The differentiation between explicit and implicit knowledge has been a key issue discussed by researchers involved in second language acquisition throughout the last several decades. Some follow the ideas of Stephen Krashen, the trail blazer of studies concerning implicit knowledge and focus on meaning. Other, believe that explicit knowledge is more important. The core of this BA thesis is an empirical study measuring implicit and explicit knowledge of a group secondary school students. The study is preceded by two chapters discussing relevant issues about implicit and explicit knowledge as well as various tests that measure the knowledge of a subject.
The first chapter describes the similarities and differences between explicit and implicit knowledge. It provides general information that is developed later on, or that needs to be mentioned in order to supply sufficient details that form the background of the empirical research that is presented in the third chapter. The main aim of the first chapter is to present seven dimensions which help to distinguish implicit knowledge from explicit knowledge. This chapter also touches upon the issue of learning difficulty of certain grammatical features.
The second chapter is a description of various criteria on the basis of which implicit and explicit knowledge is measured. What is more, there are different tests that measure implicit and explicit knowledge included in this section, together with the ways in which they are formed, and the importance they have in measuring a given type of knowledge. The aforementioned tests encompass the imitation test, timed as well as the untimed version of the grammar judgement test (GJT), oral narrative test, and finally the metalinguistic knowledge test.
The third chapter is an empirical study prepared by the author. It is divided into two parts, and measures both implicit and explicit knowledge of the participants. The study itself was inspired by three other experiments, but it also possesses its original and unique ideas. Apart from measuring implicit and explicit knowledge, it also explores metalinguistic knowledge and the issue of systematicity. The research analyses several key questions, the most important concerning which type of knowledge learners from a typical secondary school in Poland make use of more efficiently.
Table of Contents
- Introduction
- Chapter 1: Explicit and Implicit Knowledge
- 1.1. Definition of Explicit and Implicit Knowledge
- 1.2. The Relationship Between Explicit and Implicit Knowledge
- 1.3. Learning Difficulty of Grammatical Features
- 1.4. Learning Difficulty of Grammatical Structures as Implicit Knowledge
- 1.5. Learning Difficulty of Grammatical Structures as Explicit Knowledge
- 1.6. The Role of Explicit Knowledge in Implicit Learning
- Chapter 2: Methods Measuring Implicit and Explicit Knowledge
- 2.1. Criteria of a Test Measuring Explicit and Implicit Knowledge
- 2.2. Test Formation
- Chapter 3: Empirical Research
- 3.1. Background
- 3.2. Description of the Empirical Research
- 3.3. Participants
- 3.4. Purpose of the Research
- 3.5. Results of the First Part, Measuring Implicit Knowledge
- 3.6. Results of the Second Part of the Research
- 3.7. Conclusions
Objectives and Key Themes
This BA thesis presents an empirical study measuring implicit and explicit knowledge of a group of secondary school students. The study is framed by a discussion of relevant issues concerning implicit and explicit knowledge and various tests used to measure knowledge. The primary objective is to investigate the relationship between implicit and explicit knowledge in foreign language learning.
- Explicit versus implicit knowledge in second language acquisition
- The relationship and interaction between explicit and implicit knowledge
- Measurement of implicit and explicit knowledge in foreign language learning
- Analysis of learning difficulties related to grammatical structures
- Empirical investigation of implicit and explicit knowledge in secondary school students
Chapter Summaries
Chapter 1: Explicit and Implicit Knowledge: This chapter lays the groundwork for the empirical research by defining and differentiating between explicit and implicit knowledge. It explores the relationship between these two types of knowledge, examining their similarities and differences across seven dimensions: Awareness, Type of Knowledge, Systematicity and Certainty of L2 Knowledge, Accessibility of Knowledge, Use of L2 Knowledge, Self-Report, and Learnability. The chapter also delves into the learning difficulties associated with specific grammatical features and structures, considering both implicit and explicit learning approaches. The concept of the "interface position" in applied linguistics is introduced to further illuminate the interplay between implicit and explicit knowledge in language acquisition. This chapter provides the theoretical foundation for understanding the methodologies and results presented in subsequent chapters.
