기술개발의 낙후, 인력과 원자재 확보의 어려움 등 많이 있지만, 이를 완화 내지는 극복할 수 있는 혁신적인 프로그램이 없 는 문제점을 해결할 수 있다.

This study aims to reveal the ways to sharpen the edges of Korean companies through the relativity analysis between knowledge management and innovational cluster in environmental changes in resent Busan. That is, according to the knowledge management approach, the methods and directions of strengthening industrial competition were established, while the strategy of innovational clusters was suggested as a way of expanding and encouraging knowledge management. The key words of innovational cluster are in this research are the framework of Cluster theory, the importance of innovational cluster, and the change of managerial strategy paradigm. This study provide the several implication for the practice of knowledge management and the researchers. Based on these theories of knowledge management and industrial clusters, their close relationships were analyzed. As a result, industrial clusters were found to be effectively utilized to enlarge and deepen knowledge management. In addition, this suggests the efficient operation guideline of knowledge management. this study indicates both knowledge and innovational cluster should be operated and handled together in the managerial strategy. but this research has limitations in generaling the study result because it collects data from local firms only in Busan.

This study investigates a relationship between explicit knowledge of rules and accuracy in article use for advanced Korean learners on a controlled methodology and a detailed classification system of articles. The purpose is to examine if teaching English article rules to L2 learners improves accuracy in their using articles. The participants were seventy-two college and graduate students. The students completed a fill-in-the-article test and a knowledge-of-rules test. The quantitative analyses of the data revealed that there is a significant correlation between rule knowledge and article use in an overall way. Specifically, explicit knowledge of rules and article accuracy were strongly correlated in the usages of ‘no article’ ∅ such as the zero article ∅1 in Type 1, 3, and 4 and the null article ∅2 in Conventional use. These findings suggest that formal instruction of articles is effective for advanced Korean learners. Teaching materials should be developed with a focus on the usages of ‘no article’ ∅. Teaching explicit article rules and providing sufficient exercises with the global context may contribute to improving advanced Korean learners’ accuracy in using articles.

This study investigated the effects of two types of corrective feedback (CF), recasts and metalinguistic feedback (implicit vs. explicit CF), on the development of implicit and explicit knowledge of English articles. It also examined the relationship between learners’ language aptitude, in particular language analytic ability, and their knowledge development through different types of CF. Six intact intermediate communication English classes (a total of 104 students and two English-speaking teachers) at a university participated in the present study. In CF groups, learners received recasts or metalinguistic feedback (MF) to the errors of the English articles during communicative activities, while no CF was given to the control group. The study employed a pretest-posttest-delayed posttest design, and four different tests were used to measure learner implicit and explicit knowledge. The study found both recasts and MF effective in the development of implicit knowledge and selective effects of recasts on the improvement of explicit knowledge. This suggests that both implicit and explicit CF bring about the development of implicit and explicit knowledge. In addition, language analytic ability was found to be closely related to learners’ gains through both CF and development of explicit and implicit knowledge of English articles.

This study examined the effects of three different types of corrective feedback (CF) on the acquisition of declarative/procedural knowledge of the English past tense in a foreign language (FL) classroom setting. The participants comprised Japanese university students, and five classes were assigned to recasts, explicit correction, metalinguistic prompt, task-only, and test control groups. The first three groups performed tasks designed to elicit past-tense forms and received CF. The task-only group performed the tasks without any CF, while the test control group completed pretests and posttests only. Participants’ declarative and procedural knowledge of the past tense was measured at the pretest, immediate posttest, and delayed posttest. The results generally showed that recasts and explicit correction were effective for the development of declarative knowledge of the structures, while metalinguistic prompts were beneficial for the development of procedural knowledge. Thus, metalinguistic prompts would be one of the best types of feedback to provide in an FL classroom setting to help learners develop procedural knowledge of past-tense forms. However, to effectively develop their declarative knowledge of past-tense forms, recasts and explicit correction should also be provided.

본 연구는 헤어산업 내 암묵지의 고착화 원인을 규명하고, 이를 지식자산으로 표출화하기 위한 핵심요인의 중요도와 우선순위를 도출하는 데 목적이 있다. 이를 위해 전문가 집단을 대상으로 계층분석법(Analytic Hierarchy Process)을 수행하였다. 분석결과, 2계층인 대분류에서는 지식의 주체(48.8%)와 제도환경(51.2%)은 균형을 이루었다. 3계층인 세부 평가 요인에서는 수용자의 반복 및 실천 의지가 전체 1위(20.0%)를 차지한 반면, 기존 연구에서 강조된 전수자의 공유 의지는 최하위(7.4%)로 나타났다. 대안 분석에서는 교육 설계는 형식지가, 실무 훈련과 트렌드는 암묵지가 우세한 전략적 이원화가 확인되었다. 이는 지식 성과가 전수자의 선의가 아닌 수용자의 끈기 있는 체화와 시장 적응력에 달려 있음을 시사한다. 이에 본 연구는 형식지 관점에서 수용자의 독자적 훈련을 돕는 시각화 피드백 도구 보급과 암묵지 관점에서 유행을 반영하는 모듈형 속성 교육을 전략으로 제언한다.

