Explicit and Implicit Judgements of L2 Grammaticality  

Oleh:

Bialystok, Ellen

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Learning: A Journal of Research in Language Studies (Full Text) vol. 29 no. 1 (Jun. 1979), page 81-104.
Fulltext: 29_01_Bialystok.pdf (1.42MB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/LLE/29 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

The present study examines the differenbal ue of formal explicit knowledge and inturtwe implicit knowledge in a eecbnd-lahguage gram- mabcality judgement task. The hypothesis is that a set of conditions can be established which serve to iden* the occasions in which each of these specialized types of knowledge nnll be uaed. These condrbons are deacnbed as taelr-related factors (amount of detail requued, respome hme allotted, specific structure tested) and learner-related factors (level of study in the L2, knowledge of other languages). The subjecta for the study were 317 English-speaking high school students and adulta learning French as a second language French sen- tences were presented on tape and decisions about the grammabcality of each were recorded by subjecta on dng sheets. The resuita incbcated that explicit knowledge intervenes for incorrect sentences requmng detailed responses and that knowledge of another language is beneficial for certain condmons. These findings lead to’ a &don of the relabodup between implicit and explicit linguietx know- ledge in eecond language proficiency.

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