Chapter 2: Methods Measuring Implicit and Explicit Knowledge: This chapter details the methodology employed in the empirical study. It outlines the criteria for designing a test that effectively measures both explicit and implicit knowledge. The chapter describes the process of test formation, ensuring that the instrument accurately assesses the different types of knowledge under investigation. This section is crucial for understanding the validity and reliability of the research findings presented in Chapter 3.
Chapter 3: Empirical Research: This chapter presents the empirical research conducted to investigate the relationship between implicit and explicit knowledge. It begins with background information, followed by a detailed description of the research design, including participant selection and the research objectives. The chapter then presents the results from both the implicit and explicit knowledge measurements. The results are analyzed and compared to draw conclusions about the interplay between the two types of knowledge. The study examines the performance of participants in relation to various factors, such as prior language learning experience, providing a rich dataset for evaluating the hypotheses underlying the research.
Keywords
Implicit knowledge, explicit knowledge, second language acquisition, foreign language learning, empirical research, grammatical structures, learning difficulty, test design, interface position.
Frequently Asked Questions: A Comprehensive Language Preview
What is the focus of this academic work?
This Bachelor's thesis presents an empirical study investigating the relationship between implicit and explicit knowledge in foreign language learning among secondary school students. It examines how these two types of knowledge interact and influence learning outcomes, particularly concerning grammatical structures.
What are implicit and explicit knowledge?
The thesis defines and differentiates between implicit (unconscious) and explicit (conscious) knowledge in language learning. It explores their relationship across several dimensions, including awareness, systematicity, accessibility, and learnability. The study examines how these different types of knowledge contribute to overall language proficiency.
What methodologies were used in the study?
The research employs methods designed to measure both implicit and explicit knowledge. The thesis details the criteria for designing effective tests and the process of creating the assessment instruments used in the empirical study. The validity and reliability of the tests are carefully considered to ensure accurate measurement of the different knowledge types.
Who participated in the empirical study?
The empirical research involved a group of secondary school students. The thesis describes the participant selection process and provides details on the characteristics of the study group. This information is essential for understanding the generalizability of the findings.
What were the key findings of the empirical research?
Chapter 3 presents the results of the empirical study, analyzing the data obtained from both implicit and explicit knowledge measurements. The findings shed light on the relationship between the two types of knowledge and how they contribute to language learning success. The analysis considers factors like prior language learning experience to provide a comprehensive understanding of the results.
What are the main themes explored in the thesis?
The key themes include the interplay between explicit and implicit knowledge in second language acquisition, the challenges in measuring these different knowledge types, and the analysis of learning difficulties associated with grammatical structures. The study also examines the “interface position,” a concept in applied linguistics that helps explain the interaction between explicit and implicit knowledge.
What are the main chapters and their content?
The thesis is structured into three chapters. Chapter 1 defines and differentiates explicit and implicit knowledge. Chapter 2 details the methodology for measuring these types of knowledge. Chapter 3 presents the empirical research, including results and conclusions drawn from the study of secondary school students.
What are the key takeaways from this research?
The study aims to contribute to the understanding of how implicit and explicit knowledge interact in foreign language learning. The findings provide insights into the effectiveness of different teaching methods and assessment strategies for second language acquisition, ultimately benefiting language educators and learners.
What are the keywords associated with this research?
Keywords include: Implicit knowledge, explicit knowledge, second language acquisition, foreign language learning, empirical research, grammatical structures, learning difficulty, test design, interface position.
- Quote paper
- Maciej Buczowski (Author), 2009, Implicit versus explicit knowledge in foreign language learning, Munich, GRIN Verlag, https://www.grin.com/document/273080