The purpose of this study is to identify the causes of tacit knowledge fixation within the hair industry and to prioritize the key factors for externalizing it into knowledge assets. To this end, an Analytic Hierarchy Process (AHP) analysis was conducted with a group of industry experts. The results of the analysis revealed that at the second level (main categories), Knowledge Subjects (48.8%) and Institutional Environment (51.2%) showed a balanced importance. However, at the third level (specific factors), the Recipient's Willingness to Practice ranked first overall (20.0%), whereas the Provider's Willingness to Share, which had been emphasized in previous studies, ranked lowest (7.4%). The alternative analysis confirmed a need for Strategic Dualism: favoring explicit strategies for educational design but tacit strategies for practical training and trend adaptation. These findings imply that knowledge outcomes depend not on the provider's benevolence, but on the recipient's persistence in embodiment and market adaptability. Therefore, this study suggests the dissemination of visualization feedback tools to assist recipients' self-training (from an explicit knowledge perspective) and the implementation of modular fast-track education reflecting current trends (from a tacit knowledge perspective) as core strategies.

The purpose of this study was to investigate the effects of collocation- based English vocabulary instruction on learners’ receptive and productive collocation knowledge acquisition and their attitudes toward collocation- based learning. Thirty 3rd year middle school students participated in the study. They were divided into two groups: the explicit group received direct instruction on target collocations, while the implicit group learned the target collocations indirectly by doing activities such as guessing meaning in context. Data sources consisted of pre- and post- test of collocation knowledge, survey, and in-depth interviews. The results of the study revealed that there was a significant improvement in collocation knowledge in both explicit and implicit collocation-based vocabulary instruction. The improvement of receptive collocation knowledge was especially more noticeable than that of productive collocation knowledge. Another major finding was that explicit instruction was more effective than implicit teaching in productive collocation knowledge acquisition, while there was little significant difference in receptive collocation knowledge acquisition between the groups. Additionally, the learners’ perception on collocation-based instruction was generally positive, and they were relatively well aware of the necessity of collocation learning.

English is shown to exhibit some unique aspects and properties with respect to number agreement between the subject and the verb. As these aspects are not quite straightforward, we encounter a lot of variation in the judgment of the number of the subject NP among and across NEs and NNEs. We also encounter a huge divergence between NEs and NNEs as they rest on their implicit and explicit grammar knowledge, respectively, for their judgment on number. Here arise some linguistic and pedagogical implications for teaching grammar to EFL learners: how to teach English number agreement, developing linguistic competence, and how to help them get implicit knowledge, leading to communicative competence.

본 연구의 목적은 교사들이 동료 교사의 명시적 실천적 지식을 본인의 교육 맥락에서 사용하지 않거나 변형시켜 사용하는 경우 그 원인을 살펴보는 데에 있다. 이를 위해 연구자는 서울 소재 4개 공립초등학교에 근무하는 11명의 초등학교 교사를 면담하였다. 본 연구 결과, 교사들이 동료교사의 명시적 실천적 지식을 본인의 교육 맥락에서 사용하지 않거나 변형시켜 사용하는 주요 원인은 크게 세 가지로, 이는 교사 특성의 상이함, 학생·학급 특성의 상이함, 운영 측면에서의 효율성 부족으로 나타났다. 동료교사의 명시적 실천적 지식을 수용하는 데에 있어서, 교사들은 자신이 당면한 교육 맥락의 주요 변수를 반성적으로 사고하여 해당 지식을 사용하지 않을지 혹은 변형시켜 사용할지 숙고하였다. 이는 교사들이 동료교사의 명시적 실천적 지식의 적용·전이가능성에 대해 회의적일 때, 이러한 신념이 언제나 교직사회의 폐쇄적 개인주의에 기인한 것이 아니라 전문가로서의 반성적 사고의 결과일 수 있다는 점을 시사한다.

