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

本研究旨在探讨二语显性知识与内隐知识之间的相互作用，以及不同的二语学习过程对其发展的影响。显性知识是有意识的可用言语表达的知识，而隐性知识是无意识的语言知识，被广泛认为是流利交际技能的关键组成部分。了解二语知识是如何产生的，以及哪些加工活动对其有贡献，这是二语研究的一个重要领域，可以告诉我们如何才能最好地学习和教授语言。这也将有助于研究者理解二语习得的认知基础，以及这一基础与第一语言习得有多大的不同或相似。心理语言学家几十年来一直在研究二语知识和加工之间及其内部的关系，但这种接口的性质仍然不清楚。为了揭开接口辩论的神秘面纱，一大批在美国的国际学生将在12个月内完成一系列五次语言知识测试，三次。不计时的书面语法判断测试(GJT)和元语言知识测试将被用来测量显性知识，而计时的书面GJT、口语产出任务和引出模仿将被用来测量内隐知识。学生还将通过手机应用程序定期报告他们在L2的参与度。通过结构方程模型，本研究提出了两个研究问题：(1)外显知识在多大程度上影响内隐知识的发展？(2)语言加工的数量和类型(即注重语法和注重意义)对不同知识类型的发展有多大的贡献？这项研究的结果直接说明了出国留学的教育益处。关于学生的数据？真实的语言使用可以增强和丰富国际学生的体验。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.