Doctoral Dissertation Research: Exploring the Interface of Implicit and Explicit Second-Language Knowledge: A Longitudinal Perspective

本研究旨在探讨第二语言外显知识和内隐知识的界面，以及不同的第二语言学习过程在多大程度上影响了外显知识和内隐知识的发展。显性知识是有意识的语言知识，而隐性知识是无意识的语言知识，被广泛认为是流利的交际技能的关键组成部分。了解第二语言知识是如何产生的，以及什么样的处理活动对它有贡献，是第二语言研究的一个重要领域，可以为语言的学习和教学提供最好的信息。这也将有助于研究者更好地理解二语习得的认知基础，以及这种认知基础与第一语言习得的不同或相似之处。心理语言学家已经研究了几十年的二语知识和处理之间的关系，但接口的性质仍然不清楚。为了揭开界面辩论的神秘面纱，美国的大量国际学生将在12个月内完成三次五项语言知识测试。不定时的书面语法判断测试（GJT）和元语言知识测试将作为外显知识的措施，而定时的书面GJT，口头生产任务，并引发模仿将被用来衡量内隐知识。学生还将通过移动的应用程序定期报告他们在第二语言中的参与情况。使用结构方程模型，拟议的研究解决了两个研究问题：（1）外显知识在多大程度上影响内隐知识的发展？(2)语言处理的数量和类型（即，语法中心和意义中心）有助于不同知识类型的发展？这项研究的结果直接说明了出国留学的教育效益。学生数据？该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

The purpose of this project is to probe the interface of second language (L2) explicit and implicit knowledge and explore to what extent different L2 learning processes influence their development. Explicit knowledge is conscious-verbalizable knowledge while implicit knowledge is unconscious knowledge of language that is widely held to be a key component for fluent communicative skills. Understanding how L2 knowledge emerges and what processing activities contribute to it is an important area of L2 research that can inform how languages can best be learned and taught. It will also advance researchers' understanding of the cognitive basis of L2 acquisition and to what extent this basis differs from, or is similar to, first language acquisition. Psycholinguists have studied the relationship between and within L2 knowledge and processing for decades, yet the nature of the interface remains unclear. To demystify the interface debate, a large body of international students in the U.S. will complete a battery of five linguistic knowledge tests three times over twelve months. An untimed written grammaticality judgment test (GJT) and metalinguistic knowledge test will serve as measures of explicit knowledge whereas a timed written GJT, oral production task, and elicited imitation will be used to measure implicit knowledge. Students will also report their engagement in the L2 periodically through a mobile app. Using structural equation modeling, the proposed study addresses two research questions: (1) To what extent does explicit knowledge influence the development of implicit knowledge? (2) To what extent do the amount and type of language processing (i.e., grammar-focused and meaning-focused) contribute to the development of different knowledge types? The results of this study speak directly to the educational benefits of studying abroad. Data on students? authentic language usage can be used to enhance and enrich the international student experience.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.