This study investigated why teachers thought explicit practical knowledge had limited transferability across classrooms. Through interviews with eleven elementary school teachers of four schools at Seoul, the author found that teachers thought that teacher characteristics, student characteristics as individuals and groups, and inefficient managements in classrooms mainly contributed to limiting the transferability of explicit practical knowledge from their colleagues. Although teachers believed their contexts were so unique that their colleagues' practical knowledge might not work, they did not always ignore or reject them either; Rather, teachers reflected and then made decisions to reject or modify explicit practical knowledge from their colleagues according to the “unique” factors in their contexts.

The study investigates which grammar features need high priority of pedagogical intervention to develop implicit knowledge, unlike grammatical features in need of explanation of explicit rules. Two types of data were collected from 29 Korean college students: a sentence completion test in English and a meta-linguistic knowledge test (requiring students to both correct the underlined error and explain the grammatical rule) in Korean. Through statistical analyses, including a Wilcoxon signed rank test, this study finds significant differences in test achievements for tense, time prepositions (for and since), subjunctive moods, dative alternations, quantitative adjectives (many and much), gerunds, and third-person singular -s in the simple present tense. Based on results obtained, this study proposes which specific grammar features need intensive pedagogical intervention for production skills, including sentence writing and speaking. Several practical suggestions are provided for EFL instructors and researchers to make more effective use of speaking and writing activities as well as formative testing.

The aim of this paper is to investigate the effectiveness of the interaction between implicit knowledge and explicit knowledge by using the American romantic comedy film, Friends with Benefits (Gluck, 2011). Six English major college students participated in this study. Three implicit and explicit tests were administered to all the subjects, with each of three tests including two types of tests. First was a sudden test without previous announcement, and another one was administered after a previous announcement of the upcoming test. To understand the subjects’ different scores, an oral interview and comprehensive writing test were administered. The results varied. Subject A was a content-driven student who combined content (explicit knowledge) with the relevant language expressions (implicit knowledge). Subjects B and F were the same. However, they were not successful in combining content and language. It was assumed that they failed to deal well with the large quantity of language input and needed to reduce their workload. Subjects C, D, and E were all language driven. They were slightly confused about the content. Results show one caution is given to EFL English teachers using movies. Most students may prefer to learn language through movies, rather than talking about the content.

This study aims to investigate which method of instruction between Integrated Form-Focused Instruction (FFI) and Isolated FFI is more effective in developing explicit and implicit knowledge. In Integrated FFI, grammar instruction, such as brief explanations of language forms and error feedback, is provided while learners are engaged in tasks, whereas in Isolated FFI, grammar instruction is provided initially, before tasks are introduced. For the study, 45 first-grade middle school students were divided into two groups. One group received Integrated FFI while the other received Isolated FFI; both types of explicit form-focused instruction were embedded in communicative lessons. Pre- and post-treatment tests were administered to compare the effects of the different types of grammar instruction. The tests consisted of a written error correction test, an elicited imitation test, and a picture-cued oral test. The target grammatical structure was the passive voice. The results of the study show that there was no significant difference between Integrated FFI and Isolated FFI in students’ development of explicit or implicit knowledge, and that both manners of instruction can contribute to improvement on written error correction and elicited imitation tests.

The present study delves into the construct of second language (L2) phonological knowledge. Two groups of Korean learners of English (n = 18 each), differing in proficiency in L2, took two tasks: one was purported to assess pronunciation accuracy, and the other measured the learners' L2 explicit knowledge of L2 phonology, operationalized as the abilities to provide verbal explanation about the target L2 phonological forms and rules presented in a set of aural stimuli. Comparison of the two groups' task performance revealed noticeable between-group differences in pronunciation accuracy but not in the performance on the task measuring explicit L2 phonological knowledge. The L2 learners were, in general, able to verbally describe and explain L2 segmental and prosodic features (sometimes using relevant metalanguage), but there were significant differences in these learners' abilities to accurately use L2 phonological forms and rules. The paper discusses implications for teaching L2 pronunciation and future research on phonological knowledge.

This present research was designed to explore how and to what extent explicit knowledge of L2 chunks and chunking, which have both grammatical and idiomatic information, would benefit English learning and use. The operation of an EFL learner's explicit L2 chunks and chunking knowledge has been qualitatively investigated over a 6-month period. Through ethnographic data collecting methods such as observations and interviews of the participant's process of acquiring L2 knowledge system, it was found that the awareness of explicit knowledge of English chunks and chunking significantly played an effective role in developing the English language system in terms of fluency, accuracy, and complexity. Based on the results of this study, the researchers suggest that the explicit and declarative knowledge become implicit and procedural knowledge through prolonged and systematic practices: the explicit knowledge of L2 chunks and chunking works positively for L2 learning and